The scope of early
childhood education is very large indeed. Over the years there have been many
obstacles in the way of developing truly successful programs. The reality is
that it can be overwhelming. This program has been a fantastic way of bringing
into focus the complexities of early childhood education programs and then
allowing me to step back so as to see the many challenges individually.
What I have learned is
that before taking on the collective tasks associated with early childhood
education there is a need to recognize individualize and prioritize. I learned
to look at the early stages of what has today become an institution. Learning
the history of early childhood education has taught me to appreciate how progress
is measured and how to proceed with putting my stamp on the field.
With these things in
mind one of the most important things I have learned is regarding myself and
the passion I have for early childhood education. In order to keep my passion
alive I must make use of many forms of motivation. I have come to realize that
I can have a profound effect on the children, their parents, and the community.
I learned that as a professional I have endless opportunities to influence the
attitudes and outcomes for the many people I come in contact with as a result
of my field.
I have in particular
come to appreciate that the role of inclusion in the field of early childhood
education has taken quite some time to reach the point it has; from small
beginnings in the mid 1970’s up until 2015. “In the 30 years since the passage
of the Education of All Handicapped Children Act (PL. 94-142) in 1975
(subsequently the Individuals with Disabilities Education Act) special
education in the USA as an institutionalized practice has become solidified” (Disability
& Society, 2007 p.63). I have learned the importance of seeing to it that
every child receives a quality education. It is their right and inclusion is
the law.
Yet another thing I
have learned is how to form and make use of a community of practice. “A
community of practice is a group of people who share a common concern, a set of
problems, or interest in a topic and who come together to fulfill both individual
and group goals. CoPs often focus on sharing best practices, promoting peer
learning and creating new knowledge to advance a domain of professional practice”
(UNICEF, 2012). Having individuals from different professions, social statuses,
businesses, and from parents to those with disabilities will offer my early
childhood educational program the variety it needs to accommodate children from
all types of circumstances.
As a
long-term goal I would like to be involved in changing the pay scale for early
childhood education teachers. In most cases, for what they do teachers are
already under paid. This is an even bigger issue for early childhood education
centers. When teachers receive trainings and degrees they tend to move on to
better paying jobs within the school system. I would like to take salary out of
the equation. This is so very important because these very early years are the
most important time to get children off to a good start.
The early years are the most critical
for neurological development, as the most significant brain growth occurs in
the first six years of life. This is also the most critical time for building
resiliency, and social and emotional foundations. The experiences of early
childhood have a profound impact on the overall health and well-being of
individuals throughout their lives. (T. A. Partnership, n.d.)
I would like to take this opportunity to thank
the instructor, Johnna Darragh Ernst, and all of my colleagues for the
wonderful experience I had as a result of this course. As an instructor you
made this course challenging and at the same time inviting. I even found myself
looking forward to your critiquing of my papers so that I could make adjustments
and become better at writing and preparing my assignments. I found myself
engaged in this course. I thought I was a little more challenged as a result of
having a passion for the same subject (inclusion) as you. But I believe that I
came out better able to articulate what I am feeling and thinking in this
regard. Again, thank you so much for challenging me to be better. I thoroughly
believe I have gotten better.
For my colleagues, with
whom I have shared this challenging course, I also want thank you and let you
know how much I appreciated your hard work and eye-opening responses not only
to my thoughts and ideas but to everyone’s. I took to heart much of what was
said by all of you and found myself anticipating what you would say as I was reading
your responses. I feel like I know each and every one of you to some degree
through your expressions. I also felt a camaraderie between us and believe that
we actually made each other better by making us review and reconsider our
thoughts and expressions. Since we all share the common thread of early
childhood education it would not surprise me if we crossed each other’s path in
the future. No matter what road we may take to get to the other side, some of
us are bound to meet somewhere along our common journey. Some of us are bound to
be the movers and shakers who are in the middle of what gets done in the field
of early childhood education. Always
remember, “Teaching is the profession that teaches all other professions”
(Unknown). Therefore, let’s become good teachers. The staff, community, nation
and the world are depending on us. We
will no doubt look back and recall this shared experience which has led us to
accomplish great things on behalf of those whom we are so passionate about –
the children – our future!!!
