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Early Childhood EducationBlendedPerspectives:AGlobalVisionforHigh-QualityEarlyChildhoodEducationMaryRenckJalongo,1,5BeatriceS.Fennimore,1JyotsnaPattnaik,2DeAnnaM.Laverick,1JeffreyBrewster,3andMosesMutuku4Whataretheattributesofahigh-qualityearlychildhoodeducationprogramworldwide?Angrou...

Early Childhood Education
BlendedPerspectives:AGlobalVisionforHigh-QualityEarlyChildhoodEducationMaryRenckJalongo,1,5BeatriceS.Fennimore,1JyotsnaPattnaik,2DeAnnaM.Laverick,1JeffreyBrewster,3andMosesMutuku4Whataretheattributesofahigh-qualityearlychildhoodeducationprogramworldwide?Angroupofexperiencedearlychildhoodeducatorsthatrepresentdiverseinternationalback-groundsattemptstorespondtothisquestionbyexaminingsixdimensionsofqualitysetforthbytheAssociationforChildhoodEducationInternational:(1)philosophiesandgoals,(2)high-qualityphysicalenvironments,(3)developmentallyappropriateandeffectivepedagogyandcurriculum,(4)attentiontobasicandspecialneeds,(5)respectforfamiliesandcom-munities,(6)professionallypreparedteachersandstaff,and(7)rigorousprogramevaluation.Thearticleconcludeswithanannotatedlistofreferences,bothinprofessionalpublicationsandonline,thatexamineearlychildhoodeducationfromaninternationalperspective.KEYWORDS:internationalearlychildhoodeducation;programquality;internationalstandards.INTRODUCTIONWhenanationclaimsthatchildrenareitsfuture,thatnationneedstobefullyawareofthesocialobligationsimplicitinsuchastatement.Anycountryandcitizenrythattrulybelievesattentiontochil-dren’scareandeducationduringtheearlyyearsisofinestimablevaluetosocietywouldmakeeveryreasonableefforttoinvestinpreschooleducation.High-qualityprogramsfortheveryyoungwouldberegardedasanimmediatenecessity,notasadistantgoaltobeaddressedafterothergoalsareachieved.Inmostnations,aneffortofthismagnitudewouldde-mandtheinvolvementofabroaderconstituencyofgovernment,non-government,andprivatesectororganizations,agencies,andindividuals.Itwouldbebasedonthecollectivewisdomoftheinternationalearlychildhoodcommunityofexperts,researchers,andpractitionerswhoareknowledgeableaboutthecareandeducationoftheveryyoungandwhocanilluminatethepathtowardacomprehensivesystemofcareandeducationforpreschoolersworldwide.Theresultwouldbeaninternationalresolvetoforgeacommitmentthatplacestheneedsofchildrenforcareandeducationatthetopoftheagendaforpoliticalandsocialaction.Thetimeislongoverduetoactupontheconvictionthatchildrenareourfu-tureandtranslatethatpowerfulideaintoeducationalprogramsfortheworlds’youngestcitizens.Inthisarticle,sixexperiencedearlychildhoodeducatorsandteachereducatorswithexperienceinAfrica,Europe,India,andtheUnitedStatessetforthastatementaboutyoungchildren’srightstoqualityprogramsthat:(1)havesoundphilosophiesandgoals;(2)providehigh-qualityeducationalenviron-ments;(3)reflectdevelopmentallyappropriateandeffectivecurriculumandpedagogy;(4)attendtochildren’sneeds,bothbasicandspecial;(5)respectfamiliesandcommunities;(6)employprofessionalteachersandstaff,and(7)implementrigorous1IndianaUniversityofPennsylvania,Indiana,PA.2CaliforniaStateUniversityatLongBeach,LongBeach,CA.3InternationalSchoolofBrussels,Brussels,Belgium.4NorthernIllinoisUniversity,Dekalb,Illinois.5CorrespondenceshouldbedirectedtoMaryRenckJalongo,IndianaUniversityofPennsylvania,Indiana,PA;e-mail:mjalongo@iup.edu.EarlyChildhoodEducationJournal,Vol.32,No.3,December2