{"id":7032990,"date":"2026-08-08T03:07:08","date_gmt":"2026-08-08T03:07:08","guid":{"rendered":"https:\/\/peraltafinancing.com\/uncategorized\/the-legacy-of-fred-rogers-in-the-professional-development-of-early-childhood-educators\/"},"modified":"2026-08-08T03:07:08","modified_gmt":"2026-08-08T03:07:08","slug":"the-legacy-of-fred-rogers-in-the-professional-development-of-early-childhood-educators","status":"publish","type":"post","link":"https:\/\/fivemor.com\/?p=7032990","title":{"rendered":"The Legacy of Fred Rogers in the Professional Development of Early Childhood Educators"},"content":{"rendered":"


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The following is a written version of the presentation made at\u00a0The Work of Fred Rogers: A Conference on His Context and His Legacy<\/strong>,\u00a0held June 16-17, 2023 at The Fred Rogers Institute<\/a>.<\/em><\/p>\n

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By way of quick introduction, my name is Amanda Morgan, and I write, speak, podcast, and provide professional development for early childhood educators from my site and independent small business, Not Just Cute<\/em>.\u00a0 Primarily, I work to support intentional whole-child development and to help all members of learning communities \u2013 the parents, teachers, administrators, and decision-makers \u2013 to understand that the work we do in early childhood, teaching through play and communication and relationships, is not just \u201ccute,\u201d but it\u2019s actually very powerful, extremely important, and in too many environments, it\u2019s being pushed out.<\/p>\n

But before I started doing all of that, I was, of course, a child.\u00a0 And as a child, I spent a generous amount of time watching PBS, which means I spent a lot of time visiting\u00a0Mister Rogers\u2019 Neighborhood.<\/em>\u00a0 So much so, that I\u2019m a bit embarrassed to admit how old I was when I realized that the back of a penny was, in fact, NOT Mister Rogers\u2019 trolley.<\/p>\n

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Knowing the impact Fred Rogers and\u00a0Mister Rogers\u2019 Neighborhood<\/em>\u00a0has had on me, not only as a child, but as an early childhood professional, I wondered how that compared with the experiences of other professionals in the early childhood field.\u00a0 Perhaps some of our earliest professional development training actually happened when we were in early childhood ourselves.<\/strong><\/p>\n

I asked a sample of about 200 early childhood professionals about the impact Fred Rogers\u2019 legacy has had on them as professionals.\u00a0 One of the first questions I asked, was whether or not they watched\u00a0Mister Rogers\u2019 Neighborhood<\/em>.\u00a0 About 72% said they watched the program.\u00a0 That\u2019s a high number, but what was more interesting, was that an even higher number, about 81%, said they felt Fred Rogers\u2019 legacy influenced them as professionals.\u00a0 So, we can already see that his impact extends beyond the scope of those who watched his program.<\/p>\n

When those who had watched were asked about the outstanding or overarching memories of that experience, there were the expected answers \u2014 \u00a0comments about puppets and songs and memories of love, kindness, and acceptance.\u00a0 What really stood out, however, was that as they shared these memories, the language was often very personal.\u00a0 They didn\u2019t just watch it, they experienced<\/em> it.\u00a0<\/strong> Common patterns in the phrases emerged such as, \u201cI felt loved\u201d, \u201cI felt safe,\u201d \u201cHe was talking right to me,\u201d <\/em>or even, \u201cHe could see into my soul.\u201d<\/em><\/p>\n

As children, we watched Fred teach us what to do with the mad that we feel <\/a>and how crayons are made<\/a>, but what I realize now was that he was also modeling best practices based on powerful, deep, and simple theories.\u00a0 Nothing made it onto his program without first going through a filter of intentional child development based on his personal study of human development, as well as his work with his mentor, Dr. Margaret McFarland<\/a>.\u00a0 Based on the many influences of his time, he had formed his own patchwork philosophy<\/a> and practice, which, incidentally, still holds up well against today\u2019s ongoing research.\u00a0<\/p>\n

Realizing that for many early childhood professionals, their first experience with foundational theories and practices may actually have been watching Fred Rogers model them, I asked my sample how familiar they were with various theorists and researchers.<\/p>\n

