Final Reflection: Issues and Trends

3 Consequences of Learning:

• Making an international contact is not as easy as it may seem.  There are many organizations that focus on childcare and early education throughout the world, but finding someone to partner with you one-on-one and to take the time to share information is difficult.  That places a high value on the time and energy of my own personal international contact and I am so grateful that she took me on this semester!
• As you learn about issues and trends relating to international children, you are no longer an uneducated party.  This means that once you are made aware of the issues and trends facing children in other countries, your obligation becomes one as an advocate of change.  Regardless of whether you advocate for change in another country or our own, there is a responsibility that comes with gaining knowledge.  You can no longer assume that because you did not know, you are not responsible to make a difference in a child's life.
• Given the similarities in many issues that are facing early childhood programs around the world, it is important to acknowledge that change can be made on an international level.  Children are similar regardless of where they live... they have the same needs, hopes, and dreams.  To understand the life of a child in another country, you simply need to understand the life of a child around you.  Their circumstances may be very different, but inside they need love and their basic needs met in order to be successful in life.

One Goal for the International EC Field:

• The elimination or reduction of poverty is my goal for the EC field, in our own country and throughout the world.  There are so many damaging effects of poverty on children and families and so many small changes that could improve a families livelihood, that it seems irresponsible to not address this on a global scale.  There are many agencies that strive to make this their primary goal and supporting these agencies is an excellent way to advocate change.

My International Contact: Part 3

Trish, the director of a child care center in Australia, has much insight to offer regarding issues and trends in early education in her country.  Here are her responses to this week's questions:

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

Trish replied that one of the issues regarding professionals in the field is quality and qualifications, with the push being towards a better, more-highly qualified staff.  The former requirement for classroom teachers was simply a diploma.  Now there is a requirement for  Bachelor's degrees and a teaching licence if working with children the year before they enter formal schooling (much like our Pre-K programs here).  With this being a new push, there is a gradual phasing in approach.  By 2014, all programs, regardless of numbers or ages of children, must have a full-time person on site who has a Bachelor's degree, and by 2018 must employ at least two full-time people with Bachelor's degrees.  Although this new push has increased the recognition of the importance of Early Education, there is little recognition of the need for increased wages.  The same wage issues present themselves in Australia as they do in the US, with low pay and little recognition.  Trish did mention large labor unions who are fighting for better wages to accompany higher standards.  The National Standards, that I have mentioned in prior posts, are creating better programs nationwide, while still allowing for states to carry out the assessments and ratings according to the Federal Authority (Australian Children's Education and Care Quality Authority, also known as ACECQA).

What opportunities and/or requirements for professional development exist?

Trish stated that professional development is not mandated by law in Australia for ECE professionals, but is left to each facility to keep their educator up to date on best practices and changes.  It is also part of the quality measures that each program assesses when implementing the new standards.  There is a program in Trish's state and region that provides funding for professional development for EVE professionals.  Participants are simply required to pay a small fee, based on the session time.  Trish is part of the Professional Support Network in her State and meets with her team every six weeks to organize professional Development programs for their region.  She states that due to this funding, she is able to send her entire staff for the same cost that it would have been to send one!

What are your professional goals, hopes, dreams, and challenges?

Trish is fully committed to attaining the national rating of excellence for her program.  She also is studying to complete her Bachelor's in ECE to upgrade her own credentials to meet the needs of her students and staff.  She also believes her role is to fight for the rights of children under the Australian Code of Practice and also the United Nation's Convention on Rights of the Child.  At the end of the day, it is Trish's goal that she would have made a difference in the life of just one child.  She states, "The best things we can provide young children with is the opportunity to engage in quality play based learning, while in a place where they are loved and respected, safe and secure."

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It is with great gratitude that I have been able to work with Trish over the last few weeks.  She is an inspiration to me, and her heart and passion for her work and the children and families she works with is clearly evident in the way she describes her center.  Thank you, Trish, for all your insight and wisdom!  Good luck in your journey of changing the world, one child at a time!

Sharing Web Resources, cont. 2

www.naeyc.org

Outside Links:  There are so many outside links within the NAEYC website.  Some of them lead to the positions statements and standards set by NAEYC.  These are very valuable in looking at equity and excellence as they are a solid basis for national standards that may be considered in the near future.  Other outside links such as affiliates and research lead to outside sources containing much information on current issues and trends in the field.

One Area:  One area in particular that I looked at extensively is the link to the magazine, Young Children.  As a member of NAEYC, I am granted access to this online magazine that contains valuable information about issues and trends in education.  These are very important to me as a new early childhood educator and student as I begin this journey to change the lives of children.  Young Children provides well-written, relevant articles from many avenues of the field.  There are many options to search for specific information as well as the option to browse through issues online.

E-newsletter:  I do not get a newsletter so there is no new information contained in such that would provide information on current trends and issues.

New Insights:  As I search through the website and become more familiar with what it offers, I begin to better understand the issues and trends currently facing the field.  There are so many different issues, ideas, trends, and trainings that are part of this rapidly changing and advancing field.  The lives of many children hinge on early childhood programs and it is my duty to do what I can to influence their lives.  This website gives me a strong basis for this influence and plenty of information to continue on my path of professionalism.