Integration in Early Childhood Education - Essay Example

Lecturer Integration in Early Childhood Education Introduction Early child education is the first level of formal education in the life of a child. As the foundation of the learning process, it should be taken so seriously. Meaning, all the involved stakeholders should be actively involved in its full and effective execution. As argues Maria Montessori, early childhood education is should be engaging and made to reflect on the holistic upbringing of a child. When they are introduced to the relevant subjects that are appropriate to their social-cultural and economic context, they will be in a position of learning (Munro, E., 2008). Besides, the entire program should be tailored to be child-centered since they should be the main focus on the teaching and learning process. However, in order to achieve this, there should be an effective integration of early childhood education. This paper focuses on the role of integration as an important aspect of early childhood education. It is quite reflective, dynamic, inclusive and progressive to be adopted in the contemporary society (Gasper, M., 2009). Integration The term integration, as used in the context of education, refers to the process of building collaborations and combining resources across the social, health, and educational in order to promote the wellbeing of learners. With the increasing demand for education, there need to be measures to ensure that different professionals involved in education provision should work as a team (Aubrey, C., 2011). Since schools act as agents of socialization in the society, they should be properly used to help in preparing children who can adequately comfortably be accommodated and be fruitful to the society upon a successful completion of their studies. However, in order to ensure that children are holistically prepared for this life, measures should be taken right from their time in the pre-school (Whalley, M.E., 2011). Therefore, there is a need to integrate the teaching and learning process. Meaning, all the stakeholders should be ready to collaboratively work as a team. If this happens, it will be easier for them to help their children to be adequately prepared in all spheres of life. As a matter of fact, education should be treated as a whole (Aubrey, C., 2011). When children are introduced to the appropriate social, religious and cultural aspects of their society, they will learn to understand and appreciate them from such a tender age. Therefore, they will eventually become informed people who have the right information about the dynamics of their society (Cleaver, H. et al., 2007). In this regard, it is important for the policy makers to come up with new strategies in order to promote integration of services in the early child education sector. Meaning, they should respond to the current needs of the society so as to be able to develop new policies which will be definitely tailored towards responding to it (Gasper, M., 2009). Integration of services in the early childhood education will be one of the surest ways of ensuring that the entire society is actively involved in the teaching and learning process as they strive to accomplish all the collectively set objectives. If this happens, early childhood learners will be adequately assisted as they are integrated into the society (Linda, J. & L. Lindan, 2011). As jean Piaget states in his Cognitive Theory of Human Development, the earner should be given time to grow and develop. Meaning, they should be provided with favorable conditions which can enable them to develop the right schema for them to be in a position of assimilating and accommodating new ideas. At the same time, everything should be done to ensure that the learning environment is enriched because, as Bronfenbrenner says, the learner’s friendly interactions with their immediate surroundings will definitely determine how successful they will become as they grow and develop (Munro, E., 2008). Stakeholders Since education is meant to holistically help learners to achieve their life goals, it is better for it to be properly planned. When children go to school, they not only acquire academic knowledge. Instead, they are taught a lot of lessons and skills which can help them to fit into the society. These are some of the facts that the teachers should know (Walker, G., 2010). At the same time, the educational planners should be aware of the fact that each of these school-going children comes from different backgrounds. Meaning, they are from diverse social, cultural, economic backgrounds and also have needs, strengths and weaknesses which should, in no way, be compared to others. Moreover, there are learners with special needs. Each of these learners should be integrated into the classroom and made to feel comfortable regardless of their diversities. Hence, in order for them to be effectively helped, the following stakeholders have to be involved: Policy Makers The most important aspect of this report is to discuss about change in policy making. Obviously, education is a very complex sector which needs to be carefully handled especially by formulating policies which can be responsive, flexible, reflective, dynamic and current. Therefore, in the integration of services at the early childhood education level, several policies should be put in place to ensure that the children are provided with a high quality education (Robins, A. & S. Callan, 2009). Hence, the government should use all its agencies to come up with laws to effectively regulate this sector. This will help to ensure that any problem that might arise to children from marginalized, troubled and service resistant families is addressed. Moreover, change in policy will enable the early childhood to be up to standard and comply with Barnardos nurseries and rid it off bad nurseries (Harris, A. & Spillane, J., 2008). Through proper policy making, there will be a creation of conducive learning institutions which can help the learners to progressively develop their mental capacity as outlined by Urie Bronfenbrenner in his ecological theory of human development which states that a child is a product of the environment in which they are brought up. Through proper policy making, the learning environment will be made healthier for every child’s development. Since the teaching and learning process in the