Using a Likert scale, I asked them to rate how familiar they were with prominent figures in developmental theory, research, and practice.\u00a0 The percentages in the chart reflect those that rated their familiarity with these people as a 5 \u2013 the highest on the scale.\u00a0 The work of Fred Rogers aligns with various parts of the work of each of these people.\u00a0 However, while few participants indicated a high level of familiarity with these figures, over 60% of them rated their familiarity with Fred Rogers\u2019 impact as high.<\/p>\n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Figure<\/strong><\/td>\nRated Familiarity<\/strong> as 5<\/strong><\/td>\n<\/tr>\n
Maria Montessori<\/td>\n40.8%<\/td>\n<\/tr>\n
Jean Piaget<\/td>\n36.7%<\/td>\n<\/tr>\n
Erik Erikson<\/td>\n27.5%<\/td>\n<\/tr>\n
T. Berry Brazelton<\/td>\n22.9%<\/td>\n<\/tr>\n
Lev Vygotsky<\/td>\n20.4%<\/td>\n<\/tr>\n
Friedrich Froebel<\/td>\n9.1%<\/td>\n<\/tr>\n
Alison Gopnik<\/td>\n4.3%<\/td>\n<\/tr>\n
Kathy Hirsh-Pasek<\/td>\n3.3%<\/td>\n<\/tr>\n
Margaret McFarland<\/td>\n2.8%<\/td>\n<\/tr>\n
Fred Rogers<\/strong><\/td>\n64.8%<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n

That difference became even more pronounced when asked if these educators visually recognized some of those same people.\u00a0 (How would you do?)<\/em><\/p>\n

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Almost 100% of participants recognized Fred Rogers.\u00a0 About half could identify Maria Montessori.\u00a0 Around a third attempted to identify Jean Piaget, though several misidentified him as Freud, Erikson, or Vygotsky.\u00a0 And the hardest one?\u00a0 Modern-day developmental psychologist, Dr. Alison Gopnik \u2013 only 30 people even attempted to identify her and about a third of those were wrong.<\/p>\n

While this finding isn\u2019t surprising, it is significant.<\/p>\n

We saw<\/em> Mister Rogers; we didn\u2019t just read about him.\u00a0 We watched<\/em> as he modeled his work.\u00a0 While there is great value in the work and the words of each of these giants, there is a particular potency in having the personal experience of watching Fred Rogers put these theories into action.<\/strong>\u00a0 That personal experience becomes an indelible part of our own personal practice \u2013 a reference point.\u00a0 In a way, many of us were mentored by Fred without even realizing it.<\/p>\n

To further understand this impact, I asked the 81% who said they were influenced as professionals by Fred Rogers\u2019 legacy, to describe that influence in an open-ended format.\u00a0 As I read over those responses, I began to notice themes emerging, so I coded the answers according to those themes.\u00a0 Some descriptions included more than one theme, which meant a single response could be included in multiple categories.\u00a0 Those five main themes were Love, Acceptance, Being Child-Centered, Quietude, and Valuing Play and Wonder.<\/p>\n

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I\u2019d like to share a little about each of those themes, how they emerged in the responses and how, for many professionals, the familiarity of Fred Rogers\u2019 words and work create a bridge to developmental theory as well as current research.\u00a0 Early childhood professionals may not feel familiar with the names and theories of current researchers and foundational theorists, but by knowing Fred, they actually know more about those corresponding principles than they realize.<\/strong><\/p>\n

LOVE<\/h2>\n

It\u2019s not surprising that love was an overriding theme in many responses.\u00a0 Words like \u201ccare,\u201d \u201ccompassion,\u201d \u201ckindness,\u201d \u201crelationships,\u201d and \u201cconnection\u201d were used frequently.<\/p>\n

One respondent said:\u00a0\u201c\u2026He made a point of seeing and connecting with people. In my most precious moments as an educator that is what I have done too.\u00a0 This is a good reminder for me to have less \u201crobot moments\u201d of trying to check things off my list \u2013 and more connection instead.\u201d<\/strong><\/em><\/p>\n

This connects with a growing body of current research shared by Harvard\u2019s<\/a> Jack Shonkoff <\/a> and others<\/a>, showing that love and relationships quite literally change the brain and its ability to learn effectively.\u00a0 When I share some of this research in my trainings, participants find that research fascinating and important, but I often wrap it up by saying, \u201cand if you don\u2019t want to listen to psychologists and neuroscientists, you can always listen to Mister Rogers, who taught us that, \u2018A love of learning has a lot to do with learning that we are loved.\u2019<\/em>\u201d (source)<\/a><\/em><\/p>\n

There\u2019s a different feeling that comes over the room.\u00a0 A look of recognition.\u00a0 Of not just knowing the truth of those words because they sound good and make sense, but because they\u2019ve personally seen and felt that truth themselves.<\/p>\n

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The original Mr. McFeely, David Newell, stopped by the conference for a \u201cSpeedy Delivery.\u201d<\/em><\/p>\n

