It is the beginning of August, about a month away from the 25th Annual EECERA conference in Barcelona. As I consider how I might construct this editorial, I find myself thinking about the contents of this issue and how it embodies much of what I have learned to value about EECERA over the course of my 20 years of being a member. How best could I share both the things I have learned through my EECERA connection and also offer a glimpse into the rich collection of articles within this issue? My task then is to draw the connections between my lessons learned and what you are about to read in this issue.
In many ways the contents reflect a range of cultural vantage points as well as common threads that tie us all together. The authors collectively have a common theme that mirrors the organization's mission: respecting the ‘rich tradition of European early childhood thought' and its place in the new and exciting paradigms in the world. There are eight countries represented, not all European. Likewise, the annual conference brings together early childhood professionals from all over the world to share their ideas. And much like the conferences, the range of topics in this issue covers micro and macro issues and offers both culturally placed viewpoints as well as more universal perspectives.
Among the articles, there are several themes, though the themes all relate to ‘the equally rich early childhood traditions and concepts of the World' (EECERA website, 2015). First, there is a theme of social and emotional well-being as seen in several of the articles such as Seçer et al.’s study of the impact of obesity on young children's social relationships, the impact of classroom climate created by teachers and children's learning as investigated by Aydoğan et al. and by Norling et al. Similarly, Turunen et al. explore individuals’ memories of transition to school as an important part of the life course and schooling, a unique twist on understanding the construct of transition in children's lives. There is also the theme of cultural variation in relationship to early education and care as authors look at the way families view their role in their child's development (Wong) and in how immigrant and refugee families view their entry into the child care system (De Gioia). A similar focus is found in Hoel's look at young Norwegian readers’ narratives about a commonly used picture book. Finally, there is a theme of policy from both a macro- and micro-perspective. In the first, Paananen et al. examine the drift that has occurred across the iterations of Starting Strong, noting how quality shifts from a more human rights perspective to an ‘investment' perspective. On the micro-policy level, Dolean asks the question about when is the best time to implement foreign language instruction. Other articles span several of these themes, offering insights into the use of art museums in art education (Terreni), and a critical look at didactic strategies for supporting child development (Burger).
These themes are not unlike those I have experienced at the EECERA conferences over the years. But the themes and the articles presented here and in conference sessions are just part of what has shaped me as I strive to become a global scholar. When I attended my first EECERA conference in 1995 in Paris, I was new to the world of international scholarship. I learned very quickly how parochial my assumptions about my work were. It was necessary for me to open myself to critique and question. The sessions then and now were someplace where I could truly engage with a wide range of colleagues who brought various perspectives to the table that I might not have considered.
At that first conference, there were only a handful of folks from the US, something that was particularly helpful in pushing me outside of my comfort zone. I found myself at the end of the conference renewed, invigorated, and ready to continue being part of this global conversation. Though I have a strong collegial community in the US, my EECERA colleagues have pushed my thinking in new directions. For instance, I have learned about the limitations of well-researched instruments like the ECERS and the CLASS and the ceiling effect when applied in some of the Scandinavian studies. I have learned about the many different ways that scholars have represented qualitative data that went way beyond methods with which I was familiar. I have learned to question whether our research strategies respect the rights of all children. But I have also learned about the similar struggles across cultural milieus as we all try to define what it is we mean by professionalism in early education and care. And also about the mutual struggles we have to best overcome the barriers we experience in trying to serve those families and children in poverty. These common challenges have led to some very rewarding collaborations over the years with EECERA colleagues.
Working with the EECERA SIG on Professionalism introduced me to the common dilemma across countries of defining the early childhood workforce as a profession. The conversations expanded my thinking and vocabulary while also establishing relationships that have resulted in long-term projects. These projects span countries and, certainly, perspectives. None of this would have been possible had it not been for the venue of EECERA conferences. Finally, it has been eye opening to see the dedication of some of my global colleagues who work hard to engage in research and dissemination in institutions and countries where the support to do so is not there.
Over time, I see the changes that have occurred within EECERA – in the conferences and in the journal – as technology has decreased the ‘virtual distances' among the early education and care community. No longer am I one of only a handful of scholars from the US in attendance. No longer is the conference the only opportunity for communication. The journal, the Internet, and now the book series are ways that ideas are being shared and collaborations are occurring. It is an exciting time to be working towards becoming a global scholar.
I believe that this issue of the journal will exemplify the lessons I have learned. Enjoy the collection of articles. Meanwhile, I look forward to seeing my world colleagues in September in Barcelona, to renew our friendships, talk about our projects, and get to know even more about what is happening in the global world of young children and families. EECERA provides these fertile venues.