Early Education and Child Care - Essay Example

? Child Development Early Education and Child Care Introduction In the United Kingdom, in the year 1870 education was made compulsory at the age of five. However, industrial working women have the privilege to get their wards admitted at the age of two years in a State Primary School. The education system of England comprised of nursery, primary, secondary and tertiary education. In 1873, initial kindergarten (pre-schooling system) was established in Safford to provide basic education, bathing facilities, meals, rest, recreation and parental education for kids. In 1901, England and Wales agreed to enroll the child who become half of three years old (OECD 2000). In the subsequent pages of this document, we will discuss and compare the education systems of two countries a) Australia and b) Italy with the Educational System of England. We will also discuss the advantages and disadvantages of Italian Early Childhood Education and Care System along with Australian style of early education. Education System of England The prime areas of EFYS of 2012 comprise a) Physical Development b) Personal, Social and Emotional Development c) Communication, Language and Literacy e) Mathematics f) Expressive Art and Design and g) Understanding the World (Department of Education 2012b). In the initial periods, practitioners have to play an important role in working with parents to support their young kids. It includes identifying learning needs for a quick response of the problem. When need arises, practitioners have to work with professionals of other agencies in the areas of community health and social services in order to provide exemplary learning opportunities for children. In special circumstances Partnership working is beneficial. It is important to provide necessary information about the on going activities of children on a regular basis through different modes like wall displays, photographs to the parents or children’s work. By way of adult led activities, we may invite the attention of children to new ideas; provide them opportunities to develop their skills and to ensure that they experience all areas of learning in the EYFS (Department of Education 2012b). For the age group of 5 to 6 years it will be a) Personal, social, and emotional development b) Communication, language, and literacy c) Mathematical development d) Knowledge and understanding of the world e ) Physical development and f) Creative development (Walker 2005). Further, All educational institutions in England have to abide by the National Curriculum comprising twelve subjects. Out of which English, Math and Science are compulsory subjects for all students. Below mentioned subjects are compulsory at a later stage: a) Physical Education b) Music c) Information and Communication Technology d) Foreign languages e) History and Geography f) Art and Design and g) Citizenship (Walker 2005). With regard to higher education, it requires a three-year bachelor's degree. Students may have the postgraduate degree in two ways, either by taught or by research. The doctorate degree usually spans up to three years (Kubow and Fossum 2006). Apart from the above, non-statutory programs are also taught which includes Religious, Sex, Career and work related education in different phases. However, parents may withdraw their kids from the lessons of Religious and Sex education (Moyles 2007). It is agreed by all walks of life that the transitory period of a child in terms of early childhood education and onward schooling are important chapter for self and family. This opens up the door for a child for long term educational and occupational achievement (Alexander 1964). The successful completion of transitory period in a child’s life is heavily dependent on his or her personal / community characteristics, parents’ attitude and maternal education. In the initial period of child’s schooling, it is necessary for a child to understand the routines and practices. (Moyles 2007). For the last three years, government is putting in valuable efforts to improve, enhance and integrate the varied forms of early year education for children in order to have a clear understanding about the substantial progress in recent years besides the challenges. At all levels the system faces unparalleled attention and resources according to young children and their families (Holt 2007). The Government is looking at flexible way to get the parents and the communities more responsive in running the center. To make children’s center more active, the government has earmarked 3 million pounds sterling (Department of Education 2012a). The desired goal based on a) personal b) social c) physical and the d) social development of a child. The aims at cutting down the number of learning goals from 69 to 17 by the government are to align it with Key Stage 1 for a smooth transition from reception class to one year class. Therefore, the children will be judged on the scale of 17 learning goals (Department of Education 2012a). The concept of children’s center is to facilitate them and their families. Promote mutual cooperation to get them involved in the decision making process (Department of Education 2012a). We