ACCEPTANCE<\/h2>\n

Acceptance was another top theme, with words and phrases like \u201cinclusive,\u201d \u201cwithout judging,\u201d \u201cok to make mistakes,\u201d and \u201cjust the way you are.\u201d I think Fred would likely argue that the type of acceptance respondents described with these words is just a subset of love, as he explained, \u201cTo love someone is to strive to accept that person exactly the way he or she is, right here and now.\u201d<\/em> (source)<\/a><\/em><\/p>\n

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In addition to his humanist and religious influences, his perspectives on acceptance may have come from his understanding of Erikson\u2019s<\/a> theories of identity and sense of self. They also perfectly embody Bronfenbrenner\u2019s <\/a>ecological theory.\u00a0 Afterall, one could say Fred was \u201cirrationally crazy\u201d about every child in his Neighborhood, loving what others may not see or even want to see.<\/p>\n

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But it\u2019s often Fred\u2019s words that connect the educators in this sample to the principles from these theorists, as one respondent shared,\u00a0\u201cI strongly value each child \u2018just the way they are\u2019 and I work hard to make them feel seen and important.\u201d<\/strong><\/em><\/p>\n

CHILD-CENTERED<\/h2>\n

Being child-centered emerged as well, with references to Fred\u2019s amazing ability to connect with children on their level<\/a>, to speak in a way that wasn\u2019t patronizing but also respected their unique perspective.\u00a0 He was a fierce advocate for children and for childhood in every space he entered.<\/p>\n

This child-centered perspective connects to many theorists and practitioners \u2013 Maria Montessori<\/a> is just one powerful example, as she reminded us to \u201cfollow the child.\u201d<\/p>\n

But it\u2019s Fred that these educators mention as influencing them to think of the children first. (source)<\/a><\/em><\/p>\n

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One participant\u2019s comment could almost be mistaken for something Fred would have said himself, speaking of his influence saying,\u00a0\u201cI think it is always important to listen, really listen to children.\u00a0 Too many times we think what an adult has to say is more important and we need to make sure children know we care about what they have to say.\u201d<\/em><\/strong><\/p>\n

QUIETUDE<\/h2>\n

Quietude was a theme that was easy to see but difficult to name.\u00a0 Many responses included references to Fred\u2019s calm, quiet, peaceful, and unhurried demeanor.<\/p>\n

In an interview<\/a> in the 1990s, Fred said, \u201cI\u2019m very concerned that our society is much more interested in information than wonder \u2013 in noise, rather than silence.\u201d<\/em> I often wonder what he would think of our society\u2019s pace today.<\/p>\n

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As responses reflected on his influence on their own practice, I was struck by the recognition that there was actually strength in Fred\u2019s kind and gentle approach (He was \u201ckind and gentle, but strong.\u201d<\/strong><\/em>).\u00a0 One educator reflected on Fred\u2019s direct influence on her practice, saying,\u00a0\u201cWhen I think of him, I am reminded to slow down, to be gentle, to really listen and pay attention to each individual child no matter how busy I am.\u00a0 I don\u2019t always succeed, but thinking of him helps.\u201d<\/strong><\/em><\/p>\n

Fred\u2019s pace is actually referenced in the more current work of Dr. Dimitri Christakis<\/a>, who has contrasted Fred\u2019s deliberate, slower pace with the detrimental impacts of the more frenetic pacing of many of today\u2019s programs.\u00a0 The importance of a powerful pause <\/a> is also found in emerging work on language development<\/a>, cognition<\/a>, and coregulation<\/a>.\u00a0 The ability to use silence effectively truly is a quiet strength.<\/strong><\/p>\n

PLAY AND WONDER<\/h2>\n

Last, but not least, the theme of valuing play and wonder emerged.\u00a0 (Examples included \u201cimagination,\u201d \u201cexplore the wonder of things,\u201d \u201cplayful,\u201d and \u201cmade learning feel magical.\u201d)<\/p>\n

Certainly, this theme could be found in many prominent theories of Fred\u2019s day, (Piaget, Montessori, and Steiner all asserted children require long uninterrupted periods of play and exploration, <\/em>for example)\u00a0<\/em>and it was certainly a frequent topic of conversation with his mentor, Dr. McFarland<\/a>.<\/p>\n

The importance of play has also been supported by more current research.\u00a0 One of my favorite examples is the work of Kathy Hirsh-Pasek and Roberta Golinkof<\/a>f <\/a>who have shared that a growing body of research <\/a>shows that the best learning happens in a playful learning environment, where children are actively engaged in meaningful, social, iterative, and joyful experiences.<\/p>\n

