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
Amy, what a wealth of information. I agree with Sweden's definition of a teacher while also providing them training. I think so much of the developing countries and how the children are suffering, let alone education being placed on the back burner. Thanks for keeping your goals inline for continuing to advocate for children and their families.
ReplyDeleteHi Amy,
ReplyDeleteUNESCO received much of our attention this week. Organizations like this that set up around the world with a voice for justice and rights are a powerful force.
Their presence keeps issues from being swept under the rug and brought to the international attention.
The collaboration of UNESCO, WHO and UNICEF have made significant changes in this country.
Thanks for the information.
Bobbie
Amy, I agree that quality is focusing on the whole child! This includes the education they receive in the classroom and the involvement of their families in their education. Their experiences have to be conducive to what they already know and build on their individual needs, and their parents and family members need to feel and understand they are a valuable part of this process in order to continue emphasizing the importance of their educational experiences outside of the classroom.
ReplyDeleteAmy
ReplyDeleteFunding is a critical element to qualiy education. With the signficant cuts in funding and shrinking government resources, I believe it will be imperative for communities to identify creative solutions to maintain high quality education. I think communities will have to rely more on their own resources and assets. This is actually a good thing!
Hi Amy this Denice. I really enjoyed your post. I work in an area were I see children every day struggling in academics and as a future educator. I am glad to be making an difference in early childhood education.
ReplyDelete