As week 8 of the Issues and Trends course is upon us, I find myself reflecting on my learning and experiences that have taken place over the past 8 weeks of this course. We have discussed a variety of issues and challenges that impact the field of Early Childhood Education, not only in the United States but world wide. We have also discussed the changes taking place in the field, new investors coming into the field, researched organizations that support children, families, and the ECE field, and even had the opportunity to establish contact with international education professionals to learn more about the issues and trends of ECE on a global scale. In the final week, our blog assignment calls for us to discuss at least three different consequences of learning that come about in response to establishing international contacts and professional development opportunities, as well as one goal for the ECE field related to remaining aware of issues and trends on a global scale internationally.
I begin with the three consequences, whether intended or unintended, that relate to learning about the ECE field internationally for personal and professional development.
1. Learning internationally and globally about the field of ECE will make me more open, aware, and understanding of other cultures. This is a positive intended consequence as I work in a district with ever-changing demographics and would benefit greatly by speaking with other professionals from various countries around the world to better understand the cultures, languages, and backgrounds of children from such countries to make them feel more welcome and at home in my classroom.
2. An unintended consequence of continuing to learn about ECE internationally is that it will help to understand the depth of the issues and trends within the field and learn from others on ways to improve or handle situations, and ways in which we should adapt to make more successes and avoid negative outcomes. This can help us to learn from other countries about best practices and share research to be utilized to improve the field of ECE for the better.
3. A troubling ideal about this learning opportunity is that many may count reading and article or two about an issue or trend as professional development time. This comes into play as a consequence because we still struggle to define what professional development is, how it should be taking place, and its role and importance to educators.
Additionally, one goal I would create for myself in relation to remaining up to date and aware of issues and trends in the ECE field world wide on a global scale would be to remain in contact with the international professionals I have met and built a rapport with throughout this course. I would LOVE to learn more about the issues and trends taking place in terms of the ECE field in other countries, as well as learn more about their classrooms, their dynamics, their routines, their shining moments as well as their struggling moments, and so much more. I would LOVE to be able to Skype with another classroom from around the world and even be pen pals (I know that is "old school" but the children would love it SO much and learn SO much along the way). I am hoping to do just this with Nancy, who is currently teaching 4th grade in Chile, since I also currently teach 4th grade. We are hoping to set up some opportunities for our students to work together in some capacity as we are both reading and discussing the book Because of Winn Dixie with our students. It will be a great opportunity for the students to experience a "book club" or "literature circle" atmosphere with other students and to connect with other students their age from a different part of the world!
This course has been extremely eye opening and insightful over the past 8 weeks. I am very, very grateful to have met and worked with so many excellent professionals within the field of ECE once again in this course. I feel as though we have learned so much from one another and look forward to further experiences such as this in future courses. Do no be strangers - keep in touch! :)
Until next course! ;)
--A
Tuesday, February 25, 2014
Thursday, February 20, 2014
Getting to Know Your International Contacts - Part 3
We are nearing the end of this course and this week calls for us to discuss some final thoughts with our international contacts before the course ends. As mentioned previously, I was finally able to establish contact with an international professional in Chile. Nancy is a teacher for a Teach Abroad program. She has taught in a variety of different countries, including Singapore, Japan, and now Chile. Her husband is the IT professional for the Teach Abroad programs in those countries with her. She currently teaches fourth grade at an affluent private school in Chile. Since she felt as though she could not answer all of my questions due to working at an affluent school, she asked two senior student teachers who are from the area and have had experience in all types of schools the questions, as well. Between the three adults, I received responses to each of the following questions:
1. What issues regarding quality and early childhood professionals are being discussed where you live and work?
- "Poverty in Chile is an issue in the government schools. One problem is the poverty line here is very low but the line is set so low such as having NO home and being homeless is the baseline so many very poor people get no extra services. The middle class here is actually in need of services, but get no government support. Here our [education] system has three types - public, public and private that receive some money from gov't and grants but still charge and the third is private that fully charge. The public schools don't directly receive gov't money - it goes to local gov't for a city and that money differs depending the results of tests. It's bad that all public schools don't have equity even from the early years without test results. Kindergarten is now mandatory but only since last year so most poor kids did not have any early childhood education before grade one. This is a big year for Chile in that regard. Poor can't easily achieve the same quality of education even if the parents are committed, they are disadvantaged."
