Educational Policies

School policies have been around since the 1800’ with Horace Mann and the start of the Common School. Horace Mann believed that the current school system was inadequate and none of the schools coordinated with each other and none of the children were learning. With his Common School all white children regardless of religion, family heritage or sex would be provided the same type of education with certain standards/polices. ( Fowler, 2013).

 As an early education teacher I have never been one to question policy and procedures. I just followed the rules and regulations/policies. I know the basics; teacher-child ratio, adult-child ratio, teacher salary, illness and vacation time, what to do when a child is picked up late, how to fill out child abuse reports, mandated assessments, renew my teaching permit every 5 years, and take a first aid and CPR class every 2 years. I have started to wonder who made these policies and why. How old are these policies and do they really benefit students, teachers or parents. Do these policies need to be revisited or changed? As I delve into this class I will discuss my goals with my peers starting in my classroom, then branch out to the whole center and into the college class that I help teacher

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The first professional goal I would like to work on is to create and maintain a stimulating outdoor environment. Outdoor play is a vital part of our youngest learner’s development. Playing outdoors has many health and fitness benefits. (NAEYC, 2008). With parks being closed, parents working longer hours, children are eating fast food instead of healthy foods.  Many children are not getting enough physical exercise and are being becoming overweight or obese.

Many teachers do not like going outdoors because it is too cold or too hot for them. I have seen classes stay inside for those reasons. Bringing the research to these staff members is a way to start a dialogue about the many benefits of learning outdoors, along with demonstrating what my class can do while outside. Should outdoor play be mandatory and become a policy for our youngest learner?

The second professional goal I would like to do is to visit other preschools, learn about their curriculum, philosophy, values and approaches to teaching and bring back the information to my school and share new ideas and concepts that could be used inside and outside  through professional development

Outside professional development has fallen by the wayside over the years. Since many teachers do not go back to school, professional developments are a way of learning the latest and newest skills in the area of child development. Districts or individual schools should decide or set goals yearly on new subjects in the field or revisit and improve on an existing topic.

The last professional goal is to continue to spread the word that we are not babysitters, we are early childhood educators. Starting first by having a dialogue and inviting elementary school teachers over to visit and see what we are all about. “Through increased communication and collaboration, both worlds can learn much that can contribute to improving the educational experiences of all young children.” (Copple & Bredekamp, 2009). Local districts, state and federal agencies should also recognize early childhood educators as equal to other teachers and give them the same pay, educational opportunities and respect.

References

Copple, C., Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs. National Association for the Education of Young Children, Washington, DC.

Erickson, M. (2008). Ensuring That All Children Can Spend Quality Time Outdoors. Retrieved from naeyc.org/learn from nature.

 Fowler, F. C. (2013). Policy studies for educational leaders (4th ed.). Upper Saddle River, NJ: Pearson Education.