Strengthening Bonds of Collaboration

Three consequences of learning about the international early childhood field for my professional and personal development are:

1) I have realized that inequities in the early childhood field are universal regardless where in the world you are. The inequities are varied but they are still present. Here in the U.S. an inequity that is currently being addressed is the fact that Early Childhood Educators are under paid and under educated. French teachers are paid accordingly and receive the education needed to be highly qualified. New Zealand only have 50% of their teachers that are fully trained and registered. So it appears that France has had huge gains in the early childhood field, where other countries are lacking, but on the flip side they are giving the rest of the world a working model of what teacher education should look like.

2) Personally I have learned that professional connections are invaluable when it comes to developing professionally. The insights I have gained from speaking to other early childhood professionals locally and internationally cannot be found in any text books. I have learned that many opportunities exist for Professional learning in other countries as well as our own. By talking to other professionals I have learned that I can grow professionally by listening and learning from my colleagues, reading books, seminars, overseas speakers, center visits, downloading articles to read and sharing at staff meetings, annual self-reviews and unpacking aspects of my practice, both individually and as a team of teachers.

3) I am a lifelong learner. It is important to keep abreast of trends, inequities, and research that helps to advance the way early childhood professionals are viewed in the professional community.

A goal that I am setting for myself as it pertains to international awareness of issues and trends and the spirit of collegial relations is to personally visit learning communities in New Zealand and France. I think discussing differences and similarities in issues and trends is different than viewing them first hand. I think it would be invaluable for me to make international connections personally and advance my career and teaching abilities by learning from and observing other professional’s in action. 

In cultivating mutually professional relationships I have decided to explore my second professional connection. In order to learn more about France’s model of Universal education for all and their clear expectations for curriculum that should be taught, as well as professional development and training for their teachers I spoke with Jackie Raiola.

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

 Jackie Raiola is an educator in a école maternelle classroom, the ‘ecoles maternelles are sometimes referred to as the “crown jewels” of France because they believe that preschool is where everything starts, and this is an important part of their society.

Some important issues regarding quality and early childhood professionals that are being discussed in France right now are; how can there youngest citizens contribute to society and the national universal curriculum that is always evolving and changing.

France has a national curriculum; unlike the U.S. which has a state curriculum, therefore all educators have clear expectations for teaching children from the age of 2 all the way up to secondary school. The overall goal of the universal curriculum is to individualize and bring out the best in every child, therefore teachers have the ability to decide how they want to teach the curriculum.

What opportunities and/or requirements for professional development exist?

In France every teacher has to have a Bachelor’s Degree in some other field before they study education. A teacher’s test scores on the teacher exam determine where their teaching assignment will be. If accepted into the teaching program, perspective teachers will be assigned to teacher training, after completing their first years of study and they are payed by the government during this time. The teaching field is very competitive in France. Early Childhood teachers complete all the same assessments as all other levels of teaching and besides an oral exam they must complete a physical fitness exam. Jackie took an exam in English language (her first language), French language, swimming and biology.

What are some of your professional goals?

French teachers are every bit considered professionals. Every French teachers receive a very high salary and recognition for their contribution to the field. Every French teacher, no matter what level they teach receives a total of 36 weeks paid professional development if they make teaching their career choice. My professional goals are to continue staying abreast on current trends in early childhood and to continue mentoring younger teaching professionals.

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

Being from the U.S. I would love to return and teach some of what I have learned about Universal Education to politicians, educators, and economist. An important thing to remember when comparing educational systems is the size of a country and hurtles and challenges they have to overcome. Even though the French model works well for France it may not work for the U.S. There are several similarities when it comes to outcomes and expectations but delivery and teacher preparation is very different. 

For this week’s blog entry we were tasked with following up on our research of the agency we chose to follow for up-to-date early childhood education research, facts, and trends. I had chosen www.highscope.org . The reason I chose High Scope is because they demonstrate sound practices and back it up with solid research.

Upon following some of the outside links on the High Scope page I have realized that there are press releases, extensions, video clips, and podcasts that are all relevant to this week’s study topic of Excellence and Equity of Care and Education for Children and Families: more specifically Availability, Accessibility, and Affordability of early childhood education. The most useful tool was being able to sort information by topic.

The current issue of the High Scope Newsletter http://www.highscope.org/file/NewsandInformation/ReSourceReprints/Winter2016/HSReSourceWinter2016_web-productlinks2.pdf

In regards to breaking down barriers and inequities in early childhood education this what High Scope President, Dr. Cheryl Polk had to say in this quarter’s newsletter:

“We’re going to figure it out together. In this movement to maximize our children’s development, we’re all in this together,” said HighScope President, Dr. Cheryl Polk. “This is a lifelong commitment.” This commitment asks us to think differently about our children and our responsibilities to one another; it’s a change in “the way we do things around here” — what Beale Spencer calls a “revolution of conscience” — and it’s not just a personal change, or a structural change, but a cultural and collective one.

This quarters issue also contained research and information in regards to; Continuity of Practice, Kindergarten Readiness and Kindergarten Readiness Assessment, Professional Development and Classroom Resources. 

Current issues of excellence and equity in New Zealand as it pertains to the Early Childhood Environment

Current issues of excellence and equity in New Zealand as it pertains to the Early Childhood Environment

Unfortunately my international connection is proving to be much too busy to answer questions that require a lot of thought. Instead of getting discouraged I have found another resource within the same country that could help point me in the right direction for answers.

In regards to the question what issues in early childhood excellence and equity are at the forefront of professional discussions in New Zealand I found that the issue of Interculturalism: sharing and learning across cultures that promotes understanding, equality, harmony and justice in a diverse society, is the main topic in regards to program excellence and equity. (Banks & Banks 2004)

We have discussed many topics this week among them are school readiness, curriculum, assessment, and achievement gaps; I did not expect that in New Zealand the most talked about issue in regards to excellence and equity would be cultural. Maori are native to New Zealand and over the years have suffered a lot of prejudice and inequalities. Current early childhood research shows that children develop prejudices as early as the age of 3 and this solidifies by the age of 6. (Doyle & Aboud, 1995).The early childhood classroom is a powerful conduit of values.

In a high quality Early Childhood Classroom in New Zealand teachers are expected to know and be sensitive to different religions and cultures, family structures, and languages, become more aware of their explicit and implicit biases, and avoid generalizing children into cultural groups. Early Childhood advocates propose that the professionals in the field reach a consensus about teacher training addressing diversity. Addressing cultural issues is necessary for creating a more equitable educational system and starting with early childhood is necessary to assist our youngest citizens with learning acceptance and understanding of others to create a more just society. (Interview with Miriam Zmiewski-Angelova)

References:

Banks, J.A., & Banks, C.A.M. (Eds.). (2004). Handbook of research on multicultural education

Doyle, A.B., & Aboud, F.E. (1995). A longitudinal study of white children’s racial prejudice as a social cognitive development. Merrill-Palmer Quarterly, 41(4), 210–229.

Interview with Miriam Zmiewki-Angelova, Seattle Preschool Program Educational Coach, February 5, 2016.