Issues and Trends in the Early Childhood Field--Final Post

Another 8 weeks in the books! This time around, I have learned so much about issues and trends in early childhood, and have really come out on the other side of this course with even more passion and love for my chosen field of early childhood. I feel that sometimes passion is missing in many peoples' chosen profession, job, or career, and I can honestly say that I love what I am doing, and I can see myself learning and growing each day.

I have been fortunate to have had the opportunity to speak with several international professionals over the last 8 weeks. I emailed back and forth several times with an early childhood professional in Israel, and once with a student/teacher in Great Britain. I really enjoyed the chance to talk about issues in early childhood, and really just see into the lives of people who are working towards the same goal that I am all the way across the world!

Were there consequences about learning more about the international early childhood community? Yes, but mostly positive consequences. First, as a direct consequence of speaking with other teachers I have ignited a larger passion in myself to learn more, and to understand more about the international community. I will admit, I am not well traveled, and by doing research on different countries, and speaking with someone from Israel I would really love to travel and actually see what early childhood looks like outside of the US. Next, a consequence of learning about other countries, I have realized that I am very fortunate to be where I am, with the luxuries that I have. It is very easy to get drawn into a bubble where you don't consider what other professionals might be dealing with on a daily basis. The last 8 weeks have really opened my eyes to other situations and struggles that other professionals are going through.

Finally, the best consequence of my continued learning through Walden is the fire that has been lit underneath me. I have said this after other courses have finished, but this time I feel it the most. My drive to provide high quality early education has always been present, but now it is in full force. I feel rejuvenated, and excited about continuing to learn and ready to pass on my knowledge to the professionals that I work with.

My goal for the early childhood field is to continue to advocate for early childhood standards and regulations. Too often I see programs that lack funding, quality teachers, and because of that children and families struggle. Children need early childhood education, and unless there are standards in place that help guide programs to success, many children miss out on the great start that they need and deserve.

International Contacts--Part 3

This week I was able to speak with my early childhood contact in Israel through several emails. I have been able to ask her many questions regarding the Jewish preschool that I work at, so it has been a very eventful and thought provoking week. I was also able to communicate with her about the questions  from this week's blog assignment. Here's what she had to say:

1. What issues regarding quality and early childhood professionals are being discussed where you live? From this topic we discussed my current challenges with finding qualified teachers, and my friend in Israel said she has experienced the same thing. There is a focus on providing high quality early education environments where she is at and studying, but the quality of teachers available lacks significantly. She is also working towards her Masters degree, and wants to be able to work for a program that "makes a difference", but worries she won't be able to find exactly what she is looking for.

2. How does your center handle professional development? Teachers are able to find professional development opportunities, and within reason the center will facilitate them going. This is a little different than what I am used to, as a large center with budgetary constraints, I sometimes unable to pay for higher priced professional development for my teachers.

3. What are your longterm professional goals? We talked about how her first goal is to finish school, and then see what life looks life. We joked that we were definitely in the same head space there!

4. What are some of your hopes, dreams, and challenges? She would love to open up a center of her own one day, but understands the financial backing that would require. She said, "it's important for me to do what I love, and love the people around me".

It was really a great week professionally, for me. I have enjoyed getting to know my Israeli friend, and look forward to potentially visiting her some day!

Sharing Web Resources....again!

This week I am looking even further into the Zero to Three website (www.zerotothree.org)

1. Follow some of the outside links that you have not yet explored. Where do they lead? What do you find?

I decided to look at the resources available to parents. Zero to Three offers parent brochures and guides that cover a variety of topics. Including information on language development, developmental milestones, literacy, and ways to support learning for infants and toddlers. The guides are available in a .pdf document that can be printed out or emailed to parents. It's a really fun resource! I can already think of several parents that specific situations that I can use the guides for. 

2. What information is available on the e-newsletter?

This time around in the e-newsletter is promotion for an all day charitable giving campaign that Zero to Three is supporting. It's called Do More 24. One June 19th, 2014 Zero To Three asks everyone to participate in an all day giving competition, and funds donated will help to benefit early childhood education. 

3. Is there any information that adds to your understanding of equity and excellence in early care and education?

http://www.zerotothree.org/public-policy/federal-policy/ Here  found information on Public Policy and Zero to Three. The most interesting and insightful information I found was the federal policy agenda and federal policy updates. The information to help me be successful in advocating more for early childhood is just at my fingertips!

International Contacts-Part 2

I won't lie, this assignment hasn't been easy. While I was able to contact 2 professionals living outside of the United States, keeping in contact with them has not been easy. I assume that they are probably living similarly busy lives, just like I am, and just like many of my fellow students are. It's not easy working a full time job, working on a masters degree, and just living life in general. So, while I didn't receive a response from either of my contacts this week, I did do some research on poverty levels in children in Israel, which is where one of my contacts lives.

According to the Israel National Council for the Child, over a third of the nation's children live in poverty (http://www.timesofisrael.com/one-third-of-israeli-children-live-in-poverty-study-finds/). Because of this high rate of poverty there is also increased incidents of child abuse and other violent acts towards children. One third translates in to about 885,000 children living in poverty in Israel.

In a previous conversation with my contact in Israel she noted that the center she works in serves children of more affluent families, and she knew that this wasn't the norm for most in Israel. We both felt fortunate that we were able to get our hands on resources that many children do not have access to. My last email to her posed a question "What can we do to help?" I'll let you know what her response is.


Reference
Times of Israel. (2013). One third of Israeli children live in poverty study finds. Retrieved from http://www.timesofisrael.com/one-third-of-israeli-children-live-in-poverty-study-finds/