Consultation in Early Childhood Settings, Case Study Example

Introduction

This case study review encompasses a comprehensive analysis of problems existing in the public kindergarten school program in Kuit. These problems will be defined using three frames, a structural frame, which emphasizes goals, roles, formal relationships and the rationale organizations use to implement curricula The second frame encompasses a political disposition of the problem examining power, conflict, coalitions and the distribution of scarce resources within organizations. The third and final frame encompasses a symbolic frame that explores how organizations create meaning and belief through symbols, including myths, rituals and ceremonies. The organization here is  public Kindergarten programs in Kuwait.

Case study Presentation

This case study relates to the public Kindergarten program, which carries one principal, one vice principal, and one teacher couch for each level, two in total. There are two levels in the kindergarten program, 4-5 and 5-6 years old boys and girls. In Kuwait kindergarten education is not compulsory, but is provided free to all citizens. The entry age is 4 and duration is usually 2 years. There are ten classes 5 for each level. Level 1 caters to children ages 4-5 years old, level 2, 5-6 years of age. This Al-Jouri school meaning Rose conducts activities in music and library education. Throughout the year the curriculum allows for diverse activities keeping students engaged in their learning purpose. These include planet day incorporating the parents’ participation. The school facilities include a music room, library, cafeteria, P.E gym and relatively small assembly hall.

Identification of problem/s and discussion according to frames.

The obvious problem does not relate to the curriculum, but access to early childhood education in Kuwait. Why is kindergarten education not mandatory in Kuwait?

Early Childhood education concept

At international forums the importance of early child hood education in structured and non structured environments has been emphasized.  Over the years the contention is that these formative years of the child’s development predicts academic successes or failures later on in life. There are studies, which prove that in the first three years of a child’s life there are serious implications in the brain development structures. Astute educators ought to pay attention to these details and begin early childhood education very soon and make it mandatory. In the case study the program begins at age four lasting for two years. While the curriculum seems adequate it would appear that students are beginning a bit late and it is not mandatory (Buysee & Wesley, 2005)

Early learning experiences are critical to a child’s emotional, social and intellectual development determining greatly the way a child advances academically later in life. Importantly, it was discovered that among low income families  high quality of early childhood education should be mandatory because children have the added stress of deprivation of life’s basic necessities. They are at greatest risk of abuse, neglect, hunger and enjoying very little of the best resources life has to offer. Politicians and social environmentalists owe it to young children in their communities, especially, of a low income status to offer them the best options for early childhood education. Precisely, children’s early experiences at home, in their neighborhoods, at child care services and early education programs have immense impacts on the way they function in the society as they grow older. Hence, the importance of early childhood education in both structured and nonstructured environments cannot be over emphasized (Buysee & Wesley, 2005).

For example, experts have confirmed that neurological development emerges through learning that occurs between birth and the first few years of a child’s life. Scientists are now confirming that the brain of very young children requires specific kinds of stimulation for optimum learning to occur. Essentially, appropriate stimulation allows neural pathways to develop enhancing further emotional, intellectual and social expressions. More neural stimulations achieved during early childhood opens window of opportunities making the child stronger intellectually. Therefore, childcare personnel, early childhood educators and parents must understand that learning occurs during and soon after birth. Cuddling, loving embraces, singing and talking make a great impact on children. Therefore, early childhood education ought to be mandatory in every country along with a solid pre-kindergarten program (Buysee & Wesley, 2005).

Structural frame emphasizing goals, roles, formal relationships and the rational side of organizations.

In emphasizing the structural frame regarding of this problem it is imperative that the question is asked, why would an educational system omit pre-kindergarten from its planning and kindergarten education s not mandatory? Studies show that while the educational structure in Kuwait is commendable with respect to early childhood education much improvement is needed. It would appear that educational organizations side step the value of early childhood education leaving it to the whims and fancies of parents and religious organizations, but a structured exposure through educational systems/organizations is essential for training young minds in the Kuwait society. In Kuwait structured education usually begins at six years old. In other parts of the world it is three years earlier being at 3 years old for prekindergarden stages. The development of a new system has forged the beginning of formal education to five years old, which is still a bit too late for world standards. In this case study it is a year earlier at 4. A mere 20% of children in Kuwait are exposed to kindergarden education and this is undertaken mostly by British private schools (UNESCO, 2 006).

