for the 21st Century
Global Guidelines from an International Symposium Hosted by
World Association for Early Childhood Education
(Organisation Mondiale pour l'Education Préscolaire)
and the
Association for Childhood Education International
Ruschlikon, Switzerland July 5-8, 1999.
This document may be freely copied as long as it is noted that the content is from the Document of the International Symposium for Early Childhood Education and Care for the 21st Century. Gottleib Duttweiler Institute, Ruschlikon Switzerland. July 1999.
INTRODUCTION
The International Symposium on Early Childhood Education and Care for the 21st Century, co-sponsored by World Association for Early Childhood Education (Organisation Mondiale pour l'Education Préscolaire) and the Association for Childhood Education International, was held in Ruschlikon, Switzerland July 5-8, 1999. One hundred early childhood education professionals from around the world were invited to attend; 83 were able to be present. They gathered as representatives of the global professional community to work on international guidelines for the education and care of young children. The delegates to the symposium were selected by the OMEP Symposium Commission and the ACEI Symposium Committee. ACEI and OMEP appointed recorders to record the discussions
This unique event was the first time that Early Childhood Education professionals from 28 diverse nations convened to consider their common professional issues and to work together to produce a document. The Symposium represented four days of intense effort on the part of the delegates to investigate the possibilities of global agreement. Working Groups composed of 9 to 12 delegates were assigned one of the document categories.
As the Symposium delegates worked to develop a set of basic international guidelines for programs serving the world’s children under the age of formal school attendance, several insights came into view. The delegates, regardless of nationality, were strong advocates for children and their families. Their shared visions for the world’s children included the involvement of families and communities in the care and education of children, coordination of resources, including community and governmental resources, recognition of family and cultural diversity, and a strong belief in the equality of services for all children.
The enormous task of arriving at statements of agreement in the Working Groups was accomplished by the delegates, despite national, cultural, language and personal differences. While the commonalties abounded, the ways of expressing them and the priorities that should be assigned were more problematic.
The documents produced by the Working Groups were extensive. The content of the seven papers which emerged overlapped in many ways. The common concerns of the delegates emerged regardless of which topic the group had been asked to address. For example, all papers stressed the need to recognize family and cultural diversity and to coordinate efforts and services on behalf o children and families. The shortened version of those documents which appears here attempts to limit the overlap and to provide a more concise summary of the excellent work produced by the Working Groups. This shortened version was developed by a team of editors selected from the delegates.
Because of the international focus, and the hope that the material will be useful to all nations, the document is less comprehensive and less specific than many existing documents. For example, many nations currently have extensive, explicit requirements for the establishment of child care centers, including detailed regulations for staff qualifications, space and equipment. The symposium is intended to serve as an overall rubric under which nations can fit their own more specific rules and regulations.
The most important aspect of the symposium is that representatives from the global professional community worked together to attempt to get agreement on the most basic components. The symposium did not intend to develop new guidelines which would replace of suitable, functional guidelines which are already in use in many nations. Instead, the statements should be useful to those nations which are just beginning to establish policies about the settings for the care and education of the young child and serve as comparative information for all nations. It represents the first set of documents produced by the global early childhood education professional community and it is hoped that the document will be a starting point to help improve conditions for the world’s children in the coming century.
The guidelines document may be freely copied as long as it is noted that the content is from the Document of the International Symposium for Early Childhood Education and Care for the 21st Century. Gottleib Duttweiler Institute, Ruschlikon Switzerland. July 1999. Contact ACEI for further information.
ACKNOWLEDGMENTS
Gratitude is expressed to the Gottleib Duttweiler Institute of Ruschlikon, Switzerland
for the use of their facilities and the encouragement offered which made this Symposium possible.
Appreciation is also expressed for the leadership of the Symposium Chairs, Leah Adams, Ulla Grob-Menges and Sue Wortham, and to the delegates for the effort and time commitment involved. Many of the delegates were personally responsible for all expenses required for their attendance. Their personal commitment to the world’s children through giving of time and resources is commended.
NOTE: The first section of the document, Overall Philosophy, Goals and Policies, can be utilized as an overview of the total document and reflects the purposes of the Symposium.
OVERALL PHILOSOPHY, GOALS, AND POLICIES
Every child should have the opportunity to grow up in a setting that values children, that provides conditions for a safe and secure environment, and that respects diversity. Because children are both the present and the future of every nation, they have needs, rights, and intrinsic worth that must be recognized and supported.
