Through the connection
with my international contact I have discovered that early childhood educators
in other parts of the world have the similar hopes and dreams for the children
of their country. I was intrigued that a
director of a pre-primary school in Guatemala would face similar issues of
staff training and securing funding so that children living in poverty could
have the same quality experiences as children from financially stable
families. In addition, my international
contact shared the educational difference created by reduced accessibility by
cultural and racial inequity. As a
country the ministry of education under the current government has similar
education goals and promotes the concept of culturally sensitive and
linguistically appropriate education; however, the rural communities where the
indigenous people live does not have funds to support the construction of
schools. The Peace Corp reported that
building supplies are often stolen by militant groups while being transported
to remote locations.
I chose the picture of the child with play glasses and wearing the “I
will make history” t-shirt, because it is a reminder of how powerful providing
props, so children can practice roles and responsibilities, is in the
development of their self-image. It also
speaks to the importance literacy bears on citizens and future citizens allowing
them to read, gather information and come to their own conclusions about
solutions to their problems. As early
childhood professionals we can set the stage for seeking knowledge instead of
fear of the unknown; realizing C. Graces’ biggest hope for children, “to live
in peace” (Laureate Education, Inc., 2010).
Reference
Laureate Education, Inc. (Producer). (2010). Economists, scientists, and politicians support the EC field. [Audio webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373718_1%26url%3D
