Getting to Know your International Contacts Part 3


As I have not received any correspondence, I visited the UNESCO website.
A goal I have is to learn how to best support young children’s learning and development. The UNESCO website contained a variety of topics dedicated to the support of children’s learning and development. The development of the Dakar Framework for Action provides for equal access for all children. Participating countries commit to improving and expanding early childhood care and education especially for the most disadvantaged. One insight I gleaned was the fact that some governments developed policies for the poor, and if resources are limited they reduce state support for the privileged and redirect funds to the poor. The aim of the government is to ensure equitable provisions for different populations, but where there is universal provision for a certain age group while the overall enrollment in other age groups is low, this can result in inequity (UNESCO, Access and equity, n.d.).
Another insight was the origin of early childhood services dating back to the 19th century, nurseries for the poor and schools and kindergartens for the middle class. Today in some countries these practices continue resulting in differences in administration, access, costs to parents, funding, regulations, and in structure and education of the workforce. Higher levels of education reap better pay and greater social status. The integration of the two systems has produced what is known as a ‘core’ profession. Members work across all center-based early childhood services not just in one service group for one group of children. Challenges exist for countries considering adopting the ‘core’ profession. The first is overcoming the view that workers of young children are substitute mothers, requiring only qualities and experiences attributed to females, or technicians requiring only the competence to carryout predefined processes (UNESCO, 2004).
Quality in early childhood education is another area I relate to. There are no universally agreed criteria for quantifying ECCE quality but factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Materials should be culturally, linguistically and developmentally appropriate. Child-centered practice should guide all learning experiences. The ECCE workforce  of the countries is made up of diverse groups of preschool teachers, care workers, informal caregivers, and other professionals. Adequate training and working conditions are needed to facilitate the transition to formal school. Some children are put into the formal school setting early due to limited government resources (UNESCO, Quality, n.d.).

UNESCO. (2004). The early childhood workforce in 'developed countries': Basic structures and education.
UNESCO. (n.d.). Access and equity. Retrieved from Early Childhood and Education: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access-and-equity/
UNESCO. (n.d.). Quality. Retrieved from Early Childhood: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/#

Comments

Unknown said…
Very informative post. I agree that all child centered practices should guide all learning.
October 20, 2013 at 8:40 PM
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