The country’s profile on early childhood education prepared by the education of all global monitoring has reported the starting age of compulsory education is 6-13 years old. Normative age groups are from 4-5. However, 87% of children entering  primary education had exposure to some preschool training even though it is not mandatory. Expatriate children are exposed to early childhood education as soon as 2 years old in private schools. While from 4 it is offered free in some schools parent to not access the privilege due to ignorance of its importance to their child’s growth and development  (UNESCO,2 006).

Kindergarten in Kuwait aims at providing the most suitable conditions for expansion of the child’s physical, mental, emotional, spiritual and social development.This is in compliance with stimulating children’s potential and fulfilling their needs. Kindergarten education is designed to enhance young children’s capacity for lifelong learning. They are encouraged to explore their environment. At the same time they are initiated into a morally social safe conditions. According to the report while there is a national level system for monitoring young children’s school readiness there are no established policies regarding early childhood education in Kuwairt (UNESCO,2 006).

Early childhood education organizational structure in other parts of the world

Members of the world forum of early childhood education policies offered ideas about early childhood education globally.  Social administration in central Asia contends that care and teaching of children 0-7 years was undertaken by governments in a centrally financed kindergarten program. Changes in political administration altered immensely many facets of the program. These 0-7 years old programs were removed leaving early childhood education to school readiness as is being conducted in Kuwait currently. The effect of this reduction was tragic to the early childhood education in these countries. Most importantly, school readiness was left in the hands of non-professionals in early childhood education. Low income families were mostly affected since the more affluent could recruit private teachers and begin early childhood education in their homes. It is clear from this experience that educational organizations and system must take responsibility for early childhood education in their countries (Neugebauer, 2007).

In Denmark since 2004 early childhood education including day care services has been   legislated  though organizations and state policies. It was mandated that teaching programs design plans focusing on six themes highlighting social competencies, language articulation, personal capability, body and motion, culture and nature. Documentation of teaching plans including methods and daily activities is mandatory for children 0-6 years in the country. This facilitates effective learning as organizations and educators monitor learning opportunities of the early childhood population. The Ministry of   Family and Consumer Affairs began evaluation of teaching in 2006. 75% of all day care centers in early childhood education programs have complied with the mandatory teaching plans according to specifications of the department (Neugebauer, 2007).

The Netherlands government views child care as a critical aspect of the education organization. Most of the population is middle aged so mothers find it appropriate participating in early childhood education programs financed by the government. Programs such as headstart are designed to ensure that young children aged  zero  to regular school age have a solid foundation to enter public education programs (Neugebauer, 2007).

When this early childhood education concept at the structural organization frame is explored from a developed world view as United States it has been discovered that  over 45% of children from age 3-6 access early childhood education. Below is a diagram representation of the findings.

Besides, researchers were able to identify that children whose parents and families are of relatively low socioeconomic status were less likely to engage In preschool  education programs than others who were n a better financial position. Incidentally, 40% of 3- and 4-year-olds of the low-income category families thought it wise to register in preschool education in comparison,  to 56% of children whose families are within the higher income bracket. It was also identified by analysts that there was a wider registration gap due to the educational levels of parents. Thus, two variables have emerged from exploring the structural organization frame with respect to accessing early childhood education. They are socioeconomic factors and parents educational background. An early childhood education act was passed in United States of America. It outlined several federal programs and funding for early childhood from preschool  to Kindergarten (Education Week Research Center, 2015).

There was a theory guided implementation of this Act. The assumptions related that the years before a child attains kindergarten are most crucial to influencing learning. The goal was to provide a comprehensive design of activities, which lay a solid foundation for initiating learning experiences before attaining kindergarten level. Headstart funding programs, which are accessible to many nations across the globe, forms the foundation of prekindergarten in the nation. The funding program emerged since 1965 due to the demands for financing of early childhood education. In 1985 the National Academy for early childhood programs designed legislation for voluntary accreditation in alignment with public education polices along with health and safety regulations (Corsi-Bunker, 2014).

