Personal and Professional Consequences of Researching International Early Childhood Education/Development

The consequences I personally and professionally experienced from learning about international early childhood education/development allowed me great opportunity to become enlightened to the factors this field faces, along with the great accomplishments that have occurred thus far.  With the ample global/international organizations that strive to support early childhood opportunities for those whom have none or limited to sources, the task can be overwhelming.  The need for constant support is needed to continue to allow these organizations to exist.  Support can be in the form of manpower, donations, spreading the issue, and more.  Many of these international locations do not understand or realize the need for healthy development in the early years of life and beyond.  I also found it very disturbing to know that “…recent reports estimate that 200 million children fail to reach their full developmental potential by age 5” (Center on Developing Child Harvard University, 2019, para 1). For example many of the countries in Southern America do not register their child’s birth.  Many births occur outside of a medical facility.  Organizations allow them the knowledge to why this is important to become documented, such as becoming an actual number or another census.  Currently the global population of the children of the world is 1.9 billion, about 27%.  Of course these numbers will continue to grow as our population grows.   Also the fact of children not being counted will contribute to the number not being exact.  I truly never thought of this concern until gaining the knowledge during this course.  I think as Americans’ we are blind to the real world and the issues facing us.  Or perhaps we turn the other cheek to say.  We have to educate ourselves and acknowledge the global concerns presenting us internationally in the field of early childhood education/development.  Engage ourselves to strive for a global change, not just a local impact.  Factors that continue to enable our children to thrive throughout the world can contribute to the failure of many nations.  Nations of underdevelopment or third world areas, will continue to remain in a cycle of destruction, poverty, sickness, death, and decline if an intervention such as the global/international organizations do not intervene and attempt to make an impact.

Another consequence gained through the exposure of lacking early childhood education/development internationally would be the services utilized through many organizations to reduce or help reduce the poverty rate in these needed areas.  Attempts from UNICEF for example not only provides food for the communities and families in need.  They also strive to tackle the issues of malnourishment from infancy.  Educating mothers-to-be and current mothers on the issues facing malnourishment.  In 2016 UNICEF treated 215,000 children suffering from serve acute malnutrition and 4 million plus children age 5 received vitamin supplements. (UNICEF).  Many countries suffering from poverty do not have access to adequate health care, or the distance for those services is too far for them to accomplish financially.  I personally and professionally was aware of the poverty facing many nations, including my own, but by far the severity of its impact and its gross numbers facing our world.  UNICEF has many areas of interest that it serves, I researched earlier in the course the conditions in Yemen and the malnourishment these children faced, and how fast this epidemic has grown amongst children and families.  Of all the great amount of work thus far in Yemen, by UNICEF, there is still a great amount of work to accomplish.  This country is stricken to poverty because of many economical factors.  Until these factors are removed, we can not move forward in making a permanent change.  In 2017 UNICEF still needed 236.6 million for emergency response in Yemen, which includes nutrition for mothers and children at 83.5 million. (UNICEF).  If a permanent change does not occur or becomes established the numbers will continue to grow for those in need and the amount of funds needed to contribute to improvements in poverty.  The epidemic of underdeveloped countries should not still be a concern in the modern world of todays advancements.  Yet again we relate all these issues back to a complex multifaceted problem facing early childhood education/development.  Researching this issue has opened my eyes to the gross impact poverty has on our international society and the reality is we are beyond the need for planning for a change.  The change needs to happen immediately and with a full force of support globally.  If we could come together as an entire unit, global unit, serving the same purpose, amazing things can occur.

The last consequence to contribute to the research and study of issues in early childhood education/development internationally would be the reality of all the voices and issues that have driven the need for a change in the field of early childhood education/development.  Many advocated have presented the issues and concerns to policymakers and more.  Those are the ones deeming control over what is incorporated and what is not.  Yes the teacher can incorporate many curriculums, as long as they still meet their states standards.  Of course countries that are further in development have better programs and policies, such as USA, Australia, and more.  With gained knowledge from previous success in the field of early childhood education/development locally and internationally, we should have the instruments to teach other nations in need these solutions and opportunities.  For example the efforts of organizations have contributed to awareness in other countries, such as Brazil, the importance of early childhood education/development.  Allowing these countries to establish new policies reassuring healthy development for children and families.  These are the following organizations in Brazil Núcleo Ciência Pela Infância (NCPI) includes the Center on the Developing Child, Fundação Maria Cecilia Souto Vidigal (FMCSV), the Medical School of the University of São Paulo, Insper, Sabará Children’s Hospital, and the David Rockefeller Center for Latin American Studies at Harvard.  Together they have made a huge impact in Brazil. (Center on the Developing Child Harvard University, 2019).  Collaborating together as an entire world verses individual nation can ensure we are supporting proper development for all and attempting to remove the difficult adversities the world.  The consequences are not always negative, but if we do not make an impact or at least an attempt the consequences can indeed become a negative impact.  Turning the other cheek to issues presented in the lives of our children should be an awareness for every human.  Our children depend on us to set them in the right path of success and autonomy.  Why are we letting so many children down with the knowledge and skills that are offered throughout the world?  How can you make a difference?  What consequences will motivate you to make a positive social impact?  Our children deserve the opportunity to have any chance they would like to foresee in their life, with respect to their safety and well-being.  In other words, the doors of opportunity should be wide open for our children, our future of this world.

References:

Center on the Developing Child Harvard University. (2019). Working Globally Retrieved from            https://developingchild.harvard.edu/about/what-we-do/global-work/  

Center on the Developing Child Harvard University. (2019). Brazil: Núcleo Ciência Pela  Infância (NCPI). Retrieved from https://developingchild.harvard.edu/about/what-we do/global-work/nucleo-ciencia-pela-infancia/             

UNICEF.org