Abstract
In a recent episode of CEC’s Podcast, Rewriting the Narrative, CEC President Ben Tillotson spoke with Dr. LaShorage Shaffer about the critical role early childhood education and early intervention play in shaping children’s development and the systems that support (or sometimes hinder) families along the way.
At the heart of the conversation, there is a shared belief that early childhood education is often misunderstood.
As Dr. Shaffer explains, “One of the big ones that I think about is early childhood is basically babysitting, or early childhood special education is only for children with severe disabilities or developmental needs. And neither one of those misconceptions is true.”
Early Childhood is a Profession and a Partnership
Dr. Shaffer emphasizes that early childhood educators are skilled professionals, always improving their practice.
“The field of education in which early childhood and early childhood special education falls is a profession,” she notes, adding that educators in this field “are continuing their education and it requires them to not only be educated in all areas of child development, but also all content areas as well.”
Their professional education does not end there. Equally as valuable is being educated about family contexts.
“Partnering with families is so important,” Dr. Shaffer says, particularly in early intervention, where professionals work “directly with families within the context of sometimes their home or wherever the child is at.”
She describes this relationship as reciprocal, noting, “That support is bidirectional, and that learning is bidirectional.”
Development Takes Time and Understanding
Throughout the episode, both speakers addressed common myths about development. Dr. Shaffer noted the tension educators and families face: “There are two different ropes that are being pulled against each other,” between letting children develop naturally and expecting academic skills too early.
She emphasized the importance of honoring developmental timelines, stating, “Are we giving them opportunities to develop wherever that developmental continuum is starting and continue to help them along the way?” and reminding listeners that “it’s not just the academics, it’s the social-emotional, it’s the language development, it’s physical development.”
Navigating Systems and Barriers
The episode also explored systemic barriers families face when accessing early supports.
“Our systems and our policies in and of itself are barriers for families to accessing the supports earlier,” Dr. Shaffer explained, pointing to fragmented systems and complicated entry points. Families, she noted, are often left navigating multiple agencies while balancing medical care, employment, and caregiving.
Despite these challenges, she reminded listeners that “early intervention services are provided at no cost for families” in many states and emphasized the importance of continuing IDEA-funded supports.
Hope for the Future
When asked what gives her hope, Dr. Shaffer pointed to the next generation of educators. “I have the privilege of seeing our future educators and their excitement and their passion to go into our field,” she shared. “That excitement and joy from students is what gives me hope.”
She closed with a sentiment that echoed the entire conversation: “I always say it takes a village… and in some aspect [we] are part of some child and some family’s village, and that’s something that we should be proud of.”
This conversation reinforces a powerful message: high-quality early childhood education and intervention are not ancillary supports, they are foundational. Through professional expertise, meaningful family partnerships, and coordinated systems, the field has the capacity to shape not only school readiness, but lifelong outcomes defined by participation, belonging, and growth.
Listen to the episode here:
