As of now, I still have not heard anything from any of the international early childhood professionals that I have reached out to at the beginning of this course. I am still patiently waiting because I would love to hear what goes on in the educational area in other countries and how they deal with certain educational situations in their country and schools.
I will be discussing three insights that I have gained/learned from the UNESCO’s “Early Childhood Care and Education” webpage about issues related to international early childhood education that relate to my professional goals. The three professional goals that I want to share are being an advocate for children with no voice, to focus on an inclusive classroom, and to provide the best quality services in my class as well my center when it becomes established.
Being an Advocate
My first professional goal is to become a stronger advocate for children, because often times they go unheard because they are being over looked. Children have the right to speak and when they do not have a voice it is up to the educators to step up and be that voice for them. Looking through the UNESCO website I came across the little article “Learning to Live Together.” This article basically talks about programs being offered to youth of the ages 15-24. This is where the youth are able to have a voice to speak up and out about issues or situations that they may be faced with on a day to day basis. “UNESCO’s work with and for youth is committed to empowering young women and men and helping them to work together to drive social innovation and change, participate fully in the development of their societies, eradicate poverty and inequality, and foster a culture of peace….As such, the UNESCO Youth Programme works to create an enabling environment in which this goal can be achieved, by bringing youth voices to the fore and encouraging young people to come together to take action” (Youth, n.d.). I want to be their voice whether it is getting the best education they deserve, getting medical assistance, finding programs that help with reading or writing to just being there for them.
My second professional goal is to focus on a more inclusive classroom. As an early childhood educator, I do not have an inclusive class due to the fact that no one in my class as of now requires any special accommodations. As an educator it is important to have an inclusive classroom because, one will never know when there will be a child in the class that will require some assistance in the class. In looking at the UNESCO site I found something rather disturbing about persons with disabilities. “Persons with disabilities experience inequalities in their daily lives, and have fewer opportunities to access a quality education that takes place in an inclusive environment” (People with Disabilities, n.d.). I want to be that educator that will be able to provide an inclusive classroom for every child in the class not matter what the disability may be because I am a strong believer that every child deserves a fair chance of getting an equal opportunity at learning. I want to be able to provide materials, books, and anything else that I would need to ensure that my classroom will be able to accommodate every child in the class. I want to become that professional educator that will go above and beyond the call of duty to provide for my class.
Quality Educational Program
My last professional goal that I am working towards is establishing my own childcare center or after school program and to have it to be a high quality educational program. In my center I am going to make sure that all of my staff are passionate about what they do and have a love of working with children, make sure that they at least have a BA in Early Childhood Education, and to make sure that the class and program environment is welcoming to every family that may become potential clients in the program. “High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness” (Quality, n.d.).
People with Disabilities | Education | United Nations Educational, Scientific and Cultural Organization. (n.d.). Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/inclusive-education/people-with-disabilities
Quality | Education | United Nations Educational, Scientific and Cultural Organization. (n.d.). Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/
Youth | United Nations Educational, Scientific and Cultural Organization. (n.d.). Retrieved from http://www.unesco.org/new/en/social-and-human-sciences/themes/youth/