Learning about international early childhood creates a cohesive network of professionals who are committed to the same goals. It lets developed countries understand the struggles of some of the underdeveloped countries and possible ways in which they could mentor them through their issues. The underdeveloped countries can use the more advanced countries as a model as to what they eventually want to have. Working together towards the same goal, the best for all children, is important for every country involved. The less developed countries may need assistance in beginning programs for their children or finding the best route to take with government leaders, other professionals and parents in their communities. Learning from countries that have gone through the same changes and how they went about those changes to create the best for their children is vital to early learning communities.
In the spirit of collegial relations I feel it is important for students to understand the struggles of other professionals in our field. We can learn from each other and assist each other in creating solutions to the issues and trends in our field. It is always nice to know that what one struggles with, others struggle with and to be able to work together to create solutions. Knowing that you have professionals both in your own country and in others that are fighting for the rights of children and the best for them makes us all feel less alone in our advocacy.
Friday, August 19, 2011
Thursday, August 11, 2011
Getting to Know Your International Contacts-Part 3
While reviewing the UNESCO's Early Care and Education webpage I focused on the information centered around access, quality and investment. In regards to access the 1990 Jamtien Declaration For Education for All stated that learning begins at birth. In 2000 Dakar Framework for Action included the development of early childhood care and education as the first of six main goals. "Participating countries committed themselves to expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children"
(http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access/).
Countries are realizing that education and learning does not begin at 5 in primary school, learning begins at birth and should be accessible to all children and therefore governments must step in and assist the families that can not provide early care and education to their children.
Quality is focusing on the whole child. High quality care is vital to young children, especially those from disadvantaged backgrounds. There is no universally accepted definition of high quality in early care and education however the importance of teacher training and parental education and involvement is deemed necessary for a quality site.
Funding plays a huge role in meeting the needs of young children. Some countries are still developing a primary education program and that leaves very little resources available to fund early care and education. Parents turn to private care with parental payments and the governments assist those who can not afford care. There is still a long road to go in creating comprehensive high quality affordable care and education for all young children.
Hiring educated teachers is one way to begin to create a quality environment for young children. Countries view the definition of teacher in many different ways. In Sweden they have changed their profession to state "teachers working with children from birth to 19 and in a range of education settings" fall under the category of teacher (UNESCO, 2004). Teachers then take specialized classwork in the age group of the children they plan to work with. Spain has divided its teaching staff into two groups by having the qualified teachers work with children over the age of the 3 and assistants work with children under the age of 3 (UNESCO, 2004). This does not put highly trained teachers working with the youngest children.
As a professional goal I stated that I must continue to advocate for children and families and now I realize I also must advocate for teachers as well. We still have a lot of advocating in terms of salary as well as working conditions for our profession. I also set a goal to work with college students who were entering the field. Knowing that I will need to educate them on child development, curriculum, lesson planning and individualization is great but I must also prepare them to become an advocate in this field as well. They must know how to advocate for children, families and others in this profession.
References:
UNESCO (2004, October). The early childhood workforce in 'developed' countries: basic structures and education. Retrieved from
http://unesdoc.unesco.org/images/0013/001374/137402e.pdf
(http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access/).
Countries are realizing that education and learning does not begin at 5 in primary school, learning begins at birth and should be accessible to all children and therefore governments must step in and assist the families that can not provide early care and education to their children.
Quality is focusing on the whole child. High quality care is vital to young children, especially those from disadvantaged backgrounds. There is no universally accepted definition of high quality in early care and education however the importance of teacher training and parental education and involvement is deemed necessary for a quality site.
Funding plays a huge role in meeting the needs of young children. Some countries are still developing a primary education program and that leaves very little resources available to fund early care and education. Parents turn to private care with parental payments and the governments assist those who can not afford care. There is still a long road to go in creating comprehensive high quality affordable care and education for all young children.
Hiring educated teachers is one way to begin to create a quality environment for young children. Countries view the definition of teacher in many different ways. In Sweden they have changed their profession to state "teachers working with children from birth to 19 and in a range of education settings" fall under the category of teacher (UNESCO, 2004). Teachers then take specialized classwork in the age group of the children they plan to work with. Spain has divided its teaching staff into two groups by having the qualified teachers work with children over the age of the 3 and assistants work with children under the age of 3 (UNESCO, 2004). This does not put highly trained teachers working with the youngest children.
