WK 8 International Early Childhood Education

The past eight weeks has been great experience learning about how others around the world feel the same way we do about early childhood education.  I have really enjoyed reading my classmates blogs and all the information they have given has been helpful. 

 

Here is what I see, 3 Consequences of learning about the international early childhood field for my professional and personal development…

Ø  Establishing International Connections because I had the hardest time trying to connect with someone around the world internationally and still was not able to contact anyone.
Ø  Increasing awareness because the US struggles to provide early childhood education so does other countries around the world and with poverty being the first signs that a child will struggle in their education if they don’t start getting the education or interventions early on.
Ø   Expanding our knowledge or interest in the early childhood field not only in our back yard but around the world.  International children are in a bigger need for early childhood education due to higher poverty.

My goal is to learn more about early childhood around the world and still continue trying to get in contact with someone around the around the world. 

Week 7: Alternative Part 3

All early childhood programs that are in a public school or child care centers should put the child’s holistic development and go beyond in assisting a child in their developmental progress.  Having high quality programs also will promote motivation, confidence, cognitive and linguistic development along with school readiness. 

Therefore, I decided to research the site and look more into the Early Childhood tab.  After reading the access and equity, it shows that we are not alone as in trying to provide the best early childhood education for all children.  We all have agreed that learning starts at birth and we also know that the underprivileged children need the benefits to early childhood care and education. 

The site stated……

“Participating countries committed themselves to “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.” Governments were particularly urged to expand equitable access to quality early childhood services underscoring the importance of instituting policy in favor of the poor……….Countries often promote alternative services for poor children with limited or no access to mainstream early childhood services which can be cost-effective and pedagogically innovative, but often raise concerns about sustainability and quality. In cases where the government has limited resources, a pro-poor policy can redistribute resources by reducing state support for the more privileged……Central governments must ensure an equitable distribution of resources among different populations and especially those who live in the most disadvantaged regions. This approach aims to expand access without creating serious regional inequities. However, where there is universal provision for a certain age group while the overall enrolment in other age groups is low, this policy can create inequity…..Privileged children of the target age group benefit from state investment, while poor children of non-target ages receive scant government attention. A policy of universalising with targeting can minimize inequity where governments aim for universal access among the target age group, but simultaneously priorities the poor.”

 It amazed me how many others actually believe in early childhood care and education and the benefits it brings for all children and their future. I look forwarding to seeing the day Kentucky finally sets in place the :Universal Preschool" that they have talked about doing for years. 

 

Sharing Web Resources: Zero to Three

Looking more into the Zero to Three website...

Clicking on a link Early Head Start at the bottom of the page; it took me to the Early Head Start National Resource Center ( http://www.ehsnrc.org/ ).  This link provides resources, journals, Webcasts, and tips to working with children birth to three years of age.  Looking further into the Tip Sheets they provided information on three different categories....

·         Child Development & Early Learning
       o   Tip Sheet #27: Screening Infants’/Toddlers’ Behavioral Skills… Link below…
   §  http://www.ehsnrc.org/Publications/English%20Tip%20Sheets/TIP_SHEET_27.PDF

·         Family Engagement & Relationships
   o   Tip Sheet #34: Working with Teen Parents…Link below…
   §  http://www.ehsnrc.org/Publications/English%20Tip%20Sheets/TIP_SHEET_34.PDF

·         Health, Safety & Nutrition
   o   Tip Sheet #28: Secondhand Smoke and Early Head Start…link below…
   §  http://www.ehsnrc.org/Publications/English%20Tip%20Sheets/TIP_SHEET_28.PDF

This site also appreciates our feedback on the information and/or resources they offer to the public.  I enjoyed reading about Tip sheet #34: Working with Teen Parents because I was a teen mom.  It was nice to read that they offer classes and/or training to employees to help understanding teen parents and help teen parents by providing information on juggling school and baby.  This give the staff the abilities to help and deal with sensitive issues and concerns with teen parents.   

 

WK 5 Alternative "Center on the Developing Child - Harvard University"

Last week was my final attempt to reach someone in another country had failed therefore I am doing the alternative assignment.
The Center on the Developing Child, Harvard University has just launched the Global Children’s Initiative and is focused on three strategic objectives:
         * To reframe public discourse about the early childhood period by educating high-level decision makers about the common underlying science of learning, behavior, and health
        
         * To support innovative, multidisciplinary research and demonstration projects in selected countries or regions to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track
         
          * To build leadership capacity in child development research and policy among individuals and institutions in low and middle income countries in order to increase the number and influence of diverse perspectives that are contributing to the global movement on behalf of young children

The Global Children’s Initiative is building a portfolio of activities in three domains:

Early Childhood Development

* Assessing quality in early childhood environments and programs in diverse global contexts

* Piloting assessments to measure child development outcomes linked to malaria control strategies in Zambia

            * Expanding effective interventions to improve preschool quality in Chile

Mental Health
            * Assessing the state of child mental health services in China

