I have never found distinctions between sectors very helpful – at least for getting things done on the ground. I look back at the training I had as an early childhood teacher and I find that it was very inadequate. This became evident once I started working in the classroom: there was much I needed to know but was not prepared for – one example is dealing with parents – at least in a meaningful way and beyond the 2-3 parent-teacher meetings each year. Another was working with the many needs and emotions of children – I had studied many theories of child development and had learnt how to make wonderful materials that the children could use (which was very useful). However, we did not spend as much time as I now think is necessary in applying what we learned about child development, for example in terms of observing their development and then devising future lessons to build on this. I had a basic knowledge – but could have used much more in, for example, counseling skills with children and parents.
I came to realize that fundamentally (at least for me) ECD is about working with children and their families (whoever and however constituted and defined). It’s not just about the child. In every place I have worked or visited, it seems to me we lose sight of this. Instead, we try to organize and divide responsibilities across sectors – for what may start out as understandable reasons. In the end, and specifically in terms of being clear about the ‘big’ picture in terms of young children, sectors more often get in the way. As a result, in many places, we have a narrow definition of what a teacher does, what a nurse does, what a social worker does and what a doctor does. In most places, each of these actors (and others not mentioned) do not understand each others’ roles or responsibilities – creating possibilities for overlap and territorial guarding of one’s own patch (even if there is an understanding that no one person or institution can do all of ECD on their own). Moreover, we have numerous professionals who don’t know how to interact with parents and children as human beings.
In addition, for those adults (parents/family members) who may not have attended formal schools (let alone finished primary or secondary schooling) – there is a tremendous barrier and sense of worry/fear just to walk into a school and register your child for school – let alone complain, challenge or ask questions to the teachers or heads. Too many parents feel they are not welcomed in their local schools (or health centers). The messages seem to be - you are not educated, (therefore) you are not really worth interacting with. I as a professional know what to do, you just sit and listen. You do what I tell you to do. Don’t ask me any questions.’ All of this to say that I believe there is much room for improvement in the professional training of teachers, health workers, social workers, etc.
Q. What do you think of television as a medium to communicate with children?
There are ‘good’ and there are terrible programmes on television. How this plays out across different countries varies tremendously. In some places there are thoughtful programmes which aim to support children’s learning. I would tend to say the majority do not engage at this level. However, if we return to my earlier point of children within the context of their families, then a question to be raised for parents and those of us working in ECD is “How do you see television – and spec- ifically children’s programming: as a pseudo-babysitter when you are busy, as a ‘treat’ to offer when children are ‘good’ (or to be taken away when they are not behaving), as one option that is used during the day or week for children?” Where I lived in Honduras, this was not even remotely an option because we had no electricity, and this is still true for many millions of children in the world. In urban areas like Karachi – it is more accessible and therefore may be an issue. Nonetheless, in general, some of the recent studies I have heard or read about indicated that in the United States, children who watching violent television shows display and act out in more violent or anti-social ways. In addition, there is a difference when parents watch T.V. with their children – and then discuss. The unfortunate thing with television is that one can stop communicating with those around – this is not unlike the growing numbers of children who are glued to their computers (and internet). Social interaction – and therefore learning how to ‘give and take’ in a variety of social contexts seems to be decreasing quite a lot for many – this, for me, is a very real worry.
