Getting to Know Your International Contacts- Part 2

This week I listened to a podcast on the World Forum Radio that interviewed George Forman, Emeritus Professor at the University of Massachusetts. I then explored Harvard University’s “Global Children’s Initiative” website (I have had no luck in getting responses back from professionals so far, which is frustrating, but I will continue on!)

George Forman discussed how he was intrigued by children’s reactions to discoveries, giving the example of a boy who was dragging a log across the yard, and upon standing it up on its end and letting go finding that the log did not fall. Forman wanted to know why this discovery brought a “look of delight” to the boy’s face, and so set upon studying how children think. He described that children’s learning and knowledge should be described as a verb, not a noun. Children’s thinking focuses on how things change or do not change, rather than just labeling (which is often what teachers focus on). Viewing learning such as he described promotes higher levels of thinking and helps children reflect on how they think. Forman also described, briefly, his experience with programs in Italy, where children focused on using fantasy play, narrative, and discourse to understand new concepts.

On the Harvard University website I ready about the united efforts of many organizations into launching a program that will use science about child health and development to strengthen programs and policies regarding children and their families. Among the aims of this project are providing policymakers with the education about children’s health and development so they are able to make well-informed decisions. In sub-Saharan Africa measures are being taken to learn about child development, particularly how the anti-malaria campaign is effecting Zambian children’s development throughout their childhood years. The January 2012 newsletter features and article calling for the creation of a framework that uses knowledge of biological and social sciences that aid in strategies that not only enhance early childhood policies and practices, but lead to long term benefits in adulthood. Such a framework could be implemented globally.

In listening to George Forman, and perusing the Harvard website, it is clear to me that despite cultural, political, or other differences, there is a global need to use science to support early childhood policies and programs, and that such policies can create benefits that last through adulthood. It is interesting to read that other places are in the midst of reform in the early childhood form, despite the differences of specifics. George Forman’s podcast particularly drew me to reflect on equity and excellence in early childhood programs. His exploration into how children think and learn underline the importance of providing learning experiences based on play and exploration in early childhood programs, as this leads to higher-level thinking and engages children through their natural curiosity and innate drive to discover.