Final Thoughts...for now.

I knew that studying current Issues and Trends in the field of Early Childhood would be fulfilling, but I never would have guessed the roller coaster of emotions I have felt during this course, how much new knowledge I have gained, and how conflicted I would find myself as I pushed deeper and deeper into each issue.

The concept of developing international contacts was one that I likely would not have attempted on my own.  It was a struggle, but I can say that I am pleased with the outcome.  First off, simply determining who I wished to contact seemed difficult, but once I began making contacts, the choices were made for me.  I was surprised to see just how many people from a wide variety of countries were interested in also making contact with me.  The greatest struggle is in the waiting to hear from the other professionals, even in this day and age of superior technology.

The discoveries I made internationally were quite interesting.  While many of us share the same set of values and goals for the field, we also are up against many of the same roadblocks.  It is refreshing and disheartening all the same.  Most of all, it is unsettling to know that while we all understand that we must build up the next generation if we are ever to sustain our nations, they are the first to face hardship, cutbacks, and misrepresentation among politician and big business in most industrialized nations. 

I was also quite challenged by the notion that while Puerto Rico is a U.S. territory, they are living an extremely different life on the island.  While it can be understood that they may not receive full representation within our country, I never would have believed the disparity of aid they do receive from us, even though some of it seems to be at the will of their own individual government.

I hope to maintain and strengthen the contacts I have made in hopes that a continued sharing of information will lead, not only to a greater understanding of global early childhood issues, but also in a greater ability for all parties to feel more comfortable sharing their concerns.  Perhaps if we all placed the same value system to our own professional development that we expect of the children and families we work with, we will be able to establish an open forum for creating the change in the field of early childhood that is so desperately needed.

I wish each and every one of my colleagues and professional connections nothing but the best in their quest to improve themselves, the field, and the lives of children and families.

Words from Around the World

I never thought that my experience reaching out internationally would be so difficult yet rewarding all at the same time.  Although I never had a “pen pal” as a child, I can now imagine the anticipation of waiting for the next letter.  I check my email and message center feverishly in hopes of more information.  This week had some highs and lows.  I did finally receive a brief response from my contact in Puerto Rico regarding poverty struggles, and managed to make two new connections, which added two more countries to the mix.  I have now made contact with representatives of Puerto Rico, Australia, Bangladesh, Nepal, Nigeria, Scotland, and two other American women who have seen great success in the field.  Unfortunately, it is not always easy getting a fluent conversation going across the miles. 

While I still hope to get responses from those I reached out to, I will share a few tidbits of what previous responses have offered me.

In Puerto Rico, my contact reiterated that conditions are bleak for many of their residents.  Their struggle lies furthermore, in the fact that due to they are a territory of the United States their representation is different.  Global agencies working with the US do not always consider the unique needs of Puerto Rico or even provide services to them because of their status.  While they do receive some federal and local governmental support, they must also rely heavily on citizen driven, non-profit, volunteer workforces or NGO’s (non-governmental organizations).

In Australia, my contact wholeheartedly believes in the ELYF (Early Learning Years Framework) under which they currently operate, but fears the day that big business and political concerns overshadow the field resulting in big changes.   Due to their ELYF implementation , they were able to reduce teacher: child ratios and prioritize early care quality over profits.  She inferred that if the government there ever removed the current system in favor of one that took away some of the beneficial, family/child oriented policies, that would be the day that she closed her doors for good and walked away.  While I can guess from her passion that this would not actually be the case, I can relate to her frustration and comforted a bit by the fact that we share many of the same struggles.   

Opening the Treasure Chest of Information

I have mentioned the NIEER.org website many times, for many reasons.  It is an incredible resource for early childhood information due to it’s current information on the relevant issues in the field today.  As our research this week and last took us down the path toward removing the barriers between children, families, and quality care, I found myself reaching into the NIEER treasure chest yet again.  

The NIEER site has a section dedicated specifically to “ACCESS”.  Additionally they have sections dedicated to other similar issues such as, ECONOMICS AND FINANCE, GOVERNANCE AND ACCOUNTABILITY, STATE PROGRAMS, AND UNIVERSAL AND TARGETED, among others.  Within these sections I was able to find an incredibly intriguing article written by NIEER Senior Fellow Jim Squires entitled, Promoting a Culture of Inclusion for Birth-Third Grade Systems within State and Local Education Agencies.   His discussion aids in the understanding of proposed Birth-Third Systems frameworks regarding barriers, strategies, cultural supports, inclusion, classroom practices, and state and local policies, practices, and values.

I have included a link to his presentation .pdf file from the 2013 National Early Childhood Inclusion Institute event in Chapel Hill, North Carolina. http://nieer.org/sites/nieer/files/NII%20Presentation.pdf

  

After learning, that Mr. Squires work was more pointedly for CEELO (Center on Enhancing Early Learning Outcomes, a division of NIEER, I decided to further investigate their website (ceelo.org).  Their practice is dedicated to, “fostering sustainable change in state policy and practice for children birth to third grade” by working with State Education Agencies to develop effective early learning opportunities and promote innovation and accountability in the field of early education.  Their work is seen frequently in the NIEER newsletter and blog updates and is interesting to read as it contains not only positive breakthroughs, but also reflects and informs about disappointing setbacks and struggles.

I am also including a link to the Trends in State Funded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012 research project performed and compiled by NIEER and CEELO.

http://nieer.org/sites/nieer/files/Trends%20in%20State%20Funded%20Preschool%20Programs_0.pdf

Not only did this research initiative point out current data, the latest statistics and field composition, and program evaluations within specific attributes, but it also offered some suggestions as to how to improve conditions from their standpoint.

By mentioning this site so frequently, I hope that it is understood how truly grateful I am for all of the hard work they do over there.  It is incredibly valuable for busy early childhood professionals to be able to share critical information as quickly and easily as possible.  Without their organization of the latest and greatest, I know that my journey for sure would be much more complicated.

International Contact!!

I am beyond thrilled to report that my persistence has paid off!  It may have taken more than half of the class, but I have finally made four international connections and have received an informative response from one of my contacts in Australia!  I am incredibly appreciative of the information that was shared with me and hope to learn so much more about methods across the globe.

I have learned that, in Australia, they operate in much the same fashion as we do.   The particular center discussed utilizes a Reggio Emilia approach in conjunction with influence from Rudolf Steiner.  They have instituted a national policy referred to as EYLF (Early Years Learning Framework) which offers a much more holistic approach to learning than we currently offer in the United States.  This policy was just adopted in 2009, so I feel that we have much to learn from the benefits they are receiving from an approach that we had implemented so long ago, but have since neglected. 

We have become so consumed with testing and standards that, more often than not, we focus on “teaching to the test” rather than respecting the individuality, respect, and acceptance that this nation was founded upon.  In Australia, especially in Tasmania, where my contact is from, they readily practice within our ideals of a strong community, family support, and individual instruction.  If we truly desire to “catch up” with the rest of the world once again, we need to put our egos aside and embrace the values that we have always held dear, instead of becoming “slaves to the system”.    We will survive—we always have—but only if we maintain the morals and principles of a productive and empathetic social value system