early childhood education level is learner centered. It implies that the policy makers should come up with highly dynamic and flexible policies to help in dressing the issues affecting learners when all the stakeholders are collaboratively brought together, he children will be prepared to be all-round who can adapt to the changes in the society. A good example of policy lapse was witnessed during the Murder of Victoria Climbié (2000) and Peter Connelly "Baby P" (2007). Because of poor integration of early childhood education in UK at the time, different stakeholders including the parents, teachers, social workers, religious leaders and law enforcers were not collaborating as a team. Because of these, there were lots of cases of child abuse which unfortunately resulted to the brutal murders of these innocent kids (Armstrong, M., 2012). Hence, to ultimately resole such a problem, there needs to be a policy change. The life of the children should be at the centre of educational policies. Meaning, as Bronfenbrenner explains in his ecological theory of human development, the growth of an individual is greatly dependent on the kind of environment in which they are brought up. By classifying ecological conditions into microsystem, macrosystem, mesosystem, exosystem and chronosystem, he is communicating that there is need to create an environment which integrates all of them (Daly & Taylor, 2004). For an effective upbringing of a child, non of these sub systems is supposed to work in isolation. Instead, they should all be integrated (De Alberdi, 1990). To achieve this, in an early childhood education set up, all the stakeholders have to be effectively integrated. Meaning, they should be ready accepting to work as a team as they collaborate and develop strong networks with everyone. If this happens, no child would be abused, neglected or murdered. Instead, they would be protected and granted the necessary support that they require as they grow up (Inne, M., 2007). Teachers Teachers are the instructors whose major role is guide the learning process. In the early childhood education set up, the teachers play a very significant role in teaching the learners. Since academic knowledge is very important in their lives, the children should be taught all the necessary subjects which can enable them to acquire the appropriate knowledge to use as they grow up (Aubrey, C., 2011). Hence, for them to do their work, they need to be prepared in the pedagogical skills and have a sound knowledge about their subject areas of specialization. While doing their work, the teachers should be ready to collaborate with other stakeholders such as parents. This is what is meant by integration. Hence, by accepting integration, the teachers will have to work as a team and develop a long network with their colleagues, policy makers, curriculum developers and parents (Cleaver, H. et al., 2007). For example, their collaboration with parents will enable them to ensure that they address all the challenges faced by the learners while in school. For instance, any case of indiscipline might be addressed at an earlier stage before the learners advance to the other level of education. This, can in the long run, help to ensure all the short and long term objectives are achieved as planned. Parents Parents are people who should be mostly concerned about the welfare and success of their children. Since they are the ones who stay with the children before they reach the school-going age, they should take the necessary measures to act as their first teachers (Davis, 2008). Meaning, it is them to introduce children to language, discipline and behavior. This should not stop after taking their children to school. Meaning, they should always work hand in hand with the teachers to ensure that their children learn and behave well. When parents are integrated in the teaching and learning process, they will help a great deal. First, they will liaise with the teachers to provide all the required resources for their children. As a matter of fact, handling early childhood learners is an expensive affair (Carr; Johnson & Corkwell, 2009). It needs a constant commitment from the parents who should cooperate by providing all the material and financial needs required by their learners. In addition, if parents are integrated in the teaching and learning process, they will closely work with teachers and school administrators by helping them to identify the needs of their children which they might not know if not adequately and punctually informed. Healthcare Providers As already highlighted, educational institution does not only bring learners from diverse backgrounds, but also those with special needs. However, for the teaching and learning process to be effectively conducted, such needs should be adequately addressed. However, since teachers are not medics, they might not properly understand the challenges facing such learners (Belbin R.M., 2010). Thus, there is need for them to closely work with professional medical care providers. It is these medics who are knowledgeable on such problems. Thus, if they are integrated into the teaching and learning process, they can help in identifying and addressing such challenges before they endanger the life of learners (McDonald, T.C., 2001). For this reason, the services of the medical care providers should be integrated in the early childhood education. This can be done either by establishing school-based health care centers or building health care facilities next to schools (Brownlee; Nailon & Tickle, 2010). This will make it easier for learners to be provided with crucial services like primary medical care, mental health and address emergencies which might arise due to cases as asthma which might require immediate attention. At the same time, the incorporation of services of the health care providers can help in addressing the problems of learners with special needs such as the disabled. This clearly shows that integration of medical services is crucial in early childhood educations (Rodd, J., 2006). Merits of Integration The following are the advantages of the integration of educational services at the early childhood level: First, it helps in the improvement of a child’s wellbeing. Meaning, meaning, the collaborative provision of education, health and other social services to a child can enable them to be well-round and comfortable