By Ohore Emmanuel Ufuoma
The Early Years classrooms have effectively become surrogate homes where educators now tie shoelaces, calm separation anxiety, supervise naps, enforce discipline, and provide comfort after minor injuries, which ought to be duties that should be performed by parents.
The extended work hours from 8 a.m. to 6 p.m. for 6 days in a week, economic realities, and the proliferation of all-day, weekend-inclusive early learning programs have repositioned schools as the primary environment for early childhood development.
For a typical four-year-old, 9.5 hours in school accounts for about 75% of waking weekday time. With Saturday sessions added, the home is reduced to a space for meals, sleep, and brief routines.
The mandate of Early Years teachers has expanded far beyond academics. Current practice requires them to handle physical care, emotional regulation, and behavioral guidance concurrently.
Daily responsibilities include toileting assistance, feeding, conflict mediation, fatigue monitoring, and maintaining individual routines for 15–20 pupils.
The parent-child dynamic shifts when parents deliberately delegate care of the child, and even punishment, to educators. While parents set apart evenings and weekends for practical tasks, like food, homework, and bathing.
Psychologists term it “contact without connection.” Although parents are physically present, time is divided and focused on tasks.
Children are more obedient and organized in class than they are at home, according to teachers. Parents describe the contrary. The pattern shows an expected result: the parent becomes the outlet for exhaustion, while the educator becomes the authority figure.
The labor market triggered the transfer of responsibilities between parents and educators.
Dual-income households are now the norm in major cities, and flexible work remains limited outside tech and finance.
Child caregiver costs compound the issue. Full-time caregiver care often costs almost half of a salary. Parents opt for schools with extended hours in order to kill two birds with one stone.
For educational centers, extended-day programs create parent-like responsibilities, and staffing, training, and compensation should reflect that. In leading centers, professional development in attachment theory and stress management is becoming standard.
For parents, the emphasis should be on quality rather than quantity.
Policymakers are beginning to prioritize employment rules that permit parental presence during early childhood and accessible, flexible daycare. Strong early attachment is associated with higher scholastic success and fewer behavioral problems in later life.
The Early Years teacher and the parents have not replaced each other. Both parties are only responding to a system that demands more hours in the workplace with fewer hours at home.
There has been a paradigm shift in the upbringing of children. The teachers now perform functions once meant for the family unit.
Intentional parenting inside the small windows has been left in the hands of caregivers.
Instead of the classroom remaining a place of learning, it has become the only home children know.
Ohore Emmanuel Ufuoma
Is an MBA student at Tokat Gaziosmanpaşa University, Turkey