International Early Childhood Field-Week 8-Issues and Trends

Consequences of learning about the international early childhood for my professional and personal development:

       I am more aware of the issues and trends in other parts of the world and the work being done to address some of the issues in early childhood.   Learning about the work being done in Vietnam, Brazil, and Papa New Guinea, for example, was very interesting.   All countries recognize the importance of early learning for children.

      It is interesting to see the similarities in many of the issues from one country to another.  Quality early learning and care programs, accessibility, and affordability are issues not only in my home but throughout other parts of the world

      The work being done in other parts of the world to improve the lives of children is inspiring.   It encourages me to become more involved personally and professionally in some way.  Researching poverty allowed me to learn about different organizations in my area.  I have made it a goal to become more involved in the SnowSuit Fund, and the Food Bank.

One goal for the field related to international awareness of issues and trends is the following:   This is a  a very grandiose idea. Early childhood teachers from all over the world should work together to be a united voice for the early childhood profession.  Delilah Vasquez mentions that early childhood teachers need to take more assertive steps to gain respect for our profession.   By working together, early childhood teachers could be a greater voice that could be heard.  Perhaps when early childhood professionals’ voices are heard, people will pay attention and give the field the respect it deserves.

When I think of Research......

My understanding about the research process has increased tremendously over the past weeks.  In the beginning of our course, I was reassured that the title of the course “Building Research Competencies” would help me to be more confident and competent in using research as a tool.  I am thankful that I know how to read a research study and the steps involved in creating a research study outline. 

Breaking the research process   into smaller steps helped me to understand how each part of the research process is dependent on the other.   I have learned how research evolves and changes.  For example, in the beginning my topic was very broad, however, I was able to refine and narrow my research question.  My research design approach changed as well. I liked the analogy that research is a journey (MacKenzie & Ling, 2009).  I am comforted knowing that my research process was unique to me.  Our destination as a class was the same (completing the research study outline), but our challenges and paths were different.

My ideas about the nature of doing research have changed dramatically over the past few weeks.   From thinking about the research question, to who will participate in my study, to thinking about which design is best suited to my research, to  thinking about how to collect the data, I have been engaged in learning about each step of the research process.  At times the process was overwhelming and challenging as there were many considerations that needed attention.   In particular, I struggled with creating a hypothesis.  I understood the how but could not formulate my thoughts.  I kept revising and revising my statements.  My husband could see my frustration and finally came to my rescue by listening and offering suggestions.  I also struggled with switching my thinking from a quantitative to a qualitative approach.  As a learner, I read, think, write, read, think and write again.   I am glad that we were guided in our learning.

I think the planning and designing piece of the research study is labor intensive as so many considerations need thought and attention. I debated between using the qualitative design or mixed methods for a couple of days before making my decision to use the mixed methods approach.  I can see where the design phase would be exciting for researchers.  I think the fun part would be to actually conduct the research.   I am sure that there would a tremendous amount of learning happening in this part of the research process for the researcher.

I am in awe of early childhood professionals who choose research as a career path.    Of course, I have always thought early childhood teachers are researchers in their daily work with children (observing, reflecting, planning, and thinking).  I think research is important for the early childhood field as early childhood teachers, the children, and others benefit from the information. 

Reference

MacKenzie, N.M., & Ling, L.M. (2009).  The research journey: A Lonely Planet approach.  Issues in Educational Research, 19(1), 48-60.

Getting to know Your International Contacts-Part 3

I decided this week to explore the UNESCO’s- “Early Childhood Care and Education” website (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/) this week.   This is a wonderful website offering lots of great information about early childhood education around the world.  I explored the Access, Quality and Investment links.  One of my goals is to continue to be aware of issues and trends in early childhood and the work being done in early childhood around the world.

Under the Access  link:   Here I read an article about Vietnam’s Early Childhood Policy which was very interesting.  Here are few highlights:

•  Early childhood in Vietnam focuses on children from 0-5 years
•  Children start school at the age of 6
• 0-2 year old early learning is referred to a Creches
• 3-5 year old early learning is referred to as kindergarten
• 5 year olds early learning is referred to as pre-primary education
• Within Vietnam there are four types of services for early childhood:  State, semi-state, people-founded, and private services. 
• The Ministry of Education and Training is responsible for all early childhood age groups
• In 2002, Decision NO. 161 was made to improve access in the most disadvantaged areas
• The state investment in early childhood has been successful thus far.

Under the Quality Link, I read about early childhood in Papa New Guinea

Here are a few highlights from this policy brief:

·  

•    Papa New Guinea is the world’s most linguistically diverse nation
•  Has established a bilingual education policy
• Originally Papa New Guinea education was English only
• The Education Reform focused on improving educational access, quality, and equity
• Changes brought about by a non-formal community based vernacular language preschool movement spread in Papa New Guinea
• The movement guided the nation to offer learning programs in the child’s first language
• Changes  included vernacular language education in the early years
• The other change was to implement a gradual transition to implement the use of English as one of the languages of instruction
• Rationale:  Offering education experiences in the child’s first language prepares the child to transfer learning of skills in their own language to learning English
• Discovered that children who attended the vernacular preschools experienced educational advantages compared to children who had not attended.  Primary teachers noticed how transitioning to school was much easier for children who had attended preschool

Under the Investment link, I read about Morocco’s Preschool reform.

Here are some highlights:

• In Morocco, preschool education is for 4 and 5 year olds
•  Services for children under 4 do not exist
• A new law was passed in 2000 to leave pre-school in the private sector
• The new law is the government’s recognition that preschool is a unique level of education
• Nearly 100% of preschools in Morocco are private
• The focus is on regulation, training and pedagogical innovations and an incentive system
• The incentive system included opening new preschools, tax benefits, and subsidies

I really enjoyed reading about early childhood in Vietnam, Papa New Guinea and Morocco.  I was surprised that early learning programs for children under four do not exist in Morocco.  I loved that in Papa New Guinea a group of like-minded individuals (teachers with minimal training) brought about changes to the language of instruction for children (very cool!)

References:

Encourage Private Sector: Preschool Education Reform in Morocco (UNESCO, Policy Brief No. 20, February 2004).  Retrieved December 19, 2011, from unesdoc.unesco.org/images/0013/001374/137409e.pdf

 Papa New Guinea’s Vernacular Language Preschool Programme (UNESCO, Policy Brief No. 7, October 2002).  Retrieved December 19, 2011,      from  unesdoc.unesco.org/images/0013/001373/137383e.pdf

Supporting the Poorest:  Vietnam’s Early Childhood Policy (UNESCO Policy Brief on Early Childhood No. 29, December 2005).  Retrieved December 19, 2011, from unesdoc.unesco.org/images/0014/001425/142585e.pdf