"The focus is only on negative aspects, not the excellent work being done": Student preschool teachers' view on media coverage of preschool practice

Abstract

The media significantly shape public perception and individual experiences by emphasizing issues that attract readers’ interest, frequently focusing on emotionally charged and negative topics. This can result in certain aspects receiving disproportionate attention, particularly when coverage is adverse, which may distort the public’s perception of reality. Furthermore, such reporting may contribute to anxiety and reinforce negative stereotypes. With the rise of social media, the dissemination of news has become faster and more widespread, making information more accessible than ever before. This development has both advantages and disadvantages: on the one hand, it increases awareness and broadens the scope for public discussion; on the other hand, misinformation and simplified representations may lead to misunderstanding and distrust. Studies suggest that media coverage of education is often critical or negative in tone and in discussions of early childhood education, the focus tends towards challenges such as financial constraints, staff shortages, and concerns regarding children’s well-being. Recently, Icelandic media have notably increased their reportage on preschool practice, largely highlighting problems and challenges within the profession. This study investigates the attitudes of Icelandic preschool teacher students toward media coverage of preschool practice and its perceived impact on their professional identity, emotional well-being, future expectations, and public perception of the profession.

Data were collected from 100 preschool teacher students, both at bacherlor’s and master’s level, enrolled at the two universities in Iceland that offer holistic programs in preschool teacher education. The participants answered an online questionnaire with open-ended questions designed to elicit their views on the nature of media presentation regarding preschool practice, how they belived such coverage would influence public opinion, and how these factors affected their own emotional well-being and future career expectations.

Results from thematic analysis revealed four major themes. Firstly, participants predominantly described media coverage as negative, highlighting that positive aspects of daily preschool practice, such as pedagogical successes and professional achievements, were largely ignored. Students expressed concern that continuous negative coverage contributed to a distorted public perception of preschool education, overshadowing the extensive and essential work educators perform daily. They advocated for balanced reporting that equally represents the profession’s challenges and successes, emphasizing its educational significance and the professional competence required.

Secondly, the participants believed that the negative media portrayal significantly affected public perceptions of preschool education, leading to reduced respect for the profession. They noted how such coverage could diminish interest in pursuing preschool education careers, further exacerbating staffing issues and professional devaluation. Students frequently encountered negative attitudes and misconceptions as to their choice of study and career, sometimes needing to justify their professional decisions to family and friends, which they found demoralizing.

The third theme revolved around perceived disrespect for preschool educators. Students felt that media narratives frequently illustrated preschools merely as services for working parents and the labor market, rather than essential educational institutions. Such portrayals failed to acknowledge the specialized knowledge and training preschool teachers acquire, reinforcing outdated stereotypes about childcare being unskilled labor primarily conducted by women. Participants stressed the need for media narratives to shift toward recognizing preschools as foundational educational environments crucial to child development.

Lastly, media coverage significantly influenced students’ emotional well-being and future professional expectations. Many reported feelings of anxiety, doubt, and dissatisfaction concerning their career choice due to persistently negative portrayals. Concerns about challenging working conditions, poor wages, and limited recognition of their professional status led some students to consider abandoning their studies or leaving the profession entirely, despite enjoying their work and recognizing its societal value. Nonetheless, several students expressed the resilience and determination needed to promote improved public understanding and respect for preschool education.

This study underscores the critical role media play in shaping both public opinion and professional identity within preschool education. It highlights the urgent need for balanced and informed reporting that accurately reflects the profession’s complexities, challenges, and contributions. Additionally, the findings suggest the importance of fostering media literacy within preschool teacher education programs to equip students with tools to critically assess and engage with media representations of their profession. Increased participation of professional educators in public discourse could help provide a more realistic and respectful portrayal, potentially enhancing societal recognition and appreciation of the crucial role of preschool education.