* Developing and evaluating family-based strategies to prevent mental health problems in children affected by HIV/AIDS in Rwanda

            * Addressing child maltreatment and mental health outcomes in three Caribbean nations (Barbados, the Republic of Trinidad and Tobago, and Suriname

Children in Crisis and Conflict Situations

* Exploring comparable approaches to surveying child status in post-earthquake Haiti and Chile

           * Bringing the science of child development into strategies for addressing acute malnutrition

Sharing Web Resources: Early Childhood Australia

Early Childhood Australia  www.earlychildhoodaustralia.org.au

This week I explored the Early Childhood Australia web page to see if things are different from what I know.  I found that the Early Childhood Australia follows a QRIS and it’s called National Quality Standards.  I have been learning about the what other states where participating in a QRIS system and I was excited that Australia is following a similar system.  They have videos you can watch with topics like, Environments for learning, Partnerships with families, and Cultural competency just to list a few.

The site also offers e-newsletters, e-learning videos, information on environment makeover, and other information from forums, social media and a resource page.

I have put up their recent media release on Ratings show children already seeing childcare improvements.

Children are already starting to experience the benefits of new national standards for early childhood education and care services according to the peak children’s body Early Childhood Australia.

ECA CEO Samantha Page today visited Coco’s Early Learning Centre in Melbourne, one of the services that have received a first National Quality Standard rating of their progress in implementing the new standards since they were introduced a year ago.

“The ratings show that where centres have shown a commitment to the new standards, they are making progress in improving their ability to deliver a quality early learning and care experience for children.”

Ms Page said a child’s experience during their first five years shapes their ability to go on and do well at school, and throughout their life.
“The standards, once fully implemented, will see long-term benefits for Australian children.

“Education begins from birth; we know that the experience of children in the first five years of life is crucial for their future success.

“The new national standards will ensure all children have access to good quality learning experiences early on in life.”

Ms Page said the full implementation of the standards would take time but the ratings were a great way for families to see if progress was being made by their child’s service.

“We know these changes can’t happen over night but the first ratings show that we are on our way to achieving them.”

WK 3: Getting to Know Your International Contacts-Part 1

I am still hopeful of finding someone outside of the US.  I had mention to a close friend of mine what I have been having trouble with and she found out that one of her cousins’ lives in Germany and works at the school there.  I have sent an email waiting to hear back but since I have not heard from them yet I went to the www.childhoodpoverty.org site to research what I can/have learned from the international side of poverty. 

We all know that poverty is everywhere in the world but some places have more than others.  We also know that when a child is in poverty they are malnutrition, which can lead to a long life of learning disabilities and very poor health.  What I did not know is that “poverty can be passed from generation to generation affecting the long-term health, wellbeing and productivity of families and of society as a whole.”  I am becoming aware that more and more people want to stop poverty but I also that it will take more than just one person to do it, therefore here are a few things that CHIP is doing to tackling childhood poverty…….

·         Deepening understanding of the main causes of childhood poverty and poverty cycles, and increasing knowledge of effective strategies to tackle them in different contexts.

·         Examining economic and social factors at different levels-international, national and local-which contribute to poverty in childhood.

·         Informing effective policy to end childhood poverty, communicating research findings to policy makers, practitioners and advocates

·         Raising the profile of childhood poverty issues and increasing commitment to tackling them through anti-poverty policy and action

 

This is just a small list of what they are doing to tackling childhood poverty and I will continue reading their briefing to learn more about what they are doing along with success stories and the case studies. 

Sharing Web Resources....

Last week I decided to focus on two different organization because one, I will be working with families that have children birth to three years and two, I plan on teaching preschool. Therefore I have choices Zero to Three ( http://www.zerotothree.org/ ) and the National Association for the Education of Young Children ( http://www.naeyc.org ).   

Zero to Three is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. Their mission is to promote the health and development of infants and toddlers.

The newest resources that Zero to Three’s is offering are a Spanish language resource: Niños Pequeños, Grandes Preguntas.  The popular parenting podcast series, “Little Kids, Big Questions” is now translated into Spanish.  The podcast series address the most common and/or challenging issues parents face with their children.  Some issues it covers are helping babies learn to sleep through the night, coping with crying and feeding challenges, how to set effective limits and encourage the development of self-control. 

We all have seen, heard, and read about the tragic of the Sandy Hook Elementary school shooting and I was curious how are parent are helping their younger children cope.  There is an article that talks about how parents and help their child cope after being exposed to a traumatic event and a list of some behaviors parents might see in their child.  If you would like to read more about this here is the link http://www.zerotothree.org/cope-after-exposure-to-a-traumatic.html . 

Ø  A list of a few things parents can do…..

      Turn off TV and radio news reports; don't leave newspapers lying around.

      Ask friends and family not to discuss the scary event around your child.

      Maintain your child's regular routine.

 

Ø  A few behaviors you might see…..

      Increased clinginess, crying and whining

      Greater fear of separation