Scouting, Volume 71, Number 4, September 1983 Page: E24
98, E1-E24, [16] p. : ill. ; 28 cm.View a full description of this periodical.
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A career in childhood development involves
an active role in shaping young people's lives.
The job requires patience, love, and understanding
for the teaching and caring of children.
m
■ t
development post in the Berks Coun-
ty (Pa.) area makes me especially
grateful for the opportunities I've
had. Because of the post activities,
I've definitely decided that I want to
teach young children. The idea of
working with handicapped or emo-
tionally disturbed children particular-
ly appeals to me."
Alyssa Voit, 17, echoed her friend's
enthusiasm.
"I've been in the post a little less
than one year," she remarked, "and
I've discovered that I really like being
around children. I'm not sure if this
will lead me to a teaching career, but
the idea is definitely worth investi-
gating."
Many of Post 270's members see
teaching as their best opportunity for
working with children, but that's not
The youngsters (left) crawl
along in the Rolling Bin Spin.
Above, Alyssa Voit asks,
"Where should we go to next?
Tunnels of Fun? The Rainbow
Room? Sesame Dream
Network?"
the only available career path. The
National Association for the Educa-
tion of Young Children (NAEYC)
defines five separate career patterns
for working with or for youngsters,
and each encompasses a number of
jobs specifically suited to a person's
skills and interests.
The NAEYC's Pattern 1 covers
careers that serve children directly,
and those include teachers, health
care specialists, and recreation
leaders. Pattern 2 positions serve
families directly, such as social
workers or family therapists. Pattern
3 covers the organization of services
for children and families and such
corresponding careers as child care
director or college teacher. Careers
that help provide information to
professionals who work with or for
children and families are included in
Pattern 4, while Pattern 5 careers
provide goods and services that affect
children and their families toy and
game manufacturers, legislators,
consumer advocates, etc.
"Regardless of the specific career
you choose, certain key characteris-
tics are important for anyone espous-
ing a professional concern for chil-
dren," advised childhood center's
Judith Peterson as she gathered chil-
dren and Explorers for a lunch break
before the bus trip home.
"You have to value early childhood
as an important period of life," she
said, "be committed to an active role
in shaping young people's experi-
ences, and certainly have a liking for
children."
Post Advisor Anne Strieker added:
"My work in the Early Childhood
Learning Center has been personally
rewarding, and I feel the same about
my association with Post 270. These
Explorers show such enthusiasm for
and dedication toward the center and
its children that I'm certain they'll be
real assets to whatever professions
they choose." 3
E24
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Boy Scouts of America. Scouting, Volume 71, Number 4, September 1983, periodical, September 1983; Irving, Texas. (https://texashistory.unt.edu/ark:/67531/metapth353630/m1/80/: accessed April 23, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Boy Scouts of America National Scouting Museum.