As a professional goal I stated that I must continue to advocate for children and families and now I realize I also must advocate for teachers as well. We still have a lot of advocating in terms of salary as well as working conditions for our profession. I also set a goal to work with college students who were entering the field. Knowing that I will need to educate them on child development, curriculum, lesson planning and individualization is great but I must also prepare them to become an advocate in this field as well. They must know how to advocate for children, families and others in this profession.
References:
UNESCO (2004, October). The early childhood workforce in 'developed' countries: basic structures and education. Retrieved from
http://unesdoc.unesco.org/images/0013/001374/137402e.pdf
Saturday, August 6, 2011
Sharing Web Resources-Division For Early Childhood
As I was looking over the Division for Early Childhood's home page I read through the latest under the "What's New" heading. I followed the link and read the paper titled "DEC Comments on Race to the Top". The comments were written by the President of the DEC, Kristie Pretti-Frontczak and Executive Director of the DEC, Sarah Mulligan. The part of the paper that I would like to emphasize stated "While DEC strongly supports the emphasis on engaging and supporting families as a selection criterion we recommend that the final package emphasize not only what early learning systems provide “to” families but how systems partner “with” families. Family engagement is a core element to the success of this initiative and states should be directed to emphasize the role of parents and family members.
DEC notes that many infants and toddlers do not participate in group or program settings in their community. Infants and toddlers receiving early intervention services may receive those services in their home, a family member’s home or in a family child care setting. The application package should be reviewed and revised consistent with this reality to be sure that the home environment is appropriately addressed in this investment. This is particularly true for the existing component of a “State’s Tiered Quality Rating and Improvement System” that seems to more closely align to group or program settings" (Pretti-Frontczak & Mulligan, 2011, pp. 1-2).
The reason I pulled this part of the statement out was because I was impressed with the wording around provided services WITH families. I agree that families must be a part of the early intervention services provided for their children. I believe early intervention is a partnership. It truly does take a village! I was also excited to see the wording around making sure the application package was revised to include settings where infants and toddlers receive their early intervention. There are a limited amount of spaces available in early head start sites. Many children receive intervention services through child care centers, family child cares or at home through Help Me Grow. Creating wording to require these services to be covered too will create more assistance for more children. I think that is very important.
The more I explore this site the more I see how the DEC is working on equity in the early care and education field. They are committed to creating awareness around early intervention, advocating for services for children and families and making the public aware of the services that are available and the ones that will be available in the future. I feel all early childhood professionals should join the Council for Exceptional Children and the Division For Early Childhood so they can keep up-to-date on developments around services for children with special needs.
References
The DEC website: http://www.dec-sped.org/index.aspx
Pretti-Frotczak, K., & Mulligan, S., (2011). DEC comments on race to the top http://www.dec-sped.org/uploads/docs/policy_advocacy/recent_activities/DECRtoTopELComments%20Final[1].pdf
DEC notes that many infants and toddlers do not participate in group or program settings in their community. Infants and toddlers receiving early intervention services may receive those services in their home, a family member’s home or in a family child care setting. The application package should be reviewed and revised consistent with this reality to be sure that the home environment is appropriately addressed in this investment. This is particularly true for the existing component of a “State’s Tiered Quality Rating and Improvement System” that seems to more closely align to group or program settings" (Pretti-Frontczak & Mulligan, 2011, pp. 1-2).
The reason I pulled this part of the statement out was because I was impressed with the wording around provided services WITH families. I agree that families must be a part of the early intervention services provided for their children. I believe early intervention is a partnership. It truly does take a village! I was also excited to see the wording around making sure the application package was revised to include settings where infants and toddlers receive their early intervention. There are a limited amount of spaces available in early head start sites. Many children receive intervention services through child care centers, family child cares or at home through Help Me Grow. Creating wording to require these services to be covered too will create more assistance for more children. I think that is very important.
The more I explore this site the more I see how the DEC is working on equity in the early care and education field. They are committed to creating awareness around early intervention, advocating for services for children and families and making the public aware of the services that are available and the ones that will be available in the future. I feel all early childhood professionals should join the Council for Exceptional Children and the Division For Early Childhood so they can keep up-to-date on developments around services for children with special needs.
References
The DEC website: http://www.dec-sped.org/index.aspx
Pretti-Frotczak, K., & Mulligan, S., (2011). DEC comments on race to the top http://www.dec-sped.org/uploads/docs/policy_advocacy/recent_activities/DECRtoTopELComments%20Final[1].pdf
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