- "Now another issue is having police checks that are validated every 60 days to ensure of all students throughout the country. Now that ECC is mandatory the discussion is now around how to ensure a child registered is actually going and the police are sent to the homes but the question is how can this really be managed - this is a very new issue."
- "EC educators face discrimination because they don't have the same prestige as other teachers - and teachers in general for the public schools. If you don't do well in other subjects - you go into Education. However, a new scholarship has come out as an incentive for people who get a certain average to have the degree paid for. It even involves scholarship plus bonus money and an internship abroad. In exchange you have to work at least 3 years in a public school. The problem is that some people are doing this only for the money and leave after 3 years."
2. What opportunities and/or requirements for professional development exist?
- "PD - is not good in the public schools and many are not interested because there is no incentive or requirements. Some do have it but it is not consistent. It is mostly training to pass tests."
3. What are some of your professional goals?
- Sofia: "To get a M. Ed in Montessori in the US and come back to use it for expanding programs such as Montessori and Waldorf and come back and use my expertise in Psychology and Education."
- Maria Jesus: "To be able to teach in the public school system but in reality I can't live on what I earn so at the same time work in the private schools to help transfer the knowledge and system and then go on to further my education to apply my practical experience."
I am so thankful to have established contact and learned so much about the country of Chile. The varying types of schools provide different resources and opportunities for children and families. Early Childhood Care and Education is a newly mandated field, with Kindergarten only. I am glad to hear of the new requirement and hope that they move toward requiring additional early childhood care in the future. Poverty is a great concern in this country, as well. So much has been shared and I feel as though my eyes are truly opened to the similarities and differences amongst the challenges and issues and trends in the field of education as a whole between the countries.
-Ashley
1. What issues regarding quality and early childhood professionals are being discussed where you live and work?
- "Poverty in Chile is an issue in the government schools. One problem is the poverty line here is very low but the line is set so low such as having NO home and being homeless is the baseline so many very poor people get no extra services. The middle class here is actually in need of services, but get no government support. Here our [education] system has three types - public, public and private that receive some money from gov't and grants but still charge and the third is private that fully charge. The public schools don't directly receive gov't money - it goes to local gov't for a city and that money differs depending the results of tests. It's bad that all public schools don't have equity even from the early years without test results. Kindergarten is now mandatory but only since last year so most poor kids did not have any early childhood education before grade one. This is a big year for Chile in that regard. Poor can't easily achieve the same quality of education even if the parents are committed, they are disadvantaged."
- "Now another issue is having police checks that are validated every 60 days to ensure of all students throughout the country. Now that ECC is mandatory the discussion is now around how to ensure a child registered is actually going and the police are sent to the homes but the question is how can this really be managed - this is a very new issue."
- "EC educators face discrimination because they don't have the same prestige as other teachers - and teachers in general for the public schools. If you don't do well in other subjects - you go into Education. However, a new scholarship has come out as an incentive for people who get a certain average to have the degree paid for. It even involves scholarship plus bonus money and an internship abroad. In exchange you have to work at least 3 years in a public school. The problem is that some people are doing this only for the money and leave after 3 years."
2. What opportunities and/or requirements for professional development exist?
- "PD - is not good in the public schools and many are not interested because there is no incentive or requirements. Some do have it but it is not consistent. It is mostly training to pass tests."
3. What are some of your professional goals?
- Sofia: "To get a M. Ed in Montessori in the US and come back to use it for expanding programs such as Montessori and Waldorf and come back and use my expertise in Psychology and Education."
- Maria Jesus: "To be able to teach in the public school system but in reality I can't live on what I earn so at the same time work in the private schools to help transfer the knowledge and system and then go on to further my education to apply my practical experience."
