International Awareness

Though I can understand the time constrains that occur within early childhood programs throughout the world, for that was the reason two of the people I contacted stated they could not continue to take time to communicate with me. I was still saddened that I was unable to connect with an international contact from a program a broad.

Yet, even though I was unsuccessful, I was happy for Caty that she was fortunate to have a great international contact, Fany. Each week I looked forward to learning more about Fany and her professional path as well as the hurdles and struggles which she continues to work hard to overcome. Thanks Caty.

As I reviewed and revisited some of the international web sites throughout our course work, I realized my professional awareness lens has widened and the focus is much more detailed and clearer. The knowledge and the ability to have a better understanding of other countries trends and issues broaden, my professional lens. Reading the stories and the hardships and struggles of the children and families and in countries in Africa, Brazil and Argentina, Zambia, Chile contributed to me having a greater understanding of how poverty, equity of access and how economics impacts the children’s early childhood programs in these countries.

Learning about the international early childhood field allowed me to have a deeper knowledge of how one particular trend or issue can and does have an impact on other issues and trends. The trends interconnect, and encompass each other. Like when I studied about the Health Economist from Harvard, Dr. Fink and his work in Malaria in Zambia. Eventually his work opened up additional doors and issues related to how the vaccination was effecting children’s development. He eventually sought out the knowledge of a child developmental specialist and they collaborated on a developmental screening tool for the area. I liked learning how the reality of one issue can impact and possibly have a positive impact on another issue.

The studies of international trends lead me to learn more about how other countries too are and continue to be successful in providing quality programming to children within their countries. The Nordic countries successful systems can allow the United States and other countries to learn and follow their models. Though it can be a tall order to embrace the European and Nordic philosophies, I believe it is imperative that we look strong and hard at their successes and try and model and adapt our programming to mirror their quality programming achievements.

The studies of international programming definitely widened my own scope and helped me professionally embrace the needs of family and children throughout the world.

I look forward to accessing other international websites and am excited about the prospect of acquiring deeper knowledge as I learn about the successes and the obstacles other countries face as I continue with my work and efforts in my Masters program.

I too want to thank all of my colleagues who through by sharing their own expertise, experiences, knowledge and research have contributed to my professionalism. I have enjoyed our time together! I wish all of you good luck in your professional pursuits. My hope too is that our paths will continue to cross. I feel honored to have spent these last 8 weeks with all of you, and again wish you continued success!

Millie

Multimedia: "The Four Cs of Issues and Trends: Change, Contexts, Consequences, and Constants". A visual narrative of how issues and trends arise out of specific contexts, and a tool to analyze issues and trends.

Zambian Early Childhood Development Project, (2012). Global Children’s Initiative. Center on Developing Child Harvard University.

Retrieved from:

http://developingchild.harvard.edu/activities/global_initiative/zambian_project/