Early Childhood Systems: Working Globally

“As the United States continues to seek new ways to stay economically competitive in a rapidly changing world, the spotlight often focuses on issues related to education, and more recently is shining on early childhood care and education.” To the point where “politicians now openly support the call for increased funding of policies that promote excellence in care and education of young children” (Laureate, 2011).

“Policymakers at all levels of government share a near universal belief that the educational level of frontline childcare providers significantly improves the quality of children’s care and education” (Stewart, 2018). As we “analyze and discuss the consequences of early childhood policies related to excellence and equity”, we realize that “the effect of specific policy recommendations on a selected childhood inequity” are profound (Laureate, 2011).

In a recent interview, Delila Valesques, Programs Services Director at Los Angeles Universal Preschool, gave her thoughts and provided insight about the importance of equity, excellence of care, and education for children and families. She explained the focus appeared to be mainly on “curriculum, assessment, achievement gaps, standards, etc” (Laureate, 2011). She went on to say, “We need to figure out how, as early childhood educators, to articulate these needs and put forth the knowledge that we have about early childhood education; not allowing or stopping others to speak up for us” (Ibid., 2011). It’s believed that “frontline childcare providers are a critical, perhaps the most critical, ingredient in ensuring a high quality, high performing early childhood education (ECE) service delivery system” (Stewart, 2018).

As we review these concerns within the confines of our own country and community, we have to wonder and ask ourselves the question: “Are other countries experiencing the same issues and trends as we do?” If so, how are they dealing with it? The Center on the Developing Child, a global organization, are one of many, working “to build a broader movement to achieve breakthrough outcomes for children around the world” (Center on the Developing Child at Harvard University, 2010). Some important propositions that help guide their work are: (1) “coordinating strategies to support child development can multiply the effects of investments in child survival, health, education, and economic development” and (2) protecting “children from significant adversity, in addition to providing them with enriched learning opportunities” (Ibid., 2010). They also partner with other countries like Brazil, Canada, and Mexico.

In Brazil, NCPI’s “partnership has been highly successful in creating a science-driven early childhood movement in Brazil, most notably through training policy makers on how to apply developmental science to inform programs and policies.” One of their goals is to build a scientific community around early childhood development” and by “strengthening leadership around early childhood development through an executive leadership course for policymakers.” In Canada, “AFWI was created to counter the separation between science, policy, and practice work, which hinders the real-world application of scientific knowledge.” In Mexico, their organization is “a pioneering institution at the forefront of an extensive urban revitalization effort” (Center on the Developing Child at Harvard University, 2010).

In comparison to The Hunger Project, their mission is “to end hunger and poverty by pioneering sustainable, grassroots, women-centered strategies and advocating for their widespread adoption in countries throughout the world” (Empowering People to End Their Own Hunger, 2020). This organization focuses and uses mainly women to carry out their mission. The other organizations mentioned above does single out women but uses the community to further their cause.

Resources:

Center on the Developing Child at Harvard University. (2010). Global children’s initiative. Retrieved from http://developingchild.harvard.edu/about/what-we-do/global-work/

Empowering People to End Their Own Hunger. Retrieved April 4, 2020, from www.thp.org

Laureate Education, Inc. (Executive Producer). (2011). Issues and trends in the early childhood field: Excellence and equity of care and education for children and families—Part 1. Baltimore, MD: Author.

Stewart, S. (2018). Are Policy Makers and Advocates Reducing or Increasing Early Childhood Education Inequities? Available at: https://www.newamerica.org/education-policy/edcentral/are-policymakers-and-advocates-reducing-or-increasing-early-childhood-educations-inequities/