Week 8-Final Blog Assignment

Three consequences of learning about the international early childhood field:

1) Understanding that the issues related to the perception of early childhood educators around the world is similar to here in the US, helps us see the global need for advocacy in our profession.

2) Reading my colleagues posts who have been able to make contact with EC educators around the world helps me to realize the resources that we have on a daily basis that we take for granted.

3) Learning about the early childhood field and how it is addressed globally assists in broadening our focus on how to build a brighter future for children not only within our community, but around the world.

One goal for the field related to international awareness of issues and trends and the spirit of collegial relations is for there to be in increase in resources which allow for open communication between various early childhood organizations and professions as a forum for sharing ideas, resources and brainstorming challenges related to the EC field.

Week 7: Getting to Know Your International Contacts - Part 3

I chose to explore the United Nations Educational Scientific and Cultural Organization (UNESCO) website (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/). One publication which I found that specifically related to my professional goals was the document titled, "The Early Childhood Workforce in 'Developed Countries' Basic Structures and Education" (http://unesdoc.unesco.org/images/0013/001374/137402e.pdf).

In this document, challenges are discussed related to the changing view of early childhood education (ECE) and the need for restructuring the workforce in the field around the world. "The workforce in early childhood services in all countries must respond to two related developments: the divide between care and education is breaking down; and the professional role is becoming more complex with growing recognition of the importance of working with parents and other services and of the competence of young children as learners." (Moss, 2004, p. 2). The author of this brief, Peter Moss (Thomas Coram Research Unit, Institute of Education University of London), discusses that in all countries, the field as a whole is dealing with the challenge of shifting from perceiving EC staff as babysitters or second mothers to that of one as an educated professional with the same credentials as a school age teacher. One of the challenges that he highlights is that "restructuring the workforce around a 'core' profession will increase costs, both for the education of workers and their employment." (Moss, 2004). A second challenge he states is that there is a good chance that even with higher education, EC professionals may still not receive the social value that school-age professionals do. This accentuates the continued need for advocacy in the area of ECE for the purpose of highlighting why quality early care and education is so important for society as a whole.

One of my professional goals is to continue to work on broadening my knowledge of the field, and a way to expand that goal would be to help draw attention to the need for a highly educated work force. This is a challenge we are experiencing here in the US and as pointed out by Moss, something that is occurring around the world.

Week 6: Sharing Web Resources

The web resource that I have been exploring is www.NAEYC.org.

A new area of the site which I explored was the "Publications" section. This section can be accessed on the home page through a drop down menu. The following options can be found there:

-Young Children, which is a journal free to access with a NAEYC membership

-Teaching Young Children, which is publication available for free

-Early Childhood Research Quarterly -this a quarterly journal sponsored by NAEYC which can be accessed for free

-Voices of Practitioners-This is free to access and offers advice and experience from many professionals working in the field.

-Online store-This offers a connection to publications, books and materials available for purchase



Under the "Affiliates" link on the top of the website, there are links to local affiliates for the NAEYC all across the United States. When I clicked on the state of Pennsylvania, I was able to find local chapters of "PennAEYC". Under this link there was an option to explore regarding "Raising and Finding Quality Care" in Pennsylvania. Links to accredited programs within local communities are provided. NAEYC goes on to state the following benefits to being involved with their accredited programs:

-Helps to build a stronger team of teachers, administrators, and families working together to improve quality for children.

-Improved standards for the overall program.

-Recognition through NAEYC, including program listing on the NAEYC website in the' Program Search' section.

-Announcement of program’s accreditation in the NAEYC Early Learning News weekly newsletter to programs, members, media, and others.

-Use of NAEYC accredited logo for marketing purposes attracts more families to enroll their children in programs.