004(2004)1431082-3301/04/1200-0143/02004SpringerScience+BusinessMedia,Inc.programevaluationpractices.ReadersareencouragedtoconsulttheAssociationforChildhoodEducationInternational’s(ACEI)Self-AssessmentToolthatisbasedontheirpublication,GlobalGuidelinesfortheEducationandCareofYoungChildren(http://www.udel.edu/bateman/acei/wguideshp.htm)topro-videspecificguidanceoncomprehensiveearlychild-hoodprogramevaluation.PHILOSOPHIESANDGOALSAllyoungchildrenhavearighttodevelopoptimally,tohavetheirintrinsicworthashumanbeingsrecognized,andtohavetheirlearningfacili-tatedbycaringadults.Theyearsbeforeachildentersformaleducationareimportantandirreplaceableintermsofoveralldevelopment.Childhoodshouldbecarefullydefinedinallnationsasahighlydistinctperiodofhumangrowthanddevelopmentthatde-servescarefuleducational,social,andpoliticalattentionandintervention.Allsocietieshaveauni-versalresponsibilitytorecognizethepreschoolyearsasonesinwhichchildrenshouldbeprotectedfromharm,nurturedingrowth,motivatedtolearn,andequippedtocontributetotheirsocietyinamultitudeofways.Social,economic,orpoliticalinterventionsforpreschoolchildrenshouldbedesignedandimplementedonalargescaletoensurethateveryyoungchild’sneedsaremet.Therefore,policycreatedforthepreschoolpopulationshouldnotseparatetheneedsofthe‘‘poor’’orthe‘‘disabled’’orthe‘‘dif-ferent’’fromthoseofchildrenpresumed‘‘disadvan-taged’’or‘‘normal.’’Rather,nationsshouldsetoneexcellentstandardformeetingthephysical,emo-tional,social,andcognitiveneedsofallchildrenwithintheirsocieties.Throughthatoneexcellentstandard,theneedsofallchildren—andsomeneedsmaybefargreaterthanothers—canbeequitablymet.Eachnationmustdothedifficultworkofestablishingapolicyframeworkthatwilladdresstheprovisionofavarietyofculturallyresponsiveanddemonstrablyeffectiveprogramsthatmeettheneedsofallfamilies(e.g.,nomadicgroups,tribalpopula-tionsinremoteareas,workplacechildcare,on-sitecreches).Theprogramsprovidedmustsatisfythethreefundamentalcriteriaofquality,availability,andaffordability.Thepolicyframeworkthateachnationdevelopswillneedtoconsiderstandardsforcreden-tialingprograms,establishingadult-to-childratios,settingcurriculumguidelines,andimprovingtrainingofpractitioners.Asmanynationswhohavesuchpoliciesalreadyinplacecanattest,comprehensiveservicesthatbeginduringtheprenatalstageandincludehealthservices,childcareandeducation,parenteducationandtrainingprograms,familylit-eracyprojectstoincreaseliteracylevels,maternityleaveswithjobprotection,leavesforfamilieswhenchildrenareill,andawidearrayofsocialservicesarethekeytoexemplaryearlychildhoodcareandedu-cation.Thesupportandprotectionofeachgenera-tionofpreschoolchildren,whichwillensuretheongoingviabilityandwholenessofthenation,shouldbeamajorgoalofeverycountryintheworld.Everyprogramthatservespreschoolchildrenthroughouttheworldshouldhaveaclearlyarticu-latedphilosophyandgoalsthatvaluechildren,families,cultures,andcommunities.Thisphilosophyshouldbe:communicatedtothepublic,reflectedindailypractice,andrevisedperiodicallytoreflectad-vancesinunderstandingabouthowyoungchildrengrowandlearn.Informationaboutearlychildhoodprogramsshouldbedisseminatedthroughanationalpublicitycampaignthatusesthemassmedia(e.g.,publicserviceannouncements,videos),specialevents/services(e.g.,infanthealthassessments),anddoor-to-doorcampaigns(e.g.,printandnon-printinformation)toinformallfamiliesaboutopportu-nitiesforearlycareandeducation.HIGH-QUALITYPHYSICALENVIRONMENTSThephysicalenvironmentofthepreschoolset-tingshouldreflectknowledgeofandrespectforthesafety,physicalwell-being,intellectualstimulation,andsocialsupportoftheveryyoung.Materialsshouldbecloselyconnectedtothedesiredoutcomesofqualitypreschooleducation,whichareuniversallythefulldevelopmentofthechildthatleadstolaterschoolsuccessandcompetenceinadultlife.Althoughthequalityofspaceandmaterialswillbedictatedbycultural,geographic,andeconomicrealitiesindif-ferentnations,environmentsforyoungchildrenshouldalwaysreflectconcernforallaspectsofchilddevelopment;physical,intellectual,social,andemotional.Spaceandmaterialsforpreschoolersshouldenhancesocialness,supportasenseofemotionalsafety,andreflectrespectforthefamilialandculturalexperiencesofthechild.Itisimperativethatthetransitionfromhometoschoolshouldnotbesodrasticastocausepsychologicaloremotionalstressbyimposingrigidschedules,longperiodsofsedentaryactivity,confinedspaces,unsafeequipment,orintenseacademicpressuresonyoungchildren.144Jalongoetal.DEVELOPMENTALLYAPPROPRIATEANDEFFECTIVEPEDAGOGYANDCURRICULUMChildrenareatthecenterofearlychildhoodeducation.Decisionsaboutcurriculumandpedagogymustbegoverned,firstandforemost,byattentiontotheneedsofchildrenandfamilies.Preschoolpro-gramsmustbefoundedonanabidingrespectforearlychildhoodasadevelopmentalperiodthathasvalueinitsownrightratherthanreplicatethecurriculumandpedagogythatcharacterizeslateracademicexperi-ences.Aqualitypreschoolprogramisnotperceivedasaraceinwhichchildrenarepressuredtoperformtasksbeyondtheirunderstandinginordertopleaseadultsandpreparethemforacompetitive,test-drivenculturethatawaits.Childhoodisthetimetobeachild;childrenarenotminiatureadults,valuedexclusivelyfortheirpotentialasfutureworkers.Inordertoprovideaframeworkforprograms,curriculummaterialsandinnovativeprogramsshouldbedevelopedco-operativelybyanationalgroupofresearchersandpractitionersinthefield.Curriculumguidesshouldnotbecomeabsolutes,ra-ther,theyshouldbeviewedasworksinprogressastheyarecontinuouslyimprovedtoreflectnewknowledgeabouthowyoungchildrenlearnandareadaptedtobetterserveparticulargroupsofchildrenandfamilies.Materials,curricula,andpedagogymustconsidertheethnic,cultural,andlanguageuniquenessesofdifferentpopulationsinordertobeeffective.Qualitypreschooleducationcreateswell-establishedavenuesofaccesssothatallchildrencanparticipateinwhattheirsocietiesvalue.Thus,equity,intermsofexposuretoexcellentcurriculumandpedagogy,shouldbeafundamentalofallearlychildhoodeducationinitiatives.Nationsthatrequiretestsandinterviewsforadmissiontonurseryschoolsshouldabandonthispracticewhichonlyservestoexcludethosechildrenwhoneedpreschooleducationthemost.Curriculumexperiencesinpreschoolsareplannedforawiderangeofabilities,andchildren’sabilitiesshouldberegardedasfluidratherthanfixed,meaningthatearlychildhoodeducatorsshouldanticipatefrequentdevelopmentalchangesintheyoungchild.Keenpowersofobservationarefunda-mentaltoprovidingqualityprogramsandcompetentpreschoolteachersusethesethoughtfulobservationsofchildrentoproviderelevantsupportiveeduca-tionalexperiences.Literacyisafundamentalgoalofallpreschoolprograms,notonlybecausetheearlychildhoodyearsareacriticalperiodinthedevelopmentoflinguisticcompetence,butalsobecauseliteracyprovidesaccesstofuturelearning,equipsthelearnerwithanessentialcommunicationtool,andgiveslearnersaccesstoeconomicandcivicparticipationinthesociety.Considerationofthefeelingssurroundingchil-dren’searlylearningexperiencesisessential.Itisimperativethatthelearningexperiencesofferedtotheveryyoungrespecttheirnatural,playfulstyleoflearningratherthanimposerigidandtediousapproachestomasteringacademicskills.ATTENTIONBOTHTOBASICANDSPECIALNEEDSItisnocoincidencethatpreschooleducationinmanycountriesispartofthepublichealthprogram.Firstandforemost,youngchildrenneedtohavetheirbasicneedsmetforpotablewater,food,shelter,clothing,andhealthcare.Basedonagrowingbodyofresearchonbraindevelopment,countriesmustmakeamonumentalefforttoseetoitthatpreschoolprogramsprovidetheveryyoungwithessentialnutrients.Leadersshouldlookuponsuchprogramsasawiseinvestment,onethatwillsaveinestimablecostsintermsofwastedhumanpotentialortheneedforlaterservices.Allchildrenhavespecialneedsandallchildrenarevulnerablewhencertainsetsofcircumstancesimpingeupontheirlives.Historycanteachusthatcarvingoutspecialcategorieswhichseparatechildrenfromtheirpeerstendstostereotypetheveryyounginwaysthatpermanentlyaltertheirrelationshipswithsociety.Inclusivityinviteseducatorstobesuretoincludespecialneedsintothegeneralconceptualiza-tionofsocialresponsibilitytochildren.Afunda-mentalarticulationofbasicsocialpolicycarriestheassumptionthatanyspecialneedscreatedbydiver-sitiesingender,race,ethnicity,andability(includingdisability)areincludedinbasicapproachestopro-tectiveandsupportiveservicesforall.RESPECTFORFAMILIESANDCOMMUNITIESChildrenthroughouttheworldaredeeplyaffectedbyproblemssuchaspoverty,lackofsocialorpoliticalregardfortheirwell-being,andtheinabilityoftheirfamiliestocopewithincreasingsocialandeconomicdemands.Preschooleducatorscanempowerchildrenandfamiliesbyformingaspirited145BlendedPerspectives:AGlobalVisioncommitmenttosocialjusticereflectedthroughadvocacyforchildren.Inthischildandfamilyadvocacyrole,caregiversasserttherightsofchildrenandfamiliesandacceptpersonalresponsibilityfortheeducational,social,andcivicclimateofthena-tion.Eachnationhasresponsibilityforstrengtheningthefamily–childbond,keepingfamiliesinformedaboutprograms,andinvitingfamiliestoparticipateinavarietyofwaysthatimproveexistingpreschoolprograms,developleadershipinparents/families,andcontributetothecareandeducationoftheveryyoung.Everynation’svisionofqualitycareandeducationforyoungchildrenneedstobeenriched,expanded,enlarged,andcontinuallyreassessed.Toooften,parentsarewelcomedtotheschoolonlywhentheyareraisingfundsorvolunteeringtime.Preschoolprogramsneedtobeawareoftherealitiesfacedbyparentsandfamilieswhoareworkinglonghoursandstrugglingtomeetthebasicneedsoftheirchildren.Undersuchconditions,itisunrealistictodemandextensivevolunteertime.Rather,itisthepreschoolprogram’sobligationtosupportfamilies,toconnectthemwithneededser-vices,tofindwaystosupporteffectiveparentingstrategies,andtobringthesethingstoparents/fami-liesinwaysthatrespectindividual,cultural,andethnicdifferences.PROFESSIONALLYPREPAREDTEACHERSANDSTAFFTeachingisasocialprofessionthatrequiresaheartforchildrenandacommitmenttocaring.Pre-schoolchildrenneedwarmandsupportiveinterac-tionswithadults.Thefieldofpreschooleducationworldwideischallengedbygenderbiaswhichassumesthatonlywomenaresuitedtocaringforpreschoolers;asecondchallengeistheresultingeco-nomicbias.Female-dominatedprofessionstendtobecharacterizedbyinadequatepayandpreschooledu-cationisnoexception.Historically,thecareofyoungchildrenhasbeentreatedasanaturaloutgrowthofmaternalinstincts,aroleforwhichtherewardsareintrinsicratherthanmaterial.Yetifanationtrulybelievesthatchildrenarethefuture,itwillmakeacommitmenttotrainingandtoadequatelycompen-satingpeopleentrustedwiththatfuture—earlychildhoodeducators.Whensalariesarelow,paymentisunpredictable,andopportunitiesforadvancementarelimited,manyhighly-qualifiedteacherswillleavepreschoolcareandeducationtoseekemploymentinotherfields.Whenteachersarepushedoutoftheprofessionduetopoorcompensationand/orlackofrespectfortheirwork,youngchildrenwhoneedvastamountsofstability,care,andeducationfindthem-selvessubjectedtoamultitudeofinexperiencedcaregivers.Therefore,thestatusoftheprofessionofpreschoolcareandeducationneedstobeelevatedsothatthosewhoarebright,eager,committed,andhighlycompetentareattractedtoteachandremainintheprofessionuntiltheybecomemasterteacherswhocanfacilitatetheprofessionaldevelopmentofthesubsequentgenerationofearlychildhoodpractitio-ners.Althoughtheunavailabilityoftrainedpreschoolpractitionersissometimesaddressedthroughon-the-jobtrainingalone,werecommendthatthosewhoworkwithyoungchildrenbeprofessionallytrainedandsupervisedintheirworkwithchildrenforatleasttwoyears.Wefurtherrecommendthatpreschoolteachershavethesamesalaryandsocialstatusasteachersofolderstudents.Althoughthespecificcertificationandaccredi-tationplanswillvaryfromnationtonation,therearesomebasicminimumrequirementsforthoseentrustedwiththecareandeducationoftheveryyoung.Credentialsofthoseresponsibleforearlychildhoodeducationandchildcareshouldbebothgeneral(preschooleducation)andspecific(includeknowledgeofdisabilities)andbere-evaluatedevery5years.Thecorecompetencyareasforpreschoolteachingincludethehistory/philosophyofearlychildhoodeducation;childgrowth,development,andlearning;health,safety,andnutrition;home/school/communityrelationships;curriculumdevelopmentandimplementation;appropriateassessmentprac-ticesandprogrammanagement;professionalismandskillsofcollaboration;andsuccessfulperformanceduringsupervisedinternships/practica.Twotypesoftrainingforpreschooleducatorsworldwideneedtobeaddressed;initialtrainingandongoingprofessionaldevelopment.Attheinitialle-vel,beforeenteringthefieldofpreschoolcareandeducation,caregiversmustpossessabasicknowledgeofthegeneralprogressionofchilddevelopmentandappreciationforthedevelopmentalvariationswhichexistamongchildren.Well-trainedcaregiversunder-standthatchildrenconsistentlyrespondinapositivewaytowarm,nurturingadultswhoarecapableofidentifyingwithchildren’sneedsandconcerns.Attentionmustbegiventocriteriaforadmissiontopre-serviceteachingandincludeathoughtfulassess-mentofeachcandidate’ssuitabilityforthecareer,includingsuchthingsashealthevaluations,back-groundchecks,recommendationsfromprevious146Jalongoetal.workwithchildren,personalinterviews,andwrittenteachingphilosophy.Asystemofevaluationduringtrainingthatusesdirectobservationsofpreschoolteaching,professionalportfolios,andsupervisoryrecommendationsisoftheessence.Equallysignificantforthedevelopmentoftheprofessioniseachnation’splanforkeepingcommit-ted,competentpreschoolteachersinservicetochil-dren.Everynationshouldworktodeveloplocalexpertiseandprovideongoingprofessionaldevelop-mentforitspreschooleducators.Opportunitiestoconveneatprofessionalconferences,tousetechnol-ogytocommunicatewithexpertsthroughouttheworld,toconductlocaltrainingandplanningevents,andtoreflecton-siteabouttherealitiesofdailypracticearefundamentalelementsofprofessionaldevelopmentforpreschoolteachers.Contrarytocommonopinion,teachingwellisnotinstinctive.Itrequiresthoroughpreparationthatincludesnotonlyeducationinearlychildhoodcon-tent,childdevelopment,andinstructionalmethod-ologiesbutalsoskillsininterpersonaldynamics,inthoughtfulobservationsofchildren,andintheuseoftechnology.Ongoingprofessionaldevelopmentde-pends,toaconsiderableextent,onteacherreflectionandself-evaluation.RIGOROUSPROGRAMEVALUATIONQualitypreschoolprogramsareadministered,supervised,andmonitoredbyeducationalleaderswhoarefullycognizantofchilddevelopmentandwhoareadvocatesforexcellenceincurriculumandpeda-gogy.Assessmentofpreschoolprogramsiscompre-hensive,meaningthatallprogrammaticcontributionstochildren’swell-beingshouldbeconsidered;ongo-ing,meaningthatprogramsaremonitoredcontinu-ouslyratherthanduringonebriefevent;andlongitudinal,meaningthatyoungchildren’sprogressismonitoredthroughouttheirlivesasstudentstodoc-umentandchronicletheenduringcontributionsofqualitypreschoolexperiences.Moreover,meaningfulassessmentofpreschoolprogramstakesa‘‘valuead-ded’’perspectivebyexaminingthegenuinecontribu-tionsmade,bothattheprogram-widelevelandatthelevelofeachparticularchildandfamily.High-qualityassessmentpracticesareintegratedintothebasicprogramdesign,basedondirectobservationandsamplesofchildren’swork,andrespectfulofthewholechild(physical,social,intellectual,emotional).Anationallevelresearchorganizationshouldbeestablishedtoconductexternalevaluationsofexistingprograms,recommendimprovements,andimplementinnovativeprojects.Ratherthanrelyingexclusivelyonwhatiseasilyquantified(e.g.,numberofchildrenserved,numberofclassrooms),theseexternalevalu-ationswillneedtoconsiderthequalitativecontribu-tionsofhigh-qualitypreschooleducaretothechild,family,community,andnationfromahumanresourceperspective.Clearly,thedatarequiredtodocumentsuccessincomprehensive,high-qualitypreschoolprogramswouldhavetobereportedascasestudiesaswellasthroughstatisticalprofiles.CONCLUSIONThewealthandsuccessofanationisnotmea-suredexclusivelybyitsfinancialorevenbyitsnaturalresources.Perhapsmostimportantisitsre-sponsetohumancapital,thewayinwhicheachcountryhandlesitshumanresources.Ofalltheformsofcurrency,thereisnonemoreimportantthanhu-manresourcesandthereisnowiserormoreenduringinvestmentthaninthecareandeducationofyoungchildren.RECOMMENDEDRESOURCESFORINTERNATIONALEARLYCHILDHOODEDUCATIONAnning,A.(1998).AppropriatenessoreffectivenessintheearlychildhoodcurriculumintheUK:Someresearchevidence.InternationalJournalofEarlyYearsEducation,6(3),299–312.Thenatureofthecurriculumforyoungchildrenisinfluencedbythedesiresofthestakeholders.Asenseofpurposeandcoherentpolicyhasbeenmiss-ingintheeducationandcareofyoungchildren.Akinsaya,S.K.(1997).NurseryschooleducationinNigeria.InB.Cosin&M.Hales(Eds.),Families,education,andsocialdifferences(pp.30–36).London:Routledge/TheOpenUniversity.ExaminestheprovisionofeducationalprogramsforyoungchildreninNigeria.Atkinson,A.H.(1989).Frenchpreprimaryedu-cation:Atraditionofrespondingtochildren.EarlyChildDevelopmentandCare,46,77–86.Pre-primaryeducationinFranceisresponsivetotheneedsofindividualchildren.Equalimportanceisplacedoncaregivingandeducationalneeds.147BlendedPerspectives:AGlobalVisionBarraclough,S.J.,&S
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