Children must receive appropriate nurture and education within and outside their families from birth onward if they are to develop optimally. Attention to the health, nutrition, education, and psychosocial development of children during their early years are essential for the future well-being of nations and the global community.
Knowledge about human development is more substantial than at any time in history. The new century offers opportunities to consolidate recent gains and respond to new challenges that lie ahead.
We urge that members of the global community
• assess the extent to which it has carried out previously made commitments to support the education and development of young children.
• develop and implement a range of policies to advance the provision of an interrelated and flexible continuum of early childhood services.
• allocate resources from national governments, development agencies, governmental and non-governmental organizations, and private and voluntary groups to provide quality services.
• collaborate reciprocally across nations to advance the interests of young children and families.
The following areas must be considered in providing a comprehensive network of early childhood services which offer learning and care for children in the next century
Environment and Physical Space of Settings for Children
Curriculum Content and Pedagogy
Early Childhood Educators and Caregivers
Partnership with Families and Communities
Services for Young Children with Special Needs
Accountability, Supervision, and Management of Programs for Children
Within each area special attention must be directed toward:
• services with equal attention to all children
• linkages among programs and services for optimal effectiveness and utilization of resources
• recognition of the value of those who care for and teach young children, including working conditions and appropriate remuneration
• intergenerational approaches whenever feasible
• empowerment of communities, families and children
• a mechanism for adequate and uninterrupted funding
• cost analysis, monitoring and evaluation of program quality.
Vigorous pursuit of a plan of action to meet the needs of the world’s children will make an essential contribution to the future of individual human potential, to long term national development, and to global prosperity.
ENVIRONMENT AND PHYSICAL SPACE
The young child’s learning environment must be safe physically and psychologically. Physical safety includes the need to protect the child from health hazards that prohibit the child’s ability to learn and develop. The need to address the child’s psychological safety implies that the overall environment should instill a sense of belonging and well-being for all children. The physical space should be organized to provide a variety of learning experiences for all children of different races, gender, ethnicity, or special needs. Resources within this environment should reflect the cultural experiences and traditions of the children and families using the setting. Overall, this safe environment should empower the child by providing opportunities for exploration, play, and practicing life skills.
1. A Safe Environment and Physical Setting
The environment and physical space is free from physical hazards, including unsafe equipment, pollution and violence.
The environment provides basic sanitation, safe and nutritious food, potable water, adequate ventilation and promotes good health practices.
The environment provides the child with a sense of well-being, belonging, security, and freedom from fear.
Equipment and the physical structure are regularly maintained and cleaned.
2. A Developmentally Stimulating Environment
There are opportunities for frequent and positive child-child and child-adult interactions.
The environment stimulates children to play, explore and discover.
There are opportunities for children to engage in active play and movement.
The environment is aesthetically pleasing and attractive to the child. There is a variety of colors, textures, surfaces, visual dimensions, and perspectives.
There is an abundance of materials that promote problem solving, critical thinking, and creativity for children with different talents and abilities.
Outdoor play equipment and space provides a variety of movement possibilities.
The environment contains opportunities for the creation and extension of play such as constructions, gardening, natural habitats, walking paths.
There are resources from the child’s local environment for the child to use, including readily available natural materials.
The space is effectively organized so that materials for play and artistic expression are readily accessible to the child.
The environment contains materials for children to construct their own play things. And children participate in the creation and organization of an evolving environment.
CURRICULUM CONTENT AND PEDAGOGY
Early childhood curriculum includes experiences, routines, and interactions that occur in each child’s day in group settings and in family care. Curriculum is a plan that reflects the educational philosophy and provides guidelines for educators and caregivers and the interactions between adults and children which carry out the plan.
The child is at the heart of the curriculum. All children are competent and their learning must be rooted in experiences appropriate to their developmental levels and cultures. A quality early childhood curriculum is focused on the whole child and considers physical, cognitive, linguistic, creative, and social and emotional growth. The ultimate goal of an early childhood curriculum is to produce more competent, caring, and empathetic world citizens.
The link between learning and development called curriculum results in the following benefits for young children:
• A sense of trust
• A personal identity and sense of mastery
• Positive self-concept and resilience.
• Skills in communication and literacy
• Critical thinking to solve problems and make decisions
• Skills, attitudes, and imagination necessary for construction of their own knowledge of different aspects of the world
• Skills in collaboration and social responsibility
• Understanding, appreciation, and acceptance of responsibility for the environment
• Human values and capability in dealing with moral dilemmas and nonviolent solutions to problems
• A sense of identity and pride in their own culture, linguistic, and social background, as well as respect for diversity
1. The Curriculum Document
A plan exists for fostering children’s learning.
Flexible, comprehensive plans that are oriented to the child, family, and cultural contexts are implemented.
2. Content of the Curriculum
The curriculum in early childhood programs gives children the opportunity to master information and practice the skills that they need in order to function effectively in society.
The early childhood curriculum emphasizes content that is connected to real world experiences, values, hopes, dreams, and expectations of families and communities. Young children are active contributors to the curriculum.
3. Pedagogical Methods
Educators/caregivers must develop a supportive teaching and caring relationship with children.
Educators/caregivers must possess a basic understanding of pedagogical principles that provide guidelines for practice.
Educators/caregivers have an expansive repertoire of methods upon which they can draw to recognize the children’s own learning strategies and support the learning of every child.
4. Learning Materials
Educators/caregivers use local and natural materials as resources for teaching and learning.
Adequate curriculum materials and equipment are provided that are appropriate to the children’s special needs and that maintain the integrity of their own culture such as art, music, dance, drama.
5. Assessment of Children’s Progress
Each child’s strengths and assets are recognized. Individual progress is monitored and shared with parents and families in appropriate ways.
Young children learn the skills of self-evaluation and their learning is evaluated, not only in terms of knowledge, but also in terms of their learning processes and performance.
6. Evaluation of Programs
The program is evaluated regularly using criteria that consider the overall contributions and relevance of the program to every child and the society.
The program is comprehensively and continuously evaluated in terms of its attainment of local, regional, national, and international standards for excellence in the care and education of young children.
EARLY CHILDHOOD EDUCATORS and CAREGIVERS
Educating and caring for young children is one of the most important and demanding responsibilities that an individual can assume. It is crucial that educators and caregivers possess appropriate characteristics for assuming those responsibilities, knowledge and skills related to the developmental level of the children, and knowledge of effective programming.
.1.
Knowledge and Performance
The early childhood educator/caregiver:
has a knowledge of child growth, development and learning.
is able to apply knowledge of child growth, development and learning into practice.
has knowledge of the use of space, materials, and time in order to adapt them appropriately to the needs of the children and in relation to the program that is being implemented.
is able to communicate effectively with children, colleagues and families.
has the ability to work collaboratively and in partnerships with others.
is able to understand and implement an effective program.
is able to use a variety of learning materials.
has the ability to reflect and his/her practice and make any appropriate changes.
2. Personal and Professional
Characteristics
The early childhood educator/caregiver:
exhibits personal characteristics that demonstrate caring, acceptance, sensitivity, empathy and warmth toward others.
has the ability to work collaboratively and in partnership with others.
exhibits a personal commitment to lifelong learning.
is an advocate for children and their families.
3. Moral/Ethical Dimensions
The early childhood educator/caregiver:
respects the child.
respects the child’s culture and the family practices.
shows courage to act on behalf of the child and to speak up for the protection of the child
is able to frame moral/ethical responses that transcend the immediate issue.
PARTNERSHIP WITH FAMILIES AND COMMUNITIES
The care and education of the child is a shared responsibility between the family, educators and caregivers, and the community. Within the family and community, all participants share an ethical/moral responsibility to promote the optimum conditions for the well-being of children.
The program policies should:
1. Communication with Families
Information about the philosophy, policies, procedures are shared in a variety of ways.
There are ongoing discussions and conferences between educator/caregiver and family concerning the child’s progress and other issues of concern to family in a language understood by parents.When feasible, opportunities are provided for children to become familiar with the setting and for educators and caregivers to become acquainted with the families prior to a child’s participation in the program.
An informal/formal review is conducted summarizing events of the year.
Resources are available for families to support child development and learning.
2. Moral/Ethical Responsibilities and Behaviors
There are procedures for protection of the child.
There are procedures to protect the confidentiality of information about the family.
Experiences foster self-esteem and self confidence in all the participants in the setting.