I am so thankful to have established contact and learned so much about the country of Chile. The varying types of schools provide different resources and opportunities for children and families. Early Childhood Care and Education is a newly mandated field, with Kindergarten only. I am glad to hear of the new requirement and hope that they move toward requiring additional early childhood care in the future. Poverty is a great concern in this country, as well. So much has been shared and I feel as though my eyes are truly opened to the similarities and differences amongst the challenges and issues and trends in the field of education as a whole between the countries.
-Ashley
Saturday, February 15, 2014
Sharing Web Resources Continued…
Hello again. In week 6, we are once again looking at our chosen resource we have discussed in previous weeks of this course. The organization I had chosen was the Save the Children organization, one in which I have found to have great interest and passion for their work. This week's topic was in reference to equity and excellence in early childhood education. We needed to take a closer look at the resources and information provided from this organization, as well as how the information relates to this week's topic of equity and excellence.
The first question this week was referring to exploring the links to other resources and where they lead. Within this organization's site, there are links to news articles about current issues and trends worldwide involving children, links that list and explain who the supporters and partners are for this organization, and links to sign the petition to urge an increased investment in programs for children in the United States, among others. Each link leads to an important space. I am very interested in exploring each link in detail.
For the second question, we had to focus on one of these options and explore it more closely. I decided to explore the link of supporters and partners to the organization first. I have been following this organization via social media as well and have taken notice that actress Jennifer Garner has taken a strong interest in this organization, becoming a spokesperson for it. I was curious to see who else is in support of this organization, as well. Two sponsors or partners largely discussed in the article include Accenture and Green Mountain Coffee Roasters. These organizations have helped to raise money for the organization's services to help children and for additional programs, such as Accenture's Skills to Succeed program to empower people with the skills needed to find job success. This interested me greatly to see the varying types of support the organization is getting and I am curious to see who else supports them.
The third question is in regard to one of the issues presented on the organization's website or newsletter that we have been following. I have taken an interest in the issues taking place in Syria and the ways in which they are effecting the children who live there, or have been forced to leave with their families for safety. This issue was near to my heart as I think we sometimes take for granted the positive benefits and luxuries we truly have in the United States. That is not to say we do not have our own challenges and issues, but in comparison to this country, our children are not suffering these additional stressors, thankfully. I am happy to report that "Save the Children has already reached over 250,000 people across Syria," and even more critical, "Save the Children is helping thousands of children like Sana and her sisters to access education, to learn how to communicate about their experiences and - vitally to learn how to be children again," (Save the Children, 2014, paragraph 1). They are working diligently to provide for the children and families suffering in this country. I couldn't be more proud of this organization's goals and work ethic.
The next question was in reference to this week's topic of equity and excellence in early education, probing to see if the organization has any resources or information related to this issue or topic. The link related to signing the petition for additional services for our country was my first stop in this exploration. This area of the website acknowledges the issue at hand - the simple fact that we do not provide access to high-quality early childhood programs for ALL children in the U.S. as we should. This is petitioning for Congress to provide additional funding to the field to provide this for all children. Save the Children is not stopping the fight there, however; they are continuing to petition for additional funding so that the government can and will realize the importance of this juncture. We have come to recognize the long lasting positive impacts high-quality programs can have on children but we have yet to find a way to make this possible for all children so the organization continues to push for this opportunity for all. Again, I am proud to be a supporter of such a wonderful organization.
The fifth and final question to be discussed asks what additional insights have been gained about the field via this organization this week. Once again, I must state that my eyes continue to be opened wider each passing week, especially through a wonderful resource such as this. This organization is so reputable because they are fighting for children not only in our country but all over the world, fighting to give children a chance. Many of the means of this mission are passions I have for the field already and seeing that an organization exists that exhibits the same passions and makes them come to reality is eye opening and awe-inspiring. I would love to eventually be an advocate for the field, even if just at a small scale for my local community and district. Organizations such as this will be helpful in leading me down the road to becoming an advocate in the future, providing me with information and encouragement to do what is right.