Distinct organizational structures were developed to improve parents’ literacy so they would grasp the urgency of early childhood education facilitating more preschool age children enrolling. An integration of early childhood and adult education were embraced in this structure. Subsequently the no child left behind act legislated standardized testing for preschoolers, which enabled them to move from one stage to the next through summative as well formative evaluation procedures. With president Obama administration the preschool for all initiative was instituted. Laws for early childhood education regulate polices for interventions from birth to five years old providing very high quality education to infants and toddlers (Corsi-Bunker, 2014).

A brief examination of organization and structure in early childhood education under the British system revealed that for many years the British government from the perspective of organization and structure neglected early childhood education in the country. It was not until 1997 that early childhood education was made a priority. There were no profound policies mandating early childhood education in the country, but compulsory school age began at 6 years old. Parents  accessed private preschool opportunities. Further research revealed that in England a government funded entitlement allowed for parents to enroll children at age 3 years old for a 15 hour early childhood education  exposure ( Corsi-Bunker, 2014).

This program follows the early learning goals structure established by the department of children, schools and families. The program is not subject driven, but embraces a learning environment whereby these three year olds are exposed to social and emotional nurturing, communication and language skills, expressive Art and Design techniques; understanding the world awareness, mathematics, physical education and literacy skills ( Corsi-Bunker, 2014).

In summarizing this structural frame whereby the goals, roles, formal relationships, and the rational side of organizations were emphasized in relation to the case study; pertinent results are that the organization of early childhood education in Kuwait at the kindergarten level has the basic components of an internationally accredited early childhood education program from a goals perspective. The lavish structure including 10 classes, 5for each level is commendable at international standards. Roles of people involved in this structural delivery of the organizational goals were fully accounted for in this case study. It is very adequate for the model of care adapted. The activities are phenomenal. Teachers’ satisfaction regarding long wait time from one level to the next was not exemplified in this case study.

However, based on the theory that the period from 0-3 years old is the most crucial learning phase of a child’s development, attention must be given to this category of students who have been omitted from the kindergarten program in Kuwait.  The structural frame problem identified was based on the early childhood education concept with emphasis being placed on designing within the structure a space for pre-kindergarten exposure.

Political frame examining power, conflict, coalitions and the distribution of scarce resources within organizations.

In exploring this political frame the obvious question, which must be asked and answered is  what the scare resource is? From the case study scenario it is pre-school education in the Kuwait education organization. After a thorough examination of structural difficulties predisposing the problem of earlier childhood education in Kuwait, the other very important question relates to what are the power, conflict, coalition features influencing scarcity of preschool education in Kuwait or a more efficient kindergarten education in the nation.

Reports from a study conducted by Shatti (2011) comparing public and private kindergarten education in Kuwait, from the onset a power struggle could be identified, between public and private education sectors. For example, the researcher highlighted a distinct difference between private and public enrollment.  Below is a diagrammatic representation of the politics of this phenomenon

The researcher’s contention is that Kuwait government KGs programs are of a lesser value than those in private programs. Hence, the private sector has power advantage over the political.  The differentiating variables included teacher quality, curriculum and school policies pertaining to early childhood education. While there have been recent increases in KCs enrollment the power issue remains quality delivery for which PGs hold the greater power to make an impact.

Inductive reasoning led the researcher to conclude that private school education is more student centered being influenced by parents’ participation in the decision  making process Government funded programs are less parent participatory since government holds the position of power due to financing. Parents and teachers seem more satisfied with the private program and their children learning experiences. Further, parebts tend to feel that the KG curriculum does not really serve the needs of kindergartners because when children do enter primary education they are not prepared for the rigors of such a curriculum. Then, there is in adequate transition from one phase or level to the next. Language neglect on the government’s KG program was also cited. The need for government education curricula to include teaching of English language and articulation of Arabic skills is great. However, government does not think it is a demand in the society (Shatti, 2011)

As in many political structures teachers are not appropriately rewarded for the work they do in molding minds of men and women for tomorrow. This simply means in this context that teachers have no political value. Politicians do not mold anything, but they are paid the highest salaries for sitting in offices swirling around in chairs. They tell the population that they are designing policies for the nations’ good. It would seem that the policies are for their immediate family’s good while the poor remain poor and  salaries for the working class the lowest (Shatti, 2011)

