International Early Childhood Connections

Reaching out to international early childhood professionals can be very beneficial.  We can learn from each other about global practices in early childhood education.  And, how great is it to be able to share ideas and collaborate with early childhood professionals in other countries?  Here are a few reasons all early childhood professionals should reach out internationally:

• Many early childhood educators in the United States have children from other countries in their classrooms.  Some are English Language Learners and some are Dual Language Learners.  Families are the best source for understanding a particular child's culture, but connecting with early childhood professionals from the country where the child and family are from can also be beneficial.

• There are many early childhood programs in the United States that operate on limited resources.  It can be frustrating and stressful to try to provide high quality care when you do not have enough supplies or materials.  Connecting with early childhood educators from other countries and finding out the conditions that many of them have to work in can make one appreciate what they do have to work with.  In addition, it can spark a desire to help by working to raise funds to help our international connections by sending supplies.

• Perhaps one of the best reasons to connect with international early childhood professionals is the personal and professional growth that comes from the collaboration and communication.  

I have found that it can be difficult at first to make the initial contact with international early childhood professionals.  However, I learned a lot from the connections I made and I look forward to reaching out to further expand my international connections.

Conversations with International Early Childhood Professionals

It has been wonderful to learn more about early childhood education in Ghana:

What issues regarding quality and early childhood professionals in Ghana are being discussed in the area where you work?

This is kind of a hard question. To be a teacher in Ghana is actually a government job, you go to teacher training and then the government sends you anywhere in the country that they need teachers. All of the teachers I work with are not from the village we are in, most of them are actually from far away and travel on the weekends to see family and loved ones. A lot of them actually hate that they were placed here because it is so rural. Once you became a teacher it is a commitment for a certain amount of years, so you are essentially locked in to the position until your years are up, I don’t know exactly how long it is. So in my opinion, quality isn’t really discussed. I think the government thinks what they are doing is working but in reality it isn’t at all.

What opportunities and/or requirements for professional development  exist in Ghana?

As for requirements, there are none. I think me being here and working with them is professional development for them but it was also professional development for me and it isn’t seen that way for them. Some teachers are really open to us being here and helping and others are not. The female teachers tend to be the ones who are okay with it. The male teachers seem like they are trying to teach us because they see themselves as great teachers, not that they aren’t but there seem to be a difference in gender.

What are some of your professional goals?

Some of mine include continuing to grow as a leader in my field. My graduate career has prepared me to be a Master Teacher as well as a Parent Educator. I believe that by supporting the whole family, the children receive ample amounts of support and from that grow and develop in a really healthy, positive environment. I also want to continue working on my parenting education skills and working with adults, which is something up until now, I didn’t do much of. I enjoy it a lot, its a lot different then being with toddlers all day and I enjoy the switch.

What are some of your professional hopes, dreams, and challenges?

This is a good one. I hope and dream that I will always be as happy in the field as I am now. I love my career and I don’t ever want that to change. Im challenged by moving out of the city. With getting married and wanting to start a family, living in the city is too expensive and finding a balance of being able to stay at my jobs, commute, and find somewhere to live that works for my family seems difficult as of right now. I know that it will work out but it’s definitely a challenge for me.
(Peila, J. Personal Communication, April 16, 2015)

I have also enjoyed learning about early childhood education in Mestre, Italy although language barriers have been difficult to overcome at times.  I was sent a video link discussing the Italian school system, however it was entirely in Italian.  But, I am thankful for the communications we have exchanged.
(Barbara.  Personal Communication, April 15, 2015)

Following the Links

For a few weeks now, I have been exploring the National Association of Early Childhood Teacher Educators (NAECTE) web site.  Last time, I shared with you the web site raisingofamerica.org (The Raising of America:  Early Childhood and the Future of Our Nation) which I read about in one of NAECTE's e-letters.  This week, I chose to explore the "Links to Related Organizations" tab on NAECTE's site.

I went to a few organization's sites before I clicked on the link for the National Association for the Education of Young Children (NAEYC).  I am fairly familiar with NAEYC through my work and school, but I have never really explored their web site (www.naeyc.org) in depth before.  I highly recommend that all early childhood professionals take time to explore the NAEYC site even if they think they know all they need to know about the organization.

I clicked on NAEYC's "Topics" tab and found several topics to choose from including:  

•  Anti-Bias Education and Holidays 
•  Learn from Nature
•  Back to School
•  Obesity Prevention
•  Common Core
•  Play and Learning
•  Coping with Disasters and Tragedies
•  Positive Guidance
•  Developmentally Appropriate Practice
•  Early Childhood Research
•  Ethics
•  Response to Intervention
•  Family Engagement
•  Summer Learning
•  Music
•  Technology & Young Children

Recently, there has been a lot of discussion on Common Core.  It was interesting to find that NAEYC has several position statements on Common Core and Early Learning Standards.  They also fully discuss developmentally appropriate practice (DAP) including breaking DAP down by age groups.  Under the "Family Engagement" tab, the list the principles realted to family involvement and the include information for engaging diverse familys in early childhood education.

My favorite topic to explore was "Play and Learning."  There I found a plethora of information on the importance of play.  They even include an article for families titled, "10 Things Every Parent Should Know about Play."  There is even a conversation with Dr. Alison Gopnik on evidence that connects play and learning.

I strongly recommend that all early childhood professionals take some time to explore NAEYC's site.  I intend to spend a lot more time doing just that!

Connecting with International Early Childhood Professionals

It has been challenging contacting and communicating with early childhood professionals from around the world.  I have been lucky enough to connect with an early childhood educator in Italy and one from Ghana.  This week, I heard from Barbara in Mestre, Italy where she works in a private preschool.

Barbara shared that since she works in a private Kindergarten only families who are working or who can afford the tuition attend their program.  She said that the number of jobless in Italy is growing, but that so far it has not affected the families who attend her program.

Outdoor Play in Mestre, Italy.

However, preschool/Kindergarten is optional and provided free in Italy for all children ages three to five that do not choose to attend a private program.  As for excellence in early childhood education, Italy established the "Reggio Emilia Approach," in which documentation on children focuses more intensively on children's experience, memories, thoughts, and ideas in the course of their work.  In addition children's work is displayed, often in stages of progression.

(Barbara. Personal Communication, March 31, 2015)