(Parentbooks n.d.).
Publications like this are particularly helpful for
us as we develop our diverse, quality early childhood education programs.
(Virginia Commonwealth University, n.d.)
As early childhood professionals it is up to us to
gather a storehouse of information and resources to have readily available for
parents, staff and stakeholders so that they can be informed and confident that
our methods are tried and tested to be effective and worthy of their consideration
and use with their children and the time and assets they provide. “Early
intervention practitioners should be familiar with inclusive practices so that
they can assist families in identifying high quality early childhood programs
and services in their localities. Practitioners can also use these practices to
collaborate with and support early childhood teachers and child care providers
as they include children with special needs in the activities of their classrooms
and home-based programs” (Virginia Commonwealth University n.d.)
(Marin County Office of Education n.d.)
The early years of a child’s life are what will
ultimately have the biggest effect on the future of our children. As this
course has highlighted now is the time to take what we have learned and make
the world around us a better place. It has to start with the children. Years
from now, 20, 30, even 40 we will reap fruitage according to what we sow in our
children now.
“It is easier to build strong children than to
repair broken men” Fredrick Douglass – American Social Reformer, Writer and
Statesman, (Success Degrees, 2015)
Inclusion |
“A teacher affects
eternity; he can never tell where his influence stops” Henry Adams –
Journalist, Historian and Novelist, (Bird, 2012)
“Train
a boy in the way he should go; Even when he grows old he will not depart from
it” (Holy Bible).
References
Bird, Kendall,
(2012). 12 Motivational Education Quotes
to Inspire You, Retrieved from http://www.rasmussen.edu/degrees/education/blog/12-motivational-education-quotes-to-inspire-you/
Connor, David J.
& Ferri, Beth A. (2007). Disability & Society Vol. 22. The conflict within: resistance to inclusion
and other paradoxes in special education Retrieved from http://www.academia.edu/261593/The_Conflict_within_Resistance_to_Inclusion_and_Other_Paradoxes_in_Special_Education
Holy Bible, Proverbs 22:6. (717 BCE) New World
Translation of the Holy Scriptures 2013 Edition, Retrieved from http://www.jw.org/en/publications/bible/nwt/books/proverbs/22/
Marin County
Office of Education (n.d.) Building the Future…One Student at a Time.Early Childhood Education. Retrieved
from http://www.marinschools.org/ECE/Pages/default.aspx
Parentbooks,
(n.d.) ECE Program Planning & Administration, Featured Books. Retrieved from http://www.parentbooks.ca/ECE_Program_Planning_&_Administration.html
Success Degrees:
Online Learning That Works, (2015). Inspirational
Quotes & Quotations on Early Childhood Education for Teachers,
Retrieved from http://www.successdegrees.com/inspirationalquotesaboutearlychildhoodeducationandteaching.html
T. A.
Partnership, (n.d.) Technical Assistance Partnership for Child and Family
Mental Health, Early Childhood Community
of Practice Retrieved from http://www.tapartnership.org/COP/earlyChildhood/
UNICEF, (2012)
International Step by Step Association, Unite for Children, Community of Practice: Early Childhood
Education Quality Retrieved from http://www.unicef.org/ceecis/Erin_Tanner_Community_of_Practice_Athens12.pdf
Virginia
Commonwealth University (n.d.). Virginia Early Intervention Professional
Development Center, Inclusive Practices
Retrieved from http://www.veipd.org/main/sub_inclusive_practice.html
My Wonderful Husband who has always been very supportive. Thank You, "Your the best" |
Looks Like I Made It, WOW.
The Love of My Life
Working with children is my first passion and cruising is my second passion. (Anthem of the Sea here we come)
Katrina Bell M.S., in Early Childhood Studies with specialization on administration, management and leadership.