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Their work would come as no surprise to Fred, whose quote about play received more positive responses from participants than any of the other Fred quotes on the survey.\u00a0 Many respondents even mentioned this quote directly as they discussed what they had learned from Fred:<\/p>\n

\u201cPlay is the best teacher.\u201d<\/strong><\/em><\/p>\n

\u201cIn a nutshell: play is the work of children.\u201d<\/strong><\/em><\/p>\n

\u201cThat play is work.\u00a0 Children learn through their play and in a playful, safe environment.\u201d<\/strong><\/em><\/p>\n

We can see how a part of Fred\u2019s legacy has been woven into how these early childhood professionals see their work and engage in their practice.\u00a0 But what I hadn\u2019t anticipated is that just as Fred\u2019s work became a model and a mentor for many young neighbors turned early childhood professionals, those professionals are now integrating that influence into their own work as mentors, weaving that legacy into the lives and the work of those who may not personally be as familiar with Fred\u2019s work.<\/p>\n

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\u201cThe idea that I begin all of my Intro to EC classes with is that you must have two guide stones \u2013 respect and relationships.\u00a0 I feel that this is a direct reflection of Fred Rogers\u2019 philosophy.\u201d<\/strong><\/em><\/p>\n

\u201cI have learned over the years the value of relationships and being in relationship with my staff and children at my school is one of the most important areas I can develop.\u00a0 We are here to be in relationship with one another.\u201d<\/strong><\/em><\/p>\n

\u201cMy colleagues and I would often ask each other \u2018what would Mr. Rogers do?\u2019\u201d<\/strong><\/em><\/p>\n

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Fred would often invite people to think about those who had loved them into being<\/a>.\u00a0 And for many of us, he was one of those people who loved us into the professionals that we are today, even if it was years ago in that sacred space between the television screen and our young eyes.\u00a0 \u00a0<\/p>\n

As I think of Fred\u2019s impact, I am reminded that professional development isn\u2019t something we simply transmit in words and information, but that we love people into being.\u00a0 We model and mentor and built relationships.\u00a0 This is where people move from seeing their work as a job to seeing it as a calling<\/a>.<\/p>\n

I asked several people about how they were loved into the professionals they are now, and how they\u2019re doing that for others today.\u00a0 And as they and each of us think about that for ourselves, we begin to see many of those same five elements discussed above: love and acceptance of where we are now, encouragement and modeling to help us to grow, joy and wonder in the process.\u00a0<\/p>\n

I want to end by sharing one of my favorite responses to Fred\u2019s special question.<\/p>\n

I asked Kelli Barker, a close friend from grad school who now directs the Child Development Lab at Utah State University<\/a>.\u00a0 Thinking about the question, she first reminisced about mentors and peers who showed her equal parts of inspiration, challenge, and acceptance.\u00a0 Then she said something profound<\/a>:<\/p>\n

\u201cChildren are the ones who really loved me into being\u2026.\u201d<\/em><\/strong><\/p>\n

\u201c\u2026.Every experience that I\u2019ve had with them deepens my love for what I do and my love for wanting to pass that on to other people \u2013\u00a0 to feel what I feel.\u201d<\/em><\/strong><\/p>\n

It reminded me so much of Fred, who, when he was asked what he had learned from the children, replied, \u201cpractically everything.\u201d<\/a><\/p>\n

It\u2019s a reminder that ultimately,\u00a0that<\/em>\u00a0is what this work \u2013 his work, our work \u2013 is all about.<\/p>\n

\u00a0The children.<\/strong><\/p>\n

A part of Fred Rogers\u2019 legacy is that for many of us, he modeled and mentored and loved us into being the professionals we are today.\u00a0 We all have a bit of that red sweater woven into who we are, and he\u2019s shown us how to give that gift to others as well.<\/p>\n

As amazing as it is to be in Pittsburgh and Latrobe and see the statues and buildings and archives and artifacts here, Fred Rogers\u2019 legacy isn\u2019t in the \u201cstuff\u201d.\u00a0 As Pericles is believed to have said, a legacy isn\u2019t what is \u201cengraved in stone monuments, but what is woven into the lives of others.\u201d\u00a0 Fred wove his legacy into every person he came in contact with \u2013 in person, or through the screen, or through the words and work he left behind.<\/p>\n

His legacy is woven into each of us who engage in the work of serving children and families, and it continues as we weave the thread forward into the lives of those we teach.<\/strong><\/p>\n

And that is why YOU are Fred Rogers\u2019 legacy.<\/strong><\/p>\n

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Related<\/em><\/h3>\n<\/p>\n

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