Issues and Trends...Fuel for Continual Learning

This course has been amazing for strengthening professional connections for me.  I took a break from my classes at the end of the summer, so I have gotten to know a completely new set of people through this class!  The further I get into my master’s program, the more I enjoy interacting with my classmates.  As my knowledge grows, so does theirs.  This enables our conversations and interactions to be more meaningful. 

When I look at international EC issues, I am torn.  Some of the issues abroad are so much greater than issues here in America.  Then consequence of this is that I think less of our issues in the States.  Although issues abroad might be greater that issues here, I cannot let myself think that our issues are unimportant. 

Another consequence is that through all of my explorations, I have only found more information.  That is more stuff to read, more people to meet/listen to, etc.  These are things that I will have to earmark for exploration at a later time when I am not bogged down with school work.  On the bright side, this gives me more resources for later classes, as well as opportunities for continued learning after class is over.

I think the biggest consequence of learning about the international early childhood field is that I am only getting a birds-eye-view of the issues that exist.  Without actually immersing myself in the EC setting across the world, I cannot get a full 360 degree picture.  This is what has inspired my goal to travel.  Not travel for travel’s sake, but actual travel to immerse myself in my field across the world. 

International Contact

After 7 weeks, I was finally able to make contact with an EC professional overseas!  I am proud to introduce you to Aleksandra Petrovic!  She teaches preschool in Serbia and she knows a Serbian co-worker of mine.  Here are some things I asked her and her answers to my questions:

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

"The situation in early childhood field is not so bright.  Public childcare centers do not have large capacities and there are usually too many children in one room (sometimes 25 or more with two teachers).  One interesting thing about Serbia is there are no infant rooms because maternity leave in Serbia is 12 months and majority of children start daycare programs when they turn one!"

What opportunities and/or requirements for professional development exist?

"Many early childhood professionals have associate or bachelor's degree in early childhood education.  Also, there are seminars and conferences that might provide additional training for EC educators."

What are some of your professional goals?

"One of my professional goals is to open my own daycare center.  Private daycare centers provide much better service, they are not crowded with children and there are no waiting lists for children to start the program."

What are some of your professional challenges?

"Financial factor is one of the biggest challenges.  Childcare teachers do not make much money.  On the other hand, opening a daycare center requires some money to be invested in it, which might be one of the major challenges."

I was really glad I was finally able to make contact.  It looks like we have some struggles in common.  It appears that the EC field is in very similar places throughout the world.

ISSA - A Good Start

This week, as I continued to dive deeper into the International Step by Step Association, I stumbled upon a program that seemed to go hand in hand with our current learning in this class.  The name of the program is “A Good Start” and they strive to achieve equality in access to education for one minority group in particular, the Romani.  The Romani people are the largest minority group in Europe and are similar to our idea of gypsies.  They have their own language, but it is not widely accepted in schools and public places of businesses.  The Romani people are generally very poor, and are therefore not receiving equal opportunities for early childhood education.  “A Good Start” helps these families by teaching their children the “accepted” language, whether it is Slovak, Romanian, Hungarian, or some other Eastern European language.  They also provide education to the parents on the types of this their child needs to know to be ready for school.  I watched a video, and it really brought to life what these people are going through.  It seems that most parts of the world struggle with the same issues of equity in quality education.  Here are a few quotes from the video that seemed to go hand in hand with what we have been learning in this class:

"Breaking the cycle of intergenerational poverty affecting Europe’s largest minority group begins with a good start for thousands of Romani children.

An overwhelming body of international evidence underscores the importance of early intervention – from conception to age eight – on a child’s development.

New evidence from countries like Hungary, Romania, and Slovakia points to the benefits of preschool for Romani children.

Yet, the majority of Romani children in Eastern Europe lack access to preschool.

Investing in early childhood development and giving Romani children an equal start is smart economics, with aging populations and shrinking labor forces, let fast-growing Romani populations.

Like any poor, disadvantaged child, Romani children should be provided with a free place in kindergarten for at least two years.

National governments can benefit from peer learning and can partner with civil society organizations implementing innovative approaches.

  

Let’s break the cycle on intergenerational poverty of Europe’s largest minority group, beginning with a good start for thousands of Romani children."

Video can be viewed at: 

http://www.romaeducationfund.hu/videos/good-start-country-videos-1

International Issues or American Issues?

While trying to decide which podcast to listen to, I chose the one with TJ Skalski.  I have done so much international research, but I wanted to do something a little more familiar and closer to home.  Skalski is the Principal of the Mother Earth’s Children’s Charter School (MECCS) in Alberta, Canada.  From listening to her speak, I gathered that she has not had the easiest life.  She was the 5^th Principal at this school in a period of 5 years.  She was the first to stick it out for more than 1 year and she stayed on staff, despite staff changing all around her, especially of superintendents.  She actually describes her first year as principle at MECCS as hell.  She speaks of the schools vision to reinvest in the children.  She wants to create a community where culture and language are at the forefront.  Most of the students that come through her school are damaged, feeling no worth, and have a lot of baggage.  This is where she steps in and tells her inspiring story of not being accepted.  Her mother married a non-aboriginal man and because of this had her rights taken away.  In 1985, she regained these rights back.  Skalski speaks of regaining her rights federally, but not within the community.  She shares her story with the kids as inspiration.

This podcast was very insightful.  Although slightly different, the core issues of acceptance are the same internationally as they are in America.  It made me think of biracial families and how they continue to struggle to find a place to fit in.  It is amazing to me that in our day and age, we still struggle with these issues.