Getting to Know my International Contact--Part 3

Saturday, October 20, 2012

Getting to Know my International Contact--Part 3

The challenges, hopes and dreams are maybe similar for early childhood professionals passionate about young children and the future of their community. Here is the conversation with my international contact in Guatemala (personal communication, Madariaga, I., 2012, October 19).

Q: What do you see as the issues in your early learning program that create a barrier to quality?

A: One of the many problems of pre-primary education is the little investment by the government to improve the pre-primary/preschool educational system as well as lack of funds to improve teacher skills. Because preschool education is not compulsory, the government invests in other levels of education. Early childhood has been left to the initiative of the private sector to fund and as a result a large number of preschool children do not attend school. The cost of private preschool is very high and the majority of families do not have the resources to pay for private schooling.

Q: Do pre-primary teachers have the opportunity to participate in professional development?

A: To promote the professional improvement of the early childhood teachers, every year they complete education conferences on different topics.

Q: What are some of your professional goals?

A: To make the parents of families aware of the importance of preschool as integral in the formation of the personality of the child and their success in the primary school as well as in the society. Second, I desire to help children develop the skills and abilities to be good citizens. Finally, I strive to establish and maintain constant communication with the parents to connect the home and school setting.

Q: What are some of your professional hopes, dreams and challenges?

A: One of my hopes as a professional is to improve the level of quality of the curriculum in Guatemala as it was previously very low because access and attendance in the schools were not within reach for a large part of the population, due to economic inequality, social and political factors as well as linguistic and geographical disadvantages.

“My dream and my challenge was that all teachers would contribute in raising the level of literacy and to improve the educational quality so that we could have a better Guatemala” (personal communication, Madariaga, I., October 19, 2012)

I appreciate the perspective of my international contact. She understands that what we do as teachers of young children has the potential to make each of our communities and country a better place.

Special thank you to M. Hoover for her assistance with translations.

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Personal Childhood Web

Joanie Peterson, my mother, was very engaged in my life from birth. I was the oldest and the only child until I was five. I was loved,my mother spent time with me by including me in whatever activities needed to be done. I remember the old tile floor in the kitchen that had to be waxed regularly. When the wax dried, my mother would give me an old towel to stand on and she would put on music and we would dance the twist until the tiles were buffed. My mother was finishing her bachelor degree in psychology and English during my first three years. I had the opportunity to meet lots of people in a community of shared values. I had time to play uninterrupted and my play was very creative and complex, with hours outside. I was read to and the value of learning was instilled in me early, but not in a competitive way, to be recognized as the best, but in a very personal way. Was I giving the task or the skill my best effort? Her approach to parenting developed intrinsic motivation in me. I am a great team player, motivated and satisfied to make sure the team does well. The measure of achievement is the level to which I tried my best. I can take a risk to take on a new challenge, because I know my mother will always love me. I value personal responsibility.

Rev. Merton Peterson, my father, was finishing seminary and pastoring his first church when I was born. I remember sitting on his lap, watching him type, helping fold bulletins, turning the handle on the old mimeograph machine, and going on home visits with him, when he needed to visit families from the church. We did not have material wealth, but I never felt poor We had enough that we could share. My did believed in me, when there was something I needed to do or learn he always spoke as though I had already mastered the task. I believe he spoke with confidence, because he has prayed for me every day of my life. Being a pastor's child means you learn manners, expectations and hospitality very early. We had lots of company. I loved giving up my bedroom and sleeping in a sleeping bag so the missionaries could have my room when they visited. I would listen to stories of their experiences in different countries and how they would help build homes and schools and grow crops wile they shared that Jesus loved them. I share my family's faith in God and the value that people are more important than things.

My extended family did not live close to me as I was growing up. But my grandmothers and aunt were prolific letter writers. We visited family every holiday, making holidays feel very special. I would listen to the adults share stories about family and friends. I knew that family were there for each other. My great-great grandparents were homesteaders. There was a strong sense of work ethic practiced. There were ranchers and there were farmers. It takes commitment and self determination to make it work. The entire family has to help to get the cattle in or harvest the crops. I remember the first time I was allowed to go on a cattle drive. I was probably seven. The strong connection to aunts, uncles and cousins as we spent the day on horseback gathering the cattle that were scattered among the trees and meadows in the foothills was exhilarating—I belonged, I was given worthwhile work. The farming family was an even stronger influence on my work ethic. When we visited the farm there was always tasks I could participate in: picking fruits and vegetables to can or freeze for my families use and when I got older picking melons or driving a tractor. It was part of being a member of my family. My family values hard work and integrity.

The church community provided a foundation of belonging and strength in conviction. Looking back I can appreciate that those families made sacrifices to make I had what I needed. The children were my friends, we could discuss the roles we were in and decisions we faced from a shared set of values. I never felt alone. As a community we looked out for each other. The community demonstrated living the values they held.

School Environment, Most people cannot imagine going to a school that houses children from kindergarten through senior high in the same building. Still the school community had enough diversity of values that it was a great place to have my values challenged and for me to exercise the decisions to stand true to my values. With only thirteen in my graduate class, but still the roles and functions of any school, there was so much opportunity to try out many different tasks. There were sports, student council officers, music, drama and clubs. I tried it all, because in a school that small everyone needs to get involved to have enough participants. My work ethic and integrity rewarded me with responsibility and opportunities. The most unusual was a flight class to learn to be a pilot, which included flight hours in a small plane. In the state I was raised, schools were the hub of activity for rural communities. Everyone came to all the events. People valued being together.

Wendy Newby - Have I asked the right question?

Saturday, October 20, 2012