References:
Save the Children. (2014). Save the Children. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm.
The first question this week was referring to exploring the links to other resources and where they lead. Within this organization's site, there are links to news articles about current issues and trends worldwide involving children, links that list and explain who the supporters and partners are for this organization, and links to sign the petition to urge an increased investment in programs for children in the United States, among others. Each link leads to an important space. I am very interested in exploring each link in detail.
For the second question, we had to focus on one of these options and explore it more closely. I decided to explore the link of supporters and partners to the organization first. I have been following this organization via social media as well and have taken notice that actress Jennifer Garner has taken a strong interest in this organization, becoming a spokesperson for it. I was curious to see who else is in support of this organization, as well. Two sponsors or partners largely discussed in the article include Accenture and Green Mountain Coffee Roasters. These organizations have helped to raise money for the organization's services to help children and for additional programs, such as Accenture's Skills to Succeed program to empower people with the skills needed to find job success. This interested me greatly to see the varying types of support the organization is getting and I am curious to see who else supports them.
The third question is in regard to one of the issues presented on the organization's website or newsletter that we have been following. I have taken an interest in the issues taking place in Syria and the ways in which they are effecting the children who live there, or have been forced to leave with their families for safety. This issue was near to my heart as I think we sometimes take for granted the positive benefits and luxuries we truly have in the United States. That is not to say we do not have our own challenges and issues, but in comparison to this country, our children are not suffering these additional stressors, thankfully. I am happy to report that "Save the Children has already reached over 250,000 people across Syria," and even more critical, "Save the Children is helping thousands of children like Sana and her sisters to access education, to learn how to communicate about their experiences and - vitally to learn how to be children again," (Save the Children, 2014, paragraph 1). They are working diligently to provide for the children and families suffering in this country. I couldn't be more proud of this organization's goals and work ethic.
The next question was in reference to this week's topic of equity and excellence in early education, probing to see if the organization has any resources or information related to this issue or topic. The link related to signing the petition for additional services for our country was my first stop in this exploration. This area of the website acknowledges the issue at hand - the simple fact that we do not provide access to high-quality early childhood programs for ALL children in the U.S. as we should. This is petitioning for Congress to provide additional funding to the field to provide this for all children. Save the Children is not stopping the fight there, however; they are continuing to petition for additional funding so that the government can and will realize the importance of this juncture. We have come to recognize the long lasting positive impacts high-quality programs can have on children but we have yet to find a way to make this possible for all children so the organization continues to push for this opportunity for all. Again, I am proud to be a supporter of such a wonderful organization.
The fifth and final question to be discussed asks what additional insights have been gained about the field via this organization this week. Once again, I must state that my eyes continue to be opened wider each passing week, especially through a wonderful resource such as this. This organization is so reputable because they are fighting for children not only in our country but all over the world, fighting to give children a chance. Many of the means of this mission are passions I have for the field already and seeing that an organization exists that exhibits the same passions and makes them come to reality is eye opening and awe-inspiring. I would love to eventually be an advocate for the field, even if just at a small scale for my local community and district. Organizations such as this will be helpful in leading me down the road to becoming an advocate in the future, providing me with information and encouragement to do what is right.
References:
Save the Children. (2014). Save the Children. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm.
Saturday, February 8, 2014
Getting to Know Your International Contacts - Part 2
Hello, hello. Back to the grind for another blog post this week. For our assignment this week, we were to revisit the topic of conversation discussed previously about our international contacts we have been establishing. I must admit, this has been one of the most frustrating experiences I have had thus far with my classes. It has been extremely difficult to not only initially establish contact with another professional, but then to maintain consistent contact with them. I have been very persistent but receive little to no response in return. It is more than frustrating in that I truly want to do this assignment because I am very interested in learning more about other cultures! I have reached out via e-mail from the suggested contacts provided for class, I have reached out via e-mail to references recommended from friends and colleagues, and I have even reached out via Social Media on Facebook, messaging other educators from around the world to establish contact after discovering them via the Save the Children page. Despite my exhausting efforts, I have had little success. But from the little success plus my own additional research and persistence, I have gathered some information about Mexico and Chile.