Moral/spiritual/ethical experiences in the curriculum reflect and promote values of individual families.
3. Training/Education Policies
Guidelines are established for parent participation and involvement in the setting.
Information is made available to parents on aspects of child development and learning.
Materials and/or information sessions are made available to parents which are suitable for the culture and geographical location.
Materials for parents are developed for the community and adapted to the sociocultural and geographical location.
4. Recognition of Diversity
The setting exhibits respect, tolerance, and acceptance of all forms of diversity, including culture, ethnicity, age, language, religion, gender, social economic status, family composition, and special needs.
Opportunities are provided for ongoing training of educators and caregivers to enhance knowledge and understanding about issues of diversity.
Materials and strategies ensure participation and engagement of families with diverse characteristics.
5. Transition of Children from Home to the Setting
Information on the expectations of the setting and the curriculum is disseminated to families.
Opportunities are provided for children to become familiar with the setting and educators and caregivers to become acquainted with the families, prior to the beginning of the programme when feasible..
Connections between home and the setting are encouraged and maintained.
6. Opportunities for Family and Community Participation
Opportunities are provided for families and community representatives to observe programme activities.
Activities and materials are provided to help families to support learning at home.
Collaboration is established with families for monitoring children’s progress and assessment.
Collaboration is established with families and community representatives for programme planning, management and evaluation.
Families and community representatives participate as advisors and/or decision makers.
Opportunities are provided for volunteering, such as assisting in the classroom and contributing parental expertise skills to the setting when feasible, or enabling families to construct educational materials for use with the children.
7. Interprofessional Collaboration
Collaboration is established with psychologists, social workers, health visitors, businesses, public services, schools, religious groups, leisure services, and family associations.
Support is provided for families in need.
YOUNG CHILDREN WITH SPECIAL NEEDS
Children with special needs are those with impairments, disabilities, illnesses, risks associated with developmental delay, or exceptional abilities/talents. In order to develop to their potential, these children require support services beyond those which are considered sufficient for the development of their same-aged peers. The special needs may be due to a wide variety of factors, including:
Children’s special needs may range from those requiring minimal attention to those requiring extensive modifications and/or services. The concept of special needs is socially constructed and, because each society is unique, each will develop a meaningful concept of special needs, identify gaps in services, and develop a plan for attendant services provisions. However, all societies should:
• concentrate on providing funding and other resources to adequately meet these special needs;
• finance ongoing program development, implementation, and evaluation;
• create and enhance societal acceptance of children with special needs;
• organize preservice and inservice professional training for teachers and other service providers to cater to all levels of special educational needs;
• support families and communities in coping with children’s special needs;
• emphasize early identification and intervention.
Goals for nations to work toward in servicing children with all needs include:
1. Access and Equity of Services
Both female and male children have equal access and equity in types and levels of support
Children from low income groups have access and equity similar to that of high income groups.
Children from all types of communities (e.g., urban, rural) have similar access and equity.
Children have access and equity irrespective of their religious, ethnic, language, or cultural affiliation.
Policymakers include equal access and equity standards in public policy.
Information about opportunities for access and equity of services are made available to all groups through culturally relevant and effective media channels.
2. Basic Health and Nutrition
Policies and funding for educating mothers and educators/caregivers about proper nutrition and health practices is available to both reduce the incidence of special needs and to provide support.
This includes providing parents and community members with information to enable them to make appropriate decisions regarding the health care of their children.
3. Common Philosophy and Common Aims
A multi- or trans-disciplinary team are composed of the parents and staff relevant to meeting the particular child’s needs.
There is an identified person for planning, coordinating, and monitoring the delivery of services.
Policymakers request written, individual plans for all children.
Policymakers require review and revision of such plans on a regular basis.
4. Staff and Service Providers
At least one staff member and/or service provider in a setting has the skills to identify
the special needs of children.
Staff members and/or service providers are able to individualize and make appropriate modifications for education and care.
Staff members and/or service providers are able to establish ongoing relationships with parents/guardians and families in meeting the needs of their children.
Staff members and/or service providers should be skilled in dealing with policymakers, as well as community agencies when collaborating to meet children’s needs.
5. Adaptations to Indoor and Outdoor Environments
The ratio of adults to children is such that individual needs of all children will be met.
Adaptive equipment and materials to facilitate special needs children’s full involvement in the environment is provided.