are of the view that first five years of a child since his or her birth are critical. It has the lasting impact to develop child’s brain. The basic skills of learning enhance the level confidence. The way of learning builds the capacity of child to cope with the future challenges. The establishment of children’s centers provides comforts both to the family and the children. The core purpose of children’s center is: a) to support child in the areas of communication, emotional, physical and social development b) to maximize skills of parents c) to promote good physical and mental health. According to new reforms from 2013 and onwards, disadvantaged child of two years old will bear the fruit (Department of Education 2012b). We may recall here 1998, when the then governments launched Sure Start in the downtrodden areas to provide monetary support to the families whose children have to go through the phase of early education under the specified age. To widen its scope, the government introduced National Service Framework to provide health and care for a child besides quality maternity services and to bridge the gap of communication and accountability for a positive outcome (Halfon, et al 2009). The Childcare Act which came into being the year 2006 extended its commitment to a national network of children’s centers, the best of the Sure Start practices. These centers are to be linked with Job centers which provide an opportunity to parents for required training and education. Moreover, it supports health care services. Now more than 3000 Sure Start Children’s Centers are operational in the country, providing better services to above 2.3 million children (Halfon, et al 2009). Education System of Australia The educational framework of Australia is heavily dependent on play based learning. The Australian educationists are of the view that play is the best tool for the development of brain of young kids. Schooling is a must in Australia. It starts at the age of 5 to 11 years. In primary session, full array of subjects is taught by a single teacher. However on attaining age of 12 years, students get admission in the secondary school. At the final two years of schooling, students are trained for higher level entry; enable them to enroll in the University (Rosier and McDonald 2011). No doubt that parents’ role in educating their children is of utmost importance, however, children led learning environment is quite beneficial for keeping interest of children in studies. Child led learning environments help children in selecting the subjects of learning of their own choice. In such an ideal learning environments, children are not forced into learning (Hill, Pocock and Elliot 2007). The Australian educational system spreads in three phases a) English, Mathematics, Sciences and History b) Languages, Geography and the Arts c) Health and Physical Education, Information & Communications Technology, Design & Technology, Economics, Business and Civics besides Citizenship (Hill, Pocock and Elliot 2007). 24% of the Australian children have to enter into one of the following arena: 1) physical health and wellbeing 2) social competence 3) emotional maturity 4) communication skills and 5) general knowledge. Further as per the survey conducted in the year 2010, shows cited difficulties being faced by the children in adjusting the transitory period: a) complaints of being ill b) worries, fear and crying c) ill temper and d) indifferent attitude towards school (Rosier and McDonald 2011). Immigrant Students from all over the world to Australia for secondary school education have to undergo the same procedure. On successful completion of 12 years of education, students are conferred with Senior Secondary Education Certificate. Some Australian schools now offers to the immigrant students International Baccalaureate as an alternative of school leaving certificate (Rosier and McDonald 2011). In Australia, the transition of a child found more challenging for the mentioned groups: a) due to shoe string budget of many families, their wards are less prepared for transition to school b) children of immigrant families have lower rates of success at school as compared to non-immigrant children c) Transition to schooling of a disabled child is more stressful d) concerns of culturally and linguistically diversified families with regard to the child transition to early learning and a new school environment besides conversational skills e) fear of isolation on account of color, accent and limited capacity of spoken English (Rosier and McDonald 2011). The characteristic of a child is an important factor for his or her adjustment to school. The transition to school programs initiated at the governmental level proved effective for patents in order to support their children during the course of transition to school. The children’s ability to absorb in school relates to environment, families, services, communities and schools who are putting in their share to help children mentally prepared to enter into school. To achieve aforesaid objectives, the Australian government has initiated promising programs for parents aiming at to facilitate smooth transition (from home to early learning and care before