Association for Childhood Education International

The Association for Childhood Education International (ACEI), a nonprofit membership association, is a global community of educators and advocates who advocate for desirable conditions, programs, and practices affecting children, infancy through adult.

ACEI members include teachers, teacher educators, students, child care center directors and staff, and other organizations.

History

ACEI was established as the International Kindergarten Union (IKU) in 1892, by educators concerned with the professional preparation of kindergarten teachers. In 1931, the National Council of Primary Education joined with the IKU to form the Association for Childhood Education (ACE). Many ACE members were professionals with an international focus, and so ACE added “International” to its name in 1946, becoming the Association for Childhood Education International (ACEI).

In the late 1800s and early 1900s, members worked in immigrant communities in the United States to improve conditions for children living in slums and other types of settlement communities. Association members worked on behalf of children worldwide who were living in conditions of poverty or facing other challenging circumstances, such as discrimination, war, and hunger.

After World War I, ACEI offered support for kindergarten units that were organized to help refugee children in France. During the Great Depression in the United States, ACEI was hired by the Works Progress Administration (WPA) to publish materials for nursery school teachers. During World War II, ACEI sent books, toys, and curriculum materials to teachers and children in Austria, Yugoslavia, Greece, and Italy.

In 1949, ACEI denied requests from three state associations to have separate associations for black and white educators. In 1950, ACEI revised its Guide for Groups Wishing to Extend Invitations to ACEI to state that African American members would have equal access to hotels, restaurants, and public transportation.

In the mid-1960s, ACEI supported U.S. efforts to prepare young children living in poverty for school, and partnered with organizations to develop training kits for Project Head Start training centers throughout the country.

Vision

ACEI's vision is that very child in every nation will have access to a quality education. This education will prepare children to become responsible and engaged citizens, ready for life in a changing world.

Governance and guiding strategy

The ACEI Constitution was approved by the membership on March 20, 2009 in Chicago, Illinois, and can be accessed at www.acei.org. ACEI has a Constitution which outlines the governance structure of the organization and was approved by the membership. ACEI Bylaws, developed by the ACEI Executive Board, serve as policies and procedures of the Board.

Structure

ACEI has members throughout the world. Members of ACEI’s Executive Board hold two- to three-year terms; the Executive Director serves as an ex officio member. An International Advisory Council provides additional guidance.

Programs and initiatives

• The Love, Me, Teach Me campaign promotes the needs and rights of children everywhere.
• The Institute for Education Diplomacy explores and shares the skills of diplomacy needed to impact the course of global education.
• Decade for Childhood explores the issues that have changed the nature of childhood and embraces new opportunities to shape childhood’s future.
• Preschool Project in Tanzania supports the building of a preschool for young girls in the village of Kitenga, Tanzania, East Africa.

International advocacy and outreach

• ACEI and the United Nations: ACEI has consultative status at the United Nations and membership in the NGO Committee on UNICEF.
• ACEI and OMEP: The Global Guidelines for Early Childhood Education and Care in the 21st Century were developed as a collaborative project between the U.S. National Committee of the World Organization for Early Childhood (OMEP) and ACEI. The guidelines address the elements necessary to create quality early care and education environments for young children around the world. An assessment resource is available in nine language and training outreach is conducted.
• ACEI and OMEP have joined together with a statement in support of the U.S. ratification of the United Nations Convention on the Rights of the Child.

Books, journals, and publications

ACEI has published books on such topics as children and play, mathematics education, and comparative education (curriculum development theories around the world).

ACEI’s flagship journal is Childhood Education, first published in 1924. Childhood Education is published six times a year. Each issue includes peer-reviewed articles on classroom practices; child growth and development theory; issues affecting education, children, and families; international programs; and research reviews. Also included are reviews of children’s books, videos, software, and professional resources.

The Journal of Research in Childhood Education is a quarterly publication featuring peer-reviewed articles that advance knowledge and theory of the education of children, infancy through early adolescence. Issues provide reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings.

Recents Presidents of ACEI

• Carrie Whaley (2013-2015)
• Debora Wisneski (2011–2013)
• James Hoot (2009–2011)
• Karen Liu (2007–2009)
• Jeanie Burnett (2005–2007)
• Jacqueline Blackwell (2003–2005)
• Nancy Quisenberry (2001–2003)
• Shirley Raines (1999–2001)

External links

• ACEI website