I listened to Episode 5: Irma Allen podcast.
Irma Allen is Chairperson of the Swaziland Environment Authority (the equivalent of the EPA in the United States), and a member of the World Forum Nature Action Collaborative for Children. She has wide experience in development work in Africa, Latin America and the Middle East. She received her Ph.D. from the University of Arizona, and her M.A. from the University of Zimbabwe. One of her main interests is to promote and assist the process of integrating environment into formal and non formal education at all levels (especially early childhood).
She has worked as a teacher, University lecturer, Director of In-service Education, and technical advisor to Projects in curriculum development and teacher education. She also works closely with the Early Childhood Care and Education (ECCD) Unit of the Ministry of Education developing materials, training teachers, and monitoring and evaluating ECCD programs. In 1991 Ms. Allen was named to the United Nations Environmental Programs Global 500 Honor Roll for her work in Swaziland.
In the podcast she talked about Africa and how there are no classrooms; the environment and nature are the classrooms. I really enjoyed hearing the story of the going away party and the young man’s story of how the preschool really changed his life.
UNESCO’s “Early Childhood Care and Education” webpage
As I explored this website I came across a couple of links titled Access and Quality. I have included some information that I found on those links. I feel both of those links really relate to my own professional goals.
My professional goals are as following:
1. To empower parents to be their child’s biggest advocate by becoming the parent’s biggest advocate.
2. To support parents to become their child/children’s first and best teacher.
3. To expand my knowledge and understanding in the early childhood field so I can influence positive changes in the community and the families I serve.
Access
· Countries often promote alternative services for poor children with limited or no access to mainstream early childhood services which can be cost-effective and pedagogically innovative, but often raise concerns about sustainability and quality.
· A policy of universalization with targeting can minimize inequity where governments aim for universal access among the target age group, but simultaneously prioritize the poor.
Quality
· Early childhood care and education programs should emphasis the child’s holistic development and extend beyond assisting the child’s transition to formal schooling. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness.
· There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centered interaction.
· The ECCE workforce is often made up of a diverse group of pre-school teachers, care workers, informal carers and other professionals. Adequate training and work conditions are essential so they can integrate the content and practice of early childhood care and education and address the transition to formal schooling.
· Where government resources are limited, the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling.
· Active involvement from parents and communities and relevant play and learning materials ensure that early childhood services remain relevant to the needs of the children and all other stakeholders and increases sustainability.
Wow, can you imagine not having a classroom? It maybe peaceful but I don't know if that is something I would want on an everyday basis. I wonder what the teachers refer to while teaching because they obviously don't have charts or anything else hanging for reference. Thanks great post.
ReplyDeleteNot having a classroom sounds like a challenge. However, I feel that it's beneficial to utilize resources outside of the classroom on a daily basis. Our world is the greatest teacher.
ReplyDelete