Consequences and Goal

The greatest genius will never be worth much if he pretends to draw exclusively from his own resources. --Johann von Goethe

       International early childhood field provides a wealth of quality information and resources for my professional and personal development, helping me remain energized and passion for the work of early childhood education.  By exploring and learning about the field,

       a.  my personal and professional perceptions of issues and trends in early   childhood education have been broadened and enhanced;

       b.  my understanding of different sectors that make up the field--their similarities, differences, and of course, their uniting connection has been deepened; and

       c.  I can make professional connections with other early childhood professionals in other parts of the world for professional growth and fulfillment.

        One goal for the field related to international awareness of issues and trends and the spirit of collegial relations is we, the colleagues, can combine our efforts to be influential advocates for addressing issues that might have the damaging effects to the well-being of young children and families.

 
        As we coming to the end of this course study, I would like to thank our instructor, Dr. Walker, and my colleagues for your support and motivation that you have provided throughout this study.  Many thanks!

Early Childhood Care and Education

          I found very enlightening to read the website of UNESCO’s “Early Childhood Care and Education” (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/).  I have gained a few insights that relate to my professional goals after exploring the website in detail.

          One of the insights is that the division between care and education in Early Childhood Care and Education (ECCE) is breaking down, and the professional role in ECCE is becoming more complex.   This is due to the fact that there is growing recognition of the importance of collaborating with parents and other services, and of the competence of young children as learners.  Another insight is that when care and education are integrated, the workforce is expected to be highly profession.  Workers in childcare have always been treated as babysitters, are requiring only the competence to apply predefined processes, functioning like substitute mothers.  Nevertheless, the view is to be changed.   The integrated workforce needs to be expected as children co-constructors, learners and researchers.  In other words, the workforce is not merely a transmitter, of knowledge and culture.  School thus becomes a place of research, where the children along with the teachers are the primary researchers.  Last insight I gained is that there will be an increment in costs when restructuring the integrated workforce around a core profession.  A fact is that once early childhood workers are trained at the same level as school teachers, there is a compelling case for comparable pay and conditions. 

          These insights compel me to refine and sharpen my professional goals to be more delicate in relation with staff development and their professional growth.  I need to develop my workforce to have a clear mindset that early childhood workers are not babysitters, neither knowledge transmitters.  They are considered to be co-creators, powerful teachers that collaborate with students.  In return, they need to be paid reasonably that match with their profession and competence.  

Sharing Web Resources

           
           The British Association for Early Childhood Education (http://www.early-education.org.uk) is a resourceful website for those who would like to learn more about educating young children.  It is very enlightening and illuminating to surf and read the website. 

            By exploring the website, it can lead us to many interesting and informative outside links that relate to early education.  One such link that I explored is Our Special Interest Groups.  The aim of the link is to provide key support to practitioners with specific areas of interest, expertise or responsibility, providing forums for the exchange of ideas and best practice as well as excellent networking opportunities.  For example, one such group is The Early Education Baby Room Special Interest Group.  It was established to support all those working with the youngest children and is open to all practitioners, academics, early childhood consultants or policy makers willing to exchange ideas and encourage others working in the field.

            One new information is just released in the e-newsletter of the website that talks about issue of change.  This latest information is urging all UK governments keep the needs and interests of the child central to all decisions and changes, and pilot changes adequately before implementation.  Megan Pacey, Chief Executive of Early Education commented:

“High quality early years provision has a lasting impact on children’s futures.  The universal early education that is available to all three and four year olds across the UK and which is being extended to disadvantaged two year olds in England, must focus on the learning needs of children.  Wherever changes to early years are promoted, the principle purpose should be the well-being, development and learning of children, rather than the convenience or employability of adults.  All changes to practice should be piloted and evaluated with rigor before implementation”.

            I personally believe that keeping the needs and interest of children when make changes, particularly in funding and budgeting, is one way of ensuring equity and excellence in early care and education.  One insight gained from this news is that it is imperative to pilot and assess with carefulness all changes to practice in early education before execution.

Getting to Know Harvard University's "Global Children's Initiative"" website

       Harvard University’s “Global Children Initiative” website has a wealth of information about early childhood systems around the globe for us to acquire. 

        One of the objectives of Global Children Initiative is to build leadership capacity in child development research and policy in developing countries, aiming to increase influence of diverse perspectives that are contributing to the global movement on behalf of young children.  For example, the Initiative recently held an executive leadership course on early childhood development for Brazilian policymakers to chart a new course with the science of child development.  Drawing on the latest research in the biological, behavioral, and social sciences as well as institutional and leadership development strategies, the program provided attendees with the knowledge and tools to design and implement more effective public policies and social programs.

       As I read the report in the website, a few thoughts come into my mind.  First, to be effective leaders, it is important to translate knowledge into practice in order to close the gap between what we know and what we do.  Second, a convergence of science, of economics, and of social science, is a powerful tool to convince a whole range of stakeholders—starting from parents to community leaders to policymakers to heads of state, on the importance of a child’s early years.  Last but not least, one Brazilian leader shared an insightful remark: “If Brazil wants to be more developed, without inequalities—or less inequalities than we have nowadays—we have to invest in our children.”  Hence, investing in children is crucial to eliminate or reduce inequalities.

Reference:

Harvard University's "Global Children's Initiative" website:  http://developingchild.harvard.edu/initiatives/global_initiative/