International Awareness

Several positive consequences have resulted from my study of early childhood through international contacts and websites. First, I have been made aware of the history, current state of quality care of several different locales across the globe. This has opened my eyes to the similarities and differences of our own early childhood system. Second, I have become aware of many resources through my coursework and via classmates postings that I can use to increase my knowledge and stay abreast of the EC field on a global level. Third, I have become comfortable approaching and conversing with virtual strangers from a variety of early childhood professions. To be honest, this was nerve wrecking at the start. I was thrilled to find a couple of approachable professionals, willing to share all about their home land, even those areas that are unflattering. This honest dialogue allowed me to learn a great deal about these places and to surmise that people are people regardless of what side of the globe they wake up on. It is the unusual feeling of bringing the world closer but also realizing how massive it truly is.

My goal would be to for global connections to be a mandatory part of every early childhood professional development program. This of course would require there be more continuity between early childhood professional programs and as we learned in this course, this far from reality (Buysse, Winton, & Rous, 2009). Perhaps that’s a small goal wrapped in a larger one. 

Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235–243. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/233599247/fulltextPDF

International Contacts-Part 3

Alec Duncan of Child’s Play Music (http://childsplaymusic.com.au) completed his degree in Children Studies nearly 20 years ago. He worked for 10 years in child care but chose to leave that part of the field when he realized he had compromised what he believed to be developmentally appropriate practice through the pressures of policy and paperwork. He found himself burned out but still passionate about children, so began his own program, Child’s Play Music; working with children from 16 months to 8 years introducing or reintroducing play-based learning in the schools and daycare centers. He has literally met tens of thousands of children and inspired hundreds of teachers and carers in Perth, Western Australia.

Regarding quality, it wasn’t until the mid 1990’s that Australia began to look beyond basic safety standards to quality early education. They implemented a quality rating system which greatly reduced the number of “truly dreadful care” according to Duncan (Personal contact, May 2, 2012). Quality has increased with these efforts but Duncan believes that the highest of quality programs are still relatively rare, mainly because quality is really hard work. His words below encompass much of our recent discussion for Week 7!

If you are a person working in a difficult and demanding profession that is very badly paid and which is perceived by the public as being (essentially) baby-sitting it is unsurprising that many staff lose motivation.  And it is also unsurprising that staff turnover is massive - people leave the profession permanently in droves every year, to the point that the industry can't get enough qualified workers to fill all the positions available; as fast as they train new staff, experienced staff are leaving at a faster rate!  And it is also unsurprising that attracting applicants of a high standard to the profession is extremely difficult, for all the same reasons (Personal Contact, May 2, 2012).

A new integrated National regulation/accreditation/curriculum system that is being rolled out right now and a mandatory curriculum, the Early Years Learning Framework, is in place.  Info on the EYLF can be found on the following fact sheet: http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Documents/EYLF_FactSheet.pdf

A good deal of professional development is available, both governmental, related to the EYLF and also by thousands of providers and businesses offering every imaginable sort of training; seeing their opportunity to make a profit through the new National Regulations.  

                He freely admits he will never go back to child care, loving what he does now. Like Alec on Facebook for a periodic dose of inspiration! (www.facebook.com/ChildsPlayMusicPerth) Or check out his YouTube videos: http://www.youtube.com/user/childsplaymusic

Sharing Web Resources...

Membership is an area of the Early Education website I had not yet investigated http://www.early-education.org.uk/. Early Education has been in the business of supporting early care and education professionals for 90 years.  Individual and group are the two types of membership available to professionals. Early Education members receive an Early Education journal, published 3 times a year and  e-news email briefings providing summaries and announcements from the field. Members also have access to a national branch network and Special Interest Groups. Members are entitled to significantly reduced rates to attend courses on the training and professional development program, conferences and seminars. There is even an option to purchase a lifetime membership.

There are no specific elements of the site that deal with equity or excellence aside from training opportunities regarding quality and developmentally appropriate practice. Every child deserves an early education experience like this.

Equity & Excellence

My Irish contact, Liz has offered some insight into diversity and the pursuit of excellence in equity. One of the themes of Áistear, the National Early Childhood Curriculum Framework, is Identity and Belonging http://www.ncca.biz/Aistear/pdfs/PrinciplesThemes_ENG/ID&Belonging_ENG.pdf. It aims to support multiculturalism, varying family types, children with special needs and their integration with other children, the minority of children who speak Irish at home, and Irish travellers; a separate ethnic group of semi-nomadic Irish people. Up to very recently there was little or no immigration to Ireland, just emigration from Ireland, to the extent that genetic similarity is closer than in any other European country. The period from 1995 to 2007 brought mass immigration from Africa and Eastern Europe as well as some other countries. For example there are Afghans escaping the Taliban and Afghans escaping because they are Taliban themselves. These immigrant groups suffer real deprivation in social, housing and welfare terms, often not being allowed to work for years. There is 'direct provision' in hostels for families and individuals awaiting a decision on an asylum application, which can be tied up in appeals for years. Government agencies provide them with these places, often a whole family or several same sex adults sharing a room and provided meals. It is possible for a child to never see their own parent prepare a meal over years and hostel meals are only available at set times making it difficult for children to be involved in after school activities like sports or choir. Overcrowding leads to huge disagreements among asylum seekers. There has been a continuous issue of unaccompanied minors, usually aged 14 - 18 arriving in Ireland, being put into hostels instead of proper foster families, and disappearing, presumably into prostitution. There is insufficient educational support in learning English as a second language though there are efforts in most childcare’s to allow for dietary, dress and cultural diversity. Many of the ethnic minority communities are relatively small so, in most cases, there are very few ethnic minority community organizations in place.

My Australian contact, Alec shared insight on the availability of quality care and the understanding of quality itself. There is an under-supply of care facilities in many areas of Australia, especially in the fast-growing “baby-belt” suburbs, full of young families with young children who need child care as both parents desperately try to hold down jobs and a mortgage. Sound familiar?  He offers the example of a newly opened center. It looks really great on the outside with its challenge-free plastic playground equipment on flat Astroturf. There may not be a single plant or tree. The sand pits are full of white-washed commercial sand. Parents love these sites; so safe, so clean. Alec thinks of these as the equivalent of a prison exercise yard. You must remember, Alec is about allowing children to experience childhood with all of its adventure and risks intact. That’s why I sought him out. Check him out at http://childsplaymusic.com. I believe clean and safe is often preferred as it is more efficient for busy parents and caregivers. Like here in the U.S., whether they realize it or not, most parents are confused about what quality care and education is supposed to look like or how to find out.

Regarding equity, poverty in some areas hinders the life experiences of children. This is especially true for Indigenous Australians or Aboriginals. They are the most likely to be unemployed or in low skill, low paying jobs. Educational attainment is very low and life expectancy is 17 years less than for non-indigenous Australians. The welfare of children is seriously compromised as well with high neglect and abuse rates within this group. Many efforts are being made to remedy the inequities but change is slow.