Final Blog Assignment (EDUC-6162)

One consequence of learning about the international early childhood field for my professional and personal development is that I have learned the U.S. is trailing behind other countries in terms of early childhood education. Although the U.S. spends more per 4-year-old pupil than other countries, most of our funds come from private sources. We enroll approximately 30% fewer preschool students in public educational settings compared to our international counterparts. International governments assume responsibility for early childhood education, whereas in the U.S., our preschool education is supported by some federal and state aid, local agencies, or paid for directly by families (Benbow, 2012). With this system, it's easy for children to fall through the cracks and fail to enroll in an early childhood program.

Another consequence is that I have become more of an advocate for early childhood education in America, particularly in regards to disadvantages/vulnerable populations, such as children in poverty, those involved in child welfare situations, children going through the juvenile justice system, students with special education needs, and English Language Learners (ELLs). Numerous large-scale studies show that high-quality early childcare programs lead to positive long-term outcomes in education, as well as in social and emotional areas (Lash & McMullen, 2008).  Additionally, high-quality programs in early childhood are linked to improved economic outcomes for the nation, as well as positive outcomes for vulnerable children and their families (Matthews & Ewen, 2010; The Obama Whitehouse, 2014). Children from wealthier households and school districts tend to have more resources than these groups, so investing additional resources to reduce inequality and equalize the playing field can lead to more positive outcomes in academia and on a national economic scale. Targeting disadvantaged children and their families can reduce the achievement gap, the need for special education, and the crime rate, while also leading to healthier lifestyles and a higher investment return (Heckman, 2011).

A final consequence I have learned is that the early childhood field is flawed across all countries, not just in the U.S. No country in the developing world has a comprehensive program to reach all children. Programs are typically small scale and rely on donors, and they typically only focus on preprimary schooling, rather than also incorporating issues such as reducing poverty, maternal health, parenting practices, and health and nutrition (Atinc & Gustafsson-Wright, 2013). In order to be effective, programs need to focus on all factors that influence early childhood education as well as ways to capture all children.

One goal for the field related to international awareness of issues and trends, and the spirit of collegial relations, is to touch base with international early childhood professionals to learn what works and doesn't work for them. I would then hope to compare how their programs relate to ones in my area, what we could change or implement, and share ideas that might also help them make improvements to their programs.

References

Atinc, T. M., & Gustafsson-Wright, E. (2013, November 25). Early childhood development: The promise, the problem, and the path forward. Brookings. Retrieved from https://www.brookings.edu/articles/early-childhood-development-the-promise-the-problem-and-the-path-forward/

Benbow, C. (2012, November 6). Early childhood education in U.S. is trailing behind other countries. Vanderbilt Peabody College. Retrieved from https://my.vanderbilt.edu/camillabenbow/news/early-childhood-education-in-u-s-is-trailing-behind-other-countries/

Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31-35. Retrieved from https://files.eric.ed.gov/fulltext/EJ920516.pdf

Lash, M., & McMullen, M. (2008). The child care trilemma: How moral orientations influence the field. Contemporary Issues in Early Childhood, 9(1), 36-48. Retrieved from http://journals.sagepub.com/doi/pdf/10.2304/ciec.2008.9.1.36

Matthews, H., & Ewen, D. (2010). Early Education Programs and Children of Immigrants: Learning Each Other’s Language. Washington, D.C.: The Urban Institute. Retrieved from https://www.urban.org/sites/default/files/publication/29116/412205-Early-Education-Programs-and-Children-of-Immigrants-Learning-Each-Other-s-Language.PDF

The Obama White House. (2014). The Economics of Early Childhood Investment. Retrieved from https://obamawhitehouse.archives.gov/sites/default/files/docs/the_economics_of_early_childhood_investments.pdf