6. Services Delivery
Services are delivered to the greatest extent possible within an inclusive environment of special needs children and non-special needs children.
Families are involved in decision making, planning, delivery, and assessment of services.
To the maximum extent possible, the child with special needs is actively included in the life of the community.
7. Responsiveness to Individual Needs
Staff and service providers demonstrate awareness, knowledge, and understanding of the developmental, cultural, religious, and gender variables associated with the special needs children they serve.
Staff and service providers facilitate the acceptance and inclusion of all children, regardless of differences in developmental level, culture, religion, or gender differences.
Advocacy for programs and services for all children with special needs are promoted and supported.
ACCOUNTABILITY, SUPERVISION AND MANAGEMENT
Young children and their families have a right to equitable access to services. Children are entitled to quality early education services; therefore, accountability mechanisms need to be community-based, open and transparent, respectful of diversities and multiple perspectives, and foster active participation of family and community.
Approaches to supervision and management address the following:
• enhancing the relationship between educator/caregiver and children.
• providing a professional climate that encourages competence and sound pedagogical practices.
• enhancing the sense of shared partnership between early education and care programs with families and communities and fostering, to the greatest degree feasible, local and regional decision-making regarding early care and education policies..
• ensuring high quality services to children and families.
• ensuring the well-being of all children as a shared responsibility by the government,
community, professional organizations, families, and educators/caregivers.
1. Policies for Quality Standards
Governmental expenditures for children under school age are adequate to provide quality services and the supervision and monitoring of programs.
There are clear, identifiable legislative and executive structures (e.g., government ministries and parliaments) and collaboration among and across different levels of government for establishing policy; and the jurisdiction for implementing quality services for young children and families.
There are concrete mechanisms for solicitation of input from the community, families, and professionals responsible for the education and care of children.
There is informed decision making and policy development based on quality data and research concerning the implementation of early education and care services.
Processes are established for community-based dialogue and debate about how the needs of children are addressed to ensure quality program services.
Processes are established for community-based dialogue about how the needs of children are addresed to ensure quality program services.
Mechanisms are established for community-wide assessment and evaluation of programs and services.
Processes are \established for determining community expectations and guidelines for quality programs and services.
2.Service Delivery
Quality standards are stated, published, and disseminated to policy makers, and professionals in related fields and provide the basis for governmental policy guidelines.
Standards for quality are derived from research, successful past professional practice, and the goals for ensuring the future education and well-being of young children and their families.
Adequate professional training and qualification systems are in place to assure that those who work with young children and their families have the knowledge and skills to optimally carry out their responsibilities.
Resources are available to support families in meeting the needs of their young children (e.g., health services, information services about programs, public spaces for play, libraries).
Resources are available to support program services and educators/caregivers in meeting the needs of children ( e.g., pre- and in-services training, program improvement, capital improvement).
Mechanisms are established to ensure that community resources are shared among programs and coordination of available resources takes place.
3. Professional Associations for educators and caregivers and policy makers
Results of research studies are widely accessible through conferences, internal distribution, clearinghouses, and other professional development programs.
High quality educational materials are developed, reviewed, evaluated, and made available to members and constituencies of professional organizations and governmental information dissemination centers.
Professional associations make available information and contacts for individuals and groups to secure funding for appropriate projects and activities and to be effective advocates on behalf of children and families.
Professional organizations are represented on significant government committees and are in the position to influence decisions regarding governmental policies and programs.
Recommendations and position papers of professional organizations are incorporated into the laws, regulations, and accountability systems of early education and care programs.
Effective alliances are formed among professional organizations to establish and reach the goals of providing education and care to the world’s children.
4. Program And Educator Responsibilities
Educators/caregivers are responsible for planning and implementing high quality early education and care programs in partnership with parents and community and in compliance with governmental policy guidelines and professional standards disseminated by professional organizations.
Information and referral procedures to other community programs and services are established.
Procedures to support young children’s transition to formal schooling are established
Educators/caregivers are encouraged to meet higher program standards for accreditation or special recognition such as influencing changes in guidelines, laws, or regulations.
The guidelines document may be freely copied as long as it is noted that the content is from the Document of the International Symposium for Early Childhood Education and Care for the 21st Century. Gottleib Duttweiler Institute, Ruschlikon Switzerland. July 1999.