Noticing What Matters Most in the Classroom

As an early childhood professional, I have encountered many situations that have made me recognize the importance of well-rounded teachers in the classroom. Thinking back on when I first began my journey working with young children has me pondering, how many of those children did I inspire?

It is most beneficial as an educator to leave a long lasting impression on a child. However, most recently, I have encountered educators that lack the positive support children need, especially those with different learning levels. Contrary to what I have experienced, Clifford and Crawford (2009) contend, “Educators are paying increasing attention to the alignment of educational experiences for children from age three through eight both developmentally and academically” (p. 4). It is to my knowledge and experience that some educators are not as committed to improving early childhood experiences for children.  Clifford and Crawford (2009) assert, ”Educators are committed to responding to both the demand for making preschool the first part of school and the desire to maintain the emphasis on individual child needs and relationships with families” (p. 5). However, individual child needs as far as inclusion is concerned, have been overlooked based on a conversation with a student teacher in one of Georgia’s public schools. Mrs. C exclaimed to me “The school said he does not qualify for special education assistance. His father feels the child is lazy. The father shows lack of concern for the child having to repeat the third grade” (personal communication, Mrs. C., March 25, 2015).

From this experience/conversation, I was pretty determined to do what I could to assist the children within the county’s school system. I was determined from that day to take out more time to assist struggling elementary children included in inclusion, as well as those not included. I say this because I recognize that “Education is the most powerful weapon we can use to change the world” (Nelson Mandela, n.d.). I honor this quote because it speaks to everyone inspired to promote social change. If we educate our children, at no matter what developmental level they exist, we are impacting their outcome effectively. It is correct that every child we meet has a background unlike our own. However, we must rethink how children are educated (Clifford & Crawford, 2009) in order to provide for them the right services to improve their development and learning abilities.

Respectfully, Clifford and Crawford (2009) have a global perspective that recognizes the need for change in educating young children. The researchers honor the importance of inclusion in the classroom, as well as the need for educator’s professional development (such as cultural competence). Further, Clifford and Crawford (2009) acknowledge global perspectives on appropriate practices and encourage the move towards exposing children to more appropriate instructional practices. The researchers recognize that grades like kindergarten in the United States have to be careful in not becoming too academically focused. On the one hand, Germany is gradually connecting kindergarten with elementary school to promote a more unified transition for young children (Clifford & Crawford, 2009). The global perspective on education in early childhood is very broad. Thus, as we grow more in tune with local/global challenges and resolutions in perfecting best practices, let us remember “If a child can’t learn the way we teach, maybe we should teach the way they learn” (Ignacio ‘Nacho’ Estrada, n.d.). Moreover, we must educate by understanding how the child learns best (such as through interactive games).

References

Clifford, R. M., & Crawford, G. M. (2009). Issues in education for children three to eight in six countries. Retrieved from http://firstschool.fpg.unc.edu/sites/firstschool.fpg.unc.edu/files/six_countries.pdf