There are no policies designed by the government in Kuwait addressing early childhood education learning. Teachers are not prepared to deliver the best curricula suited for very young children.   The attitude of KG teachers was also, observed to be different. They were less friendly to young children. Important variables that could be responsible for these differences are training along with teacher dissatisfaction with salaries and benefits.  Gravely, most teachers longed for specialist development training that distinctively align with the demands of early childhood education. On the other side of the political power play private kindergarten teachers are equipped with teaching plans and deliver instructions according goals and objectives that relate to the individual needs of students. Definitely, this improves quality of instruction offering excellent teaching outcomes (Shatti, 2011)

In concluding this political frame, which examined power, conflict, coalitions and the distribution of scarce resources within organizations, it can be confirmed from the research findings presented   above that. power surges emerged between government funded kindergarten and private.  The conflict is identified as delivery of curriculum between government and private kindergarden. There was a clear preference for private kindergarten instruction. The collation variables are teachers and parents with respect to being satisfied dissatisfied. Parents are dissatisfied with the government’s offering of early childhood education. Even though teachers are desiring better working conditions to deliver more appropriate instructions they are ignored by politician. Kuwait kindergarten program needs attention from politicians and social planners who fail to look into the future

Symbolic frame exploring how organizations create meaning and belief through symbols, including myths, rituals and ceremonies

Exploration of this frame with respect to the case study encompasses reviewing symbolic interaction theories and how educational organizations apply them in early childhood education. Symbolic interaction relates to a sociological interpretation of how people relate to symbols in their social environment. In education it involves items as well as references educators use during instruction, which are compatible with the learning needs of the students.

Theoretically symbolic interactionism means reality is social. Consequently, people interact with others from that perception.  While reality is social there are other assumptions, which advance a physical aspect of it.  They occur as social definitions emerging individually. These social definitions create relationships with other symbols in the environment. The social reality of a three year old at school is being in a class. However, within that class environment are teachers and items with which the child builds a relationship.  These other things or people become the physical reality supporting the social one of schooling (Charon, 2005).

Further, arguments are that is less likely for people to respond to physical reality directly as they would to social. However, social understanding of reality always precedes physical as when the toddler enters the classroom only to find other symbols with which to relate there. This response is  created through a filter. The filter involves people with various perspectives about reality. It follows then that that people do not only function in a physical space with realities, rather in a broader point of view the world in which everyone functions (Charon, 2005).

Theorists placed realities into three distinct categories physical objects, social objects, and abstract objects. Importantly, humans and society cannot be separated just as how these three realities cannot be perceived without each other. Three reasons were advanced for this phenomenon. First they have all emerged from social interactions initially. Therefore, human behavior is not created from forces, but interactions among these three identified objects. As such, secondly, they must be perceived collectively.  Thirdly, the abstract object is thinking, which is considered an inner conversation (Charon, 2005).

Application by educational organizations of symbolic interaction to learning

Tobin (2012) in his text, Making a Place for Pleasure in Early Childhood Education highlights a section on Classroom Management and the Erasure of Teacher Desire. The author for this  chapter was concerned about teaching preschoolers and kindergarden how to practice self – control through symbolic interaction. The preoccupation concept was applied, which actually is the abstract object segment of reality that symbolic interactionist experts declare is thinking/ minding or self talk. The theory behind this application was that using language rather than body is most effective among toddlers because it is a social object with which the child readily identifies and understands as reality. In another section the author laments that there is missing discourse in the teachers’ desire (Tobin, 2012).

For example, the pleasure of early childhood education is play when students interact with social, physical and abstract objects. The abstract object is that missing discourse. Do teachers spend time actively speaking with their toddlers in the early childhood education classrooms? Do they listen to their self talk with an aim of making some sense of it?  The assumption is that they would not understand because they do not speak fluently. However, they are experiencing social, physical and abstract realities daily while interacting in a classroom environment (Charon, 2004).

A major disadvantage in this regard as it relates to the case study and early childhood education in Kuwait is that government conducted schools have no standard curriculum. As such, while some type of planning might be enforced teachers lack the appropriate training that would enable them to deliver instructions at a level whereby they can interact from the perspective of social, physical and abstract reality. In the case study there are activities. Activities that have no skillful influence towards unfolding the child’s full potential are useless. As it is currently, while preschooling absence is the major early childhood education problem, instruction and teacher quality are the two next essential ones, politicians and social planners  should address if a generation of scholars are to emerge from the Kuwait’s early childhood education program.

More and more educators are discovering the value of incorporating symbolic interaction models in their classroom instruction, especially, in early childhood education programs. It embodies a culturally appropriate instruction. One of the major specific curriculum issues parents had with the government funded kindergarten programs was its inability in addressing teaching of English and Arabic. This is an issue whereby the curriculum is culturally inappropriate.

Charon (2004) advances that early childhood educators tend to emphasize the developmental aspect of education, which might pertain to motor skills strengthening. However, a cultural appropriate curriculum incorporating symbolic interaction theories encompasses teaching values, implementing goals that cater to the cultural disposition of the student population. It means adopting teaching methods that would enable them to function as culturally competent individuals at an early age (Charon, 2004).

Conclusion

In concluding this case study analysis utilizing the three frames structural emphasizing goals, roles, formal relationships, and the rational side of organizations; political examining power, conflict, coalitions and the distribution of scarce resources within organizations and symbolic  exploring how organizations create meaning and belief through symbols, including myths, rituals and ceremonies. Primarily it must be understood that the problem identified does not relate to the curriculum, but access to early childhood education in Kuwait. Why is kindergarten education not mandatory in Kuwait? Two supporting problems emerging from exploring the frames were curriculum quality and teacher preparation among government funded kindergarten schools in Kuwait.

In answering the question why is kindergarten education not mandatory in Kuwait possible responses pertain to the impact of early childhood education on lifelong learning. For example, neurological development emerges through learning that occurs between birth and the first few years of a child’s life. Scientists have confirmed that the brain of very young child requires specific kinds of stimulation for optimum learning to occur. Essentially, appropriate stimulation allows neural pathways to develop enhancing further emotional, intellectual and social expressions. These physiological changes are the building blocks for effective early childhood development. Kuwait 0-3 year old population is missing this aspect of their education exposure.

Structurally immense irregularities exist due to the broader problem of omitting preschool education and not making kindergarten mandatory. A world assessment of early childhood education practices exposes the structural anomalies within the Kuwait system. Countries in the Netherlands and Central Asia adopted strict legislations mandating early childhood education from 0 years old. While there were no supporting data to prove the lifelong learning outcomes, educators trust theories, which offer scientific evidence based outcomes.

For example, United States of America applied a theory based approach towards designing early childhood education curricula. Assumptions related that the years before a child attains kindergarten  level are most crucial to influencing learning. The goal was to provide a comprehensive design of activities, which lay a solid foundation for initiating learning experiences before attaining kindergarten level. Headstart funding programs, which are accessible to many nations across the globe, forms the foundation of prekindergarten education in that nation. This is a structural strategy Kuwait Kindergarten program designers should study.

Politically, the catastrophe continues with a power struggle between private providers of kindergarten and government  with preferences going to private providers for better curriculum and teachers. Symbolic with respect to creating meaning and belief through symbols, including myths, rituals and ceremonies, there is a long road to achieving this target. Kuwait government /organizations have no early childhood education polices. Teachers are not trained in applying early childhood education models in their classroom instructions. The recommendation is that Kuwait politicians and social planners pay serious attention to early childhood education in the country.

References

Buysee, V., & Wesley, P. (2005). Consultation in Early Childhood Settings. Baltimore: Paul H. Brookes Publishing

Education Week Research Center ( 2015). Early-Childhood Education in the U.S.: An Analysis. Retrieved on November 17^th, 2015 from  http://www.edweek.org/ew/qc/2015/early-childhood-education-in-the-us.html

Charon, M. (2004). Symbolic Interactionism An Introduction, An Interpretation, An Integration. Boston: Pearson

Corsi-Bunker, A. (2014).A guide the education system in America.Retreived November 17^th , 2015 from http://www.isss.umn.edu/publications/useducation/3.pdf

Neugebauer, R. (2007).Early Childhood Trends Around the World. Retrieved onNovember16th, 2015  from https://www.chidcareexchange.com/library/5017558.pdf

Shatti, H  (2011) Kindergarten Systems in Kuwait. ARECLS. 8-33

Tobin, J.(2012). Making a Place for Pleasure in Early Childhood Education. Yale  University Press

UNESCO (2006).Kuwait Early Childhood Care and Education (ECCE) programmes. Retrieved on November 16^th,2015 from http://unesdoc. unesco.org/images/0014/001472/147218e.pdf