being entered to school) (Rosier and McDonald 2011). One such well known program is the Child Care Info Connect in vogue at Broad meadows, suburb of Melbourne that has attracted number of people. This proves fruitful for the disadvantaged families. The mentioned center as the hub of information provides exemplary services for those working parents, whose children are in the age of 3 years thus enables the parents to attend the sessions of experts (Rosier and McDonald 2011). The objectives of cited program is: a) to provide information to parents on the early childhood issues b) to provide the similar information to other staff members as well c) increase parental and workers knowledge d) child interaction e) child health and development f) fill the information gap between parents, child and service providers g) enhance parent’s knowledge for school readiness h) boost up parental awareness regarding early childhood education i) create desirable confidence in child care staff who conducts parents education sessions (Rosier and McDonald 2011). Education System in Italy In many countries around the world, there is a heated debate about early childhood education. Most people are in favor of early education whereas the remaining people are against it. Different methods of teaching in different parts of the world to young guys are being discussed, developed and introduced. To teach the youngsters is a secondary option for the educationists. They are focusing on the curriculum contents of the children. The foremost consideration is the early education of a child which he or she receives in his or her early age. What matters to the professionals are the transferable skills of communication besides collaboration and investigation. Take the example of pre schools in the Northern Italy which now earns international fame for innovative practices (Bunton 2007). It would not be out of place to mention here the experiences of Reggio Emilia, which provide challenges accepted approach to early childhood education, which is widely acknowledged. Since inception, Reggio Emilia started setting up its educational network up to the children who fall into the age bucket of 6 years. The said approach gained worldwide acclamation due to its organization, quality environment, and conducive climate for the participants in the educational projects (Abbott and Nutbrown 2001). As far as the Kindergarten (nursery) system of education is concerned, the Italian kindergarten system which is a preschool session for children is derived out of German educational System, which is quite different as compared to Kindergarten educational system of England in terms of curriculum (Melhuish and Petrogiannis 2006). The Italian Reggio Emilia System revolves around a) Playing b) participation with other people c) activity d) exploring new things and experiences e) responds to ideas f) meeting physical and mental challenges i) courage to do things j) practicing, repeating, applying skills k) having fun. Mentioned areas require delivery through planned, purposeful play that strikes a balance between adult led and child initiated activities (Melhuish and Petrogiannis 2006). The Italian approach to their sibling’s care is ideal and worth praising. It revolves around the teachers, parents, working staff and members of the community. It provides innumerable opportunities for a continuous learning and the personality development of a child. They treat each and every child as a special child. In the mentioned system of education, where every child has the opportunity to do what he or she wants to do without taking care of the desire of their parents as to what they are expected to do and what not to do. Here the child learns cooperation, communication with each other and finds out the resolution of the problem relating to a given task by their teachers. This inculcate in them enormous confidence to cope up with the problems in the days ahead of their lives. The children in the Italian program are provided with a room for repeated experiences of negotiated learning based on the relationship of student and the teacher, staff and the children. Therefore, every one expects to learn more and more from each other (Gandini and Edwards 2001). The most striking feature for outside world is the values of cordial relationship between the teachers and the staff. Teachers and staff spend considerable time each week with others in the same profession for critical discussions based on their experiences, learning and observations about the children (Gandini and Edwards 2001). Italian sort of educational system for infants and toddlers specifically focus on key issues like staffing, training, working with parents, play, learning, culture of children and special educational needs, from variety of angles (Gandini and Edwards 2001). Review of the aforementioned educational systems indicates more focused approach concerning childhood education and the primary school systems. They pursue the transitional challenges faced by the kids as they enter into the new arena of life. We observed that the English speaking people are in favor of adopting more comprehensive approach in this direction. The inherent disadvantages of this