Reframing the preparation of early childhood educators from “training” to an induction into a profession of practice, this chapter outlines a blueprint for such a paradigm shift. Induction involves embedded structures and opportunities for preservice early educators to develop as professionals, including core foundational knowledge about child development as well as apprenticeship in practice. Professionalizing the field is grounded in early educators' deep understanding of the child's sociocultural milieu and the implications for development and learning. Further, to mitigate the effects of trauma that has become emblematic of the recent pandemic, aspiring early educators need explicit instruction and support as they co-construct the profession within their courses, field experiences, and co-curricular activities.

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The opioid crisis occurring within rural communities of America is inflicting a devastating effect on individuals, their families, and children. This amplifies a gap in the available support for families in rural communities. The national, state, and local responses to the needs have been inconsistent and uncoordinated, demanding a critical and appropriate frontline response from those who spend the most time with the youngest and most vulnerable. This chapter describes the urgency of this crisis with information about the effects of opioid and substance abuse disorder on maternal-fetal health and young children. It identifies the role of early childhood professionals as frontline responders to support children and families affected by trauma associated with opioid and substance abuse disorder.