As I had mentioned in the last post on this topic, I was able to establish contact with a Kindergarten teacher in Mexico, thanks to the ELL teacher in our district. We have had minimal conversations via e-mail since initial contact but I am happy to say I feel as though what I have learned both confirmed my understanding of the culture from this class and my own prior experiences, and added to my knowledge and understanding. Since I have worked with so many students who are from Mexico or have relatives who are still there, I felt that this was an important culture to continue to learn about. Myrella mentioned that poverty is something that can be common in Mexico, as well. Similar to what we had witnessed in the week 1 video about the Gonzalez family, most often in this culture the men are working while others live at home. It is common to have a large household with many family members living together. School is still considered important and the children go and attend daily. But factors such as poverty are an issue in their country, as well. She explained the difficulty she faces in witnessing children come to school hungry and tired each day, as I have shared similar experiences. However, she did share some positive pieces of information with me, as well. She stated that her children are learning English daily and from what I have discussed with my colleague who helped establish our contact is that these children are becoming fluently bilingual! They are immersed in both Spanish and English languages and culture every day in the classroom and are rapidly developing both languages successfully! I was so happy and amazed to hear it. During a Skype session from the ELL teacher in my district to Myrella Gomez last school year, the Kindergarten students spoke clearly and accurately in English to communicate with our students, while our students also attempted to speak in Spanish to them, as well. It was a remarkable experience and I hope we are able to set up a Skype session with my 4th graders and her Kindergarteners in May for Cinco de Mayo.
In addition, my best friend, Casie, and her husband, Brooks, had provided me with another contact. Brooks' Aunt and Uncle work for a Teach Abroad program. They have worked in various countries in their experience, including Japan and now Chile. I was very excited to reach out to them and learn more. I had initiated contact right before the last posting in the blog. They are on a tight schedule so I understand it is difficult to follow up. I did receive one response from them and am awaiting more information soon. They are currently teaching in Chile for the Teach Abroad program. They provided me with a quick run down of information about the education system in Chile and issues the local residents and families face in the community where they teach. The education system in this country has three required pieces: preschool for children 6 and younger, primary school which consists of grades K-8, and secondary school which consists of grades 9-12. College is an option and because it is more rare in this country for children to attend university, as they call it, it is a greater accomplishment and much more valued and prestigious than it may be considered in the United States. In Chile, there are different kinds of schools and programs, some of which are funded by government, and a lot of private education taking place. Most children attend the public school programs which are referred to as Municipal programs. Jeff and Nancy work in a specific program called ENGLISH OPENS DOORS (Ingles Abre Puertas). This is a Ministry of Education sponsored program in Chile in which English speaking volunteers and educators are invited in to work and teach children from K-12 the English language and culture. Prior to speaking with Jeff and Nancy about their work, I had researched Chile a bit. I discovered that "Chile is one of the fastest growing economies in Latin America," (Teaching Chile, 2014, para. 4). I also discovered that one of the major issues and concerns in the country is that "Chile's birth rate has dropped substantially from 3.5% in 1962 to just 1.6% today. And with the country's "baby boom" generation turning grey, Chile could face a future crisis of social care and pension payments," (MercoPress, 2007, p.1). Keeping this information in mind, I had posed questions in follow up to their basic education information they initially sent. I am curious to see their response on how this impacts the children they are teaching and what other issues and trends they have noticed whilst teaching in the country of Chile.
Unfortunately, that is all I have for now. I am crossing my fingers that I get more of a response from both contacts very soon! I would love to follow up to this post with additional information about both country's and their education issues and trends children and families are facing. I am curious to learn more, eager to hear their responses. Until next time…
References:
MercoPress. (12 February 2007). Chile faces "aging population" challenge. Retrieved from: http://en.mercopress.com/2007/02/12/chile-faces-aging-population-challenge.