approach are the use of poorly designed psychological and natural learning strategies. For countries who once upon a time under the subjugation of United Kingdom adopted early education system, kindergarten system of education for life long learning is recommended which have to be realigned with the present day requirement to facilitate transitory period of children (OECD 2006). It is the need of the hour to realign mentioned system with the present day requirement keeping in mind the experiences of developed world. Comparison If we compare early childhood education and care systems with the above said countries, we find that the Italian system of early childhood education is one of the best amongst the other education systems in the world to hand the transitory issues of a child. The developing countries may benefit the Italian system of education in vogue to raise the level of confidence of children and to resolve the issues of transition in the early age of life. Further, the educationists across the globe found Reggio Emilia, as an ideal, widely acknowledged and exemplary educational system for a child to be introduced where required. We are of the view that the Italian sort of early childhood education and care system is more comprehensive as compared to the other early childhood education and care system with regard to the respect of parents, ideal environment for children and confidence building measures. Its natural environment provides children an opportunity to come closer with the environment, teachers and other staff of the teaching faculty.  Conclusion Every Education system has its own advantages and disadvantages. As far as the disadvantage of cited education system is concerned, it is not favorable for the child to enter in the traditional schooling system. How can it be possible for a child who brought up in a play based learning environment, be absorbed in a structured learning system? One more disadvantage on the idea that children, families and teachers have to work together to make schools viable places for basic learning of a child. It may successfully work in Italy since Italian society is very fond of family culture. But in England and Australia societies specifically revolves on individualism. Hence, learning environment is more competitive as compared to the cited countries. Further, in the mentioned countries divorces are on the verge of increase, therefore, children of such countries can not afford to absorb Italian type of family system which a child is badly needed to succeed in pre-schooling.   Bibliography Abbott, L and Nutbrown, C (2001). Experiencing Reggio Emilia: Implications for Pre-school Provision. New York: Open University Press. Alexander, W. P (1964). Education in England: The National System-How it Works. London: Newnes Educational Publ. Co. Bunton, P (2007). Bringing the Reggio approach to your early years practice. New York: Routledge. Department of Education (2012a). Government sets out reform of early learning and children’s centres. [Online]. Available at: http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/a00191829/government-sets-out-reform-of-early-learning-and-childrens-centres [Accessed: 4 November 2012]. Department of Education (2012b). Statutory Framework for Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for Children from Birth to Five. [Online]. Available at: http://media.education.gov.uk/assets/files/pdf/e/eyfs%20statutory%20framework%20march%202012.pdf [Accessed: 8 November 2012]. Gandini, L and Edwards, C. P (2001). Bambini: The Italian Approach to Infant/Toddler Care. New York: Teachers College Press. Halfon, N., Russ, S., Oberklaid, F., Bertrand, J. and Eisenstadt, N (2009). An International Comparison of Early Childhood Initiatives: From Services to Systems. The Commonwealth Fund 111. [Online]. Available at http://www.commonwealthfund.org/Publications/Fund-Reports/2009/May/An-International-Comparison-of-Early-Childhood-Initiatives.aspx Hill, E., Pocock, B. and Elliott, A (2007). Kids Count: Better Early Childhood Education and Care in Australia. Sydney: Sydney University Press. Holt, N (2007). Bringing the high/scope approach to your early years practice London: Routledge. Kubow, P. and Fossum, P (2006). Comparative Education: Exploring Issues in International Context. London: Allyn and Bacon. Melhuish, E.C. and Petrogiannis, K (2006). Early Childhood Care and Education: International Perspectives. New York: Taylor and Francis Group. Moyles, J (2007). Beginning Teaching Beginning Learning in Primary Education. 3rd edn. New York: Open University Press.  OECD (2000). Early Childhood Education and Care Policy in the United Kingdom. London: OECD Publishers. [Online]. Available at http://www.oecd.org/unitedkingdom/2535034.pdf OECD (2006). Starting Strong II: Early Childhood Education and Care. France: OECD Publishers. [Online]. Available at: http://www.oecd.org/newsroom/37425999.pdf Rosier, K. and McDonald, M (2011). Promoting Positive Education and Care Transitions for Children. [Online]. Available at: http://www.aifs.gov.au/cafca/pubs/sheets/rs/rs5.html Waller, T (2005). An Introduction to Early Childhood – a multi-disciplinary approach. London: Paul Chapman Publishing. Read More