Early childhood concerns for quality and early childhood professionals in other countries besides the U.S. parallel those concerns of our country. Both in Kenya and in Liberia the administrators expressed to me that EC teachers must have education higher than the equivalent of our High School. Kenya also has a certification course similar to our CDA training if the person chooses not to go to college. The concerns that both contacts had were the specialized training for the early learners coming to school with languages and cultures differing from their classmates. As mentioned before the school in Kenya has six tribal languages in the area along with the taught language. Liberia’s school has three tribal languages in the area along with English.
Both administrators were concerned with building more schools in different areas of their state. They also expressed goals to seek ways to provide early education to more poor children. In Kenya, children who have become orphaned due to drug and alcohol abuse or aids are increasing in numbers. If they went to EC programs they would have a better chance to not repeat the cycle that made them orphaned.
What is most interesting to me is that both administrators understood and were concerned about poor children and that education would improve their statuses in life. Why do we in the U.S. have trouble convincing our fellow citizens that investing in the children benefits them for the future and society as a whole.
I so agree with you that it is difficult to convince adults that teaching young children is important. Somehow it would be good for them to look at their own childhood and the education they received and where they are now as a result of it.
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