I have been communicating with Godfrey, an Early Childhood Education & Development Specialist from Kenya. When I inquired about how his country was addressing equity and excellence in education I saw many similarities to the challenges we are also facing here in the United States.
Godfrey shared that the government is addressing the issue of equity because there are a large number of children who do not benefit from early childhood services due to inaccessibility and poverty. Kindergarten is also not mandatory but is available. Currently there is policy being considered by Parliament that will make early childhood education part of the education system and therefore mandatory. He is hopeful that this policy will pass.
Godfrey believes once there is access for all children then excellence can be addressed. Currently privately owned early childhood programs and kindergartens have excellent standards and practices for their students.
He shared his concerns about the children having an opportunity for outdoor play at urban schools due to space restraints. This has many in his field concerned about overall development of the children.
I see many similarities in the US with lack of access to quality early education for children living in poverty. Children living in poverty are more likely to attend schools with limited resources (Moore, Redd, Burkhauser, Mbwana, & Collins, 2009). The US is also investing in early childhood education as a way to end poverty and continue economic growth for our nation (Lombardi, 2009). As the US invests in early childhood, consideration for improving the quality and insuring the needs of all children are being met should be the primary focus (Lombardi, 2009). Common standards and continuity from 0-8 years of age is a key component to ensure at-risk children receive the same early education as their not at-risk peers (Lombardi, 2009). As the US continues to consider universal pre-K I am hopeful that the governments of both our countries will see the benefits of providing access to excellent early childhood programs has for all citizens in the long run.
References
Lombardi, J. (2009). The dawn of a new era. Exchange, (188), 8–9
Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009). Children in poverty: Trends, consequences, and policy options (Research Brief Publication No. 2009-11). Retrieved from Child Trends website: http://www.childtrends.org/Files//Child_Trends-2009_04_07_RB_ChildreninPoverty.pdf
I am glad that there is a policy in parliamnet right now that can help with the accessibility of early childhood programs in Kenya. Kenya like the US has inequity in early childhood education in the form of affordability. Living in poverty is a tough situtation, but I do belive that not being able to afford to send your child to school makes it worst.
ReplyDeleteDear Michele,
ReplyDeleteIt was sad to read that kindergarten was not mandatory Kenya. I believe all children need an early start to education to ensure that they developing properly. I hope their Parliament will make early childhood education part of the education system and therefore mandatory in the future. All children should have the opportunity to have an early start in early childhood education. Like Godfrey said, once there is access for all children then excellence can be addressed.
I am so happy you have a response! I keep leaving comments at your blog because I enjoy reading the collaboration you share with your outside resource. It was very interesting to hear from Kenya and to hear Kindergarten is not mandatory. I also understand his concern with outdoor play. Children need outdoor play and when they are raised in apartment buildings, school should be the one place they can explore outside. Sadly, not all teachers allow outdoor play in their curriculum.
ReplyDelete