Reflecting on my new international awareness of issues and trends in early childhood 

Throughout this course we have had a lot of opportunities to research and read about different situations, issues and trends around the world while comparing them to the situation in America.

I feel that I have become far more informed about the educational situations and issues in others countries. I have taken a step back and looked closely at my own teaching and beliefs.  It has been a good exercise for self reflection and goal setting.  

I have a far better knowledge of the education system in other countries as well as the issues that go along with it. I also realize that many countries share the same problems and flaws with their education system and can learn a lot from each other.

My goal would be to have a center where all the best practises and theories were documented and accessible. To have an international model for Early Childhood Education that was practiced globally and standards were assessed and met. I feel that Early Childhood Education should have no boarders and no barriers.  All children world wide should have equal opportunities to the same benefits.  By having a model to adhere to schools and centers would be assured of quality education for all.   

 

  

My International contacts’ views on excellence and quality in educators, their goals, hopes and dreams

This was a very insightful exercises that I find most enjoyable.  Frankie in Holland is away on a course and was unable to send any input this week.  Here is what Julie in Indonesia sent me.

What issues regarding quality and early childhood professionals are being discussed where you live and work?

In the International Schools circuit, the issue is to always hire specialists in their fields, especially for Early Childhood, and not just fill these positions with under qualified, inexperienced hires. It seems that Early childhood teacher positions are sometimes left to be filled last and by local, non-English speakers without the required experience or qualification to teach a quality program.

Because most companies only pay tuition starting in Kindergarten, the enrollments for pre-school classrooms are low, thus not generating money for the school, which means some schools don't want to invest back in the program. What they need to consider is that if parents are happy with the program in preschool, there is more chance of them keeping their children in that school for Kinder and up.

What opportunities and/or requirements for professional development exist?

In international schools, most teachers each get a certain amount for their PD each year. They can use if for online class or to attend workshops. Each teacher is required to set goals for the year regarding their professional development and that might entail going to a class, or studying online. Most schools also invite guests to hold conferences or workshops in the school, teachers also exchange their knowledge via PD sessions. You are encouraged, not required to attend professional development sessions. But you are required to work towards meeting your goals.  

What are some of your professional goals?

-Acquiring my Masters degree in Early Childhood Education

-integrating technology in the class more efficiently

-planning comprehensive units with goals, activities, assessments and essential questions

-seeking responsibilities and administrative duties whenever possible

-integrating play and projects in early childhood education

What are some of your professional hopes, dreams, and challenges?

-My hope and dream is to attend a Reggio Emilia workshop in Italy

-My hopes are always that a workshop will be meaningful and easily applicable in my practise

-My challenge is that my goals do not rely always on only me, they also involve other people, which means I depend on them for their achievement. For example, I depend on the technology integration specialist to teach and help me integrate technology in my class. 

It still surprises me to read how in some places Early Childhood is viewed as less important and the teacher hired has less qualifications and experience than those of school teachers.  International schools value professional development and support their staff with generous opportunities for further knowledge and remaining current - something I feel is very important. 

I share the same dream as Julie to attend a Reggio Emilia workshop in Italy.

                              Further navigating NAEYC

When given the task to further navigate and look for specific topics I find myself digging deeper and harder than I usually do.  The website is a fountain of valuable information and easily accessible.  Under the section on "public policy" I found site that federal, local and state agencies dealing with the current issues we face in Early Childhood programs.  Here readers can navigate more extensive research on selected topics.  Since starting with my masters I have realized the benefits and importance of staying current and up to date with the latest practises and policies regarding Early Childhood.  With that in mind I chose the section on "Topics".  The topics are interesting and especially as an Early Years educator.  Having an international background I found the article on different holidays and the bias regarding them very interesting.  Having grown up in a community where Christmas was the norm and each school closed the year with a nativity play, it was an eye opener to read and experience that that is not everyone celebrations and apprecatiting and respecting all the different celebrations and tradition.
Regarding this weeks theme about equity and quality in Early Years I was able to find some interesting reading material on the website.  In the section "NAEYC for families" I found a good source of information for parents to help them make informed choices regarding their young children's childcare and early education.  There is also the option to research institutes and see whether they have accreditation from NAEYC or not.  I found a list of 10 standards that they use to give advice on what to look for in a quality program.  It still amazes me that even with all this informative research and detailed information, there are still so many unresolved issues with Early Childhood Education.  I feel that the problems that we face are from higher up, from the forces that make the national decisions.  I am happy with my choice of organisation and strongly support the work that they are doing to benefit ECE. 

Getting to know my contacts’ views and experiences on the inequity and inequality issues in

 schools.

When I addressed the issue of inequity in the quality of education and opportunities with Early Childhood, 

it sparked some interesting conversations with my International Connections. 

I spoke to Frankie in Holland first.  Frankie teaches at an International school and recognizes 

that the children and staff at the school are all very privileged.  Frankie has lived in Holland 

for many years and is familiar with the education system.  She tells me how education in 

Holland is free and compulsory from age four.  The government are so strict about attendance 

to school that if the child is not called in sick they will send someone to the house to see why 

the child is absent from school.  Families get fined if they keep children out of school without 

medical reasons.  There are many different facilities for children younger than school going 

age.  Education for children from age four to eighteen is good quality education and every school can expect the same standards of facilities and 

curriculum nation wide.  

Being a socialist country equity in education is not an issue and things are equally accessible 

to all.  It is also a very small country with high taxes, which makes this system a lot easier to 

control.  

When I spoke to Julie who taught in Indonesia she has a very different perspective on the s

ubject.  She explained that the bigger cities in Indonesia offered private education for children 

at a costly fee.  Rural Indonesia, which is the majority of the country had very limited facilities 

and funds to offer quality education.  Julie felt that the government was corrupt and funding 

was not fairly distributed for educational needs.  The result in the inequity of quality 

education for children was very evident in the older generation.  The adults that were lucky 

enough to attend sound schooling were able to speak some English and went on to further 

their education and get trained skills.  These people were in the workforce made education for 

their children a priority.