Teaching Chile. (2014). About Chile. Retrieved from: http://www.teachingchile.com/aboutchile.
As I had mentioned in the last post on this topic, I was able to establish contact with a Kindergarten teacher in Mexico, thanks to the ELL teacher in our district. We have had minimal conversations via e-mail since initial contact but I am happy to say I feel as though what I have learned both confirmed my understanding of the culture from this class and my own prior experiences, and added to my knowledge and understanding. Since I have worked with so many students who are from Mexico or have relatives who are still there, I felt that this was an important culture to continue to learn about. Myrella mentioned that poverty is something that can be common in Mexico, as well. Similar to what we had witnessed in the week 1 video about the Gonzalez family, most often in this culture the men are working while others live at home. It is common to have a large household with many family members living together. School is still considered important and the children go and attend daily. But factors such as poverty are an issue in their country, as well. She explained the difficulty she faces in witnessing children come to school hungry and tired each day, as I have shared similar experiences. However, she did share some positive pieces of information with me, as well. She stated that her children are learning English daily and from what I have discussed with my colleague who helped establish our contact is that these children are becoming fluently bilingual! They are immersed in both Spanish and English languages and culture every day in the classroom and are rapidly developing both languages successfully! I was so happy and amazed to hear it. During a Skype session from the ELL teacher in my district to Myrella Gomez last school year, the Kindergarten students spoke clearly and accurately in English to communicate with our students, while our students also attempted to speak in Spanish to them, as well. It was a remarkable experience and I hope we are able to set up a Skype session with my 4th graders and her Kindergarteners in May for Cinco de Mayo.
In addition, my best friend, Casie, and her husband, Brooks, had provided me with another contact. Brooks' Aunt and Uncle work for a Teach Abroad program. They have worked in various countries in their experience, including Japan and now Chile. I was very excited to reach out to them and learn more. I had initiated contact right before the last posting in the blog. They are on a tight schedule so I understand it is difficult to follow up. I did receive one response from them and am awaiting more information soon. They are currently teaching in Chile for the Teach Abroad program. They provided me with a quick run down of information about the education system in Chile and issues the local residents and families face in the community where they teach. The education system in this country has three required pieces: preschool for children 6 and younger, primary school which consists of grades K-8, and secondary school which consists of grades 9-12. College is an option and because it is more rare in this country for children to attend university, as they call it, it is a greater accomplishment and much more valued and prestigious than it may be considered in the United States. In Chile, there are different kinds of schools and programs, some of which are funded by government, and a lot of private education taking place. Most children attend the public school programs which are referred to as Municipal programs. Jeff and Nancy work in a specific program called ENGLISH OPENS DOORS (Ingles Abre Puertas). This is a Ministry of Education sponsored program in Chile in which English speaking volunteers and educators are invited in to work and teach children from K-12 the English language and culture. Prior to speaking with Jeff and Nancy about their work, I had researched Chile a bit. I discovered that "Chile is one of the fastest growing economies in Latin America," (Teaching Chile, 2014, para. 4). I also discovered that one of the major issues and concerns in the country is that "Chile's birth rate has dropped substantially from 3.5% in 1962 to just 1.6% today. And with the country's "baby boom" generation turning grey, Chile could face a future crisis of social care and pension payments," (MercoPress, 2007, p.1). Keeping this information in mind, I had posed questions in follow up to their basic education information they initially sent. I am curious to see their response on how this impacts the children they are teaching and what other issues and trends they have noticed whilst teaching in the country of Chile.
Unfortunately, that is all I have for now. I am crossing my fingers that I get more of a response from both contacts very soon! I would love to follow up to this post with additional information about both country's and their education issues and trends children and families are facing. I am curious to learn more, eager to hear their responses. Until next time…
References:
MercoPress. (12 February 2007). Chile faces "aging population" challenge. Retrieved from: http://en.mercopress.com/2007/02/12/chile-faces-aging-population-challenge.
Teaching Chile. (2014). About Chile. Retrieved from: http://www.teachingchile.com/aboutchile.
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