as they learn and grow up (Baldock, P., 2011) Besides, it enables the families to access multiple services for their children. Meaning, if there were no integration, they would visit different places to seek for education, medical, counseling and therapies for their children. However, with integration in place, they need not to worry because everything is availed in one location which brings together different professionals (Goodman, L., 2000). In addition, it can help in improving the academic performance of a child. Consequently, it can help in the earlier identification of child’s problems which is crucial in eliminating the cases of indiscipline, referrals, drop out, punishment and expulsion of learners (Armstrong, M., 2012). Finally, it can promote a quality education which conforms to the child’s immediate cultural, social, religious and political standards. Challenges Facing Integration Integration of services at the early childhood centers is not an easy task. It involves a lot challenges which might hinder its effective implementation (Edmond & Price, 2012). The following are some of the challenges faced during the implementation of the integration process of the learning activities in the early child education: To begin with, the entire process is long and consumes a lot of time. Besides, it requires a lot of funds which might not be available at all times. In addition, it may suffer a big blow as a result of lack of cooperation from all the stakeholders (Moyles, J., 2006). Lastly, it may be hindered by inadequate support from the government which might introduce stiff rules to hinder its effective implementation. Recommendations In order to effectively implement the integration process in the early childhood education centers, this paper gives the following recommendations: First, the policy makers should come up consult all the stakeholders and seek their opinion in order to ensure that they are considered. The involvement of the stakeholders at the decision-making level will be the first step towards its success (Anning, A .et al., 2010). Secondly, a lot of time should be allocated for the integration process. Since it is a long exercise, it needs not to be hurried. Instead, all the concerned parties should allocate adequate time to enable it to be effectively planned, implemented and evaluated before its eventual successes are ascertained (Gill, R., 2011). Besides, in order for the integration of education in the early childhood centers to be a success story, it should be adequately funded. Meaning, the local and national governments should allocate enough resources to ensure that it is properly implemented (Pugh, G. & B. Duffy, 2009). Lastly, while integrating services at the early childhood level, all the necessary steps should be taken to ensure that the program is tailored to be learner-centered. Since it is the pupils who are being educated, they should be the main focus of this entire process. A part from considering their diverse needs, they should be actively involved in the entire integration process. Bibliography Anning, A .et al. (2010) Developing Multiprofessional Teamwork for Integrated Children’s Services, England: O.U. Armstrong, M. (2012). A Handbook of Human Resource Management Practice (12th ed). London: Kogan Page. Aubrey, C. (2011) Leading and Managing in Early Years Settings, London: Sage. Baldock, P. (2011) Developing Early Childhood Services: Past, Present, Future. Maidenhead: Open University Press. Belbin R.M. (2010) Management Teams.Why they succeed and fail. USA: Elsevier. Brassington, F. & S. Pettitt, (2006). Principles of Marketing (4thed). Harlow: Pearson Education Limited. Brownlee, J.; Nailon, D. & E. Tickle, (2010) ‘Constructing Leadership in Child Care: Epistemological Beliefs and Transformational Leadership’ Australasian Journal of Early Childhood 35 (3) 95-104 Carr, V.; Johnson, L. J. and Corkwell, C. (2009) ‘Principled-Centered Leadership in Early Childhood Education’ Dimensions of Early Childhood: 37, (3)25-31. Cleaver, H. et al. (2007) Child protection, Domestic Violence & Parental Substance Misuse, London: Jessica Kingsley Publications. Daly, M.E. & W. Taylor, (2004) Early Years Management in Practice. Oxford: Heinemann. Davis, H. (2008) All Together Now, Working with Early Years Children and Families, DCSF. De Alberdi, L. (1990). People, Psychology & Business. Cambridge: University Press. Edmond, N. & M. Price, (2012) Integrated working with Children and Young people, London: Sage. Gasper, M. (2009) Multiagency working in the Early years. Challenges and Opportunities, London: Sage. Gill, R. (2011). Theory and Practice of Leadership (2nd Ed). London: Sage Goodman, L. (2000). Time and learning in the special education classroom. Albany, N.Y.: State University of New York Press. Harris, A. & Spillane, J (2008) “ Distributed leadership through the Looking glass” in British Educational Leadership, Management and Administration Society ( BELMAS), Vol 22 (1); 31-34. Inne, M. ( 2007) A practitioner’s guide to interagency working in children’s centres: A review of the literature, Barnado’s Policy and Research Unit. Jones, C. & L. Pound, (2008). Leadership & Management in Early Years: A Practical Guide.Maidenhead: Open University Press. Linda, J. & L. Lindan, (2011). Leadership and Early Years Professionalism. London: Hodder Education. McDonald, T.C. (2001). Integrated effective service provision for children and young people with physical disabilities: Report to the Ministry of Education’s reference group on physical disability. Wellington, New Zealand: Ministry of Education. Moyles, J. (2006).Effective Leadership & Management in Early Years. Maidenhead: Open University Press. Munro, E. (2008) Effective Child Protection. London: Sage. Pugh, G. & B. Duffy (2009). Contemporary Issues in the Early Years (5thed). London: Paul Chapman Publishing. Robins, A. & S. Callan, (eds.) (2009). Managing Early Years Settings: Supporting and Leading Teams. London: Sage. Rodd, J. (2006) Leadership in Early Childhood: the pathway to professionalism, 3rd Ed. Maidenhead: O .U. Walker, G. (2010) Working together for Children: A critical introduction toMultiagency working.London: London Continuum Bks. Whalley, M.E. (2011). Leading and Managing in the Early Years. In L. Miller and C. Cable, (Eds.) Professionalization, Leadership and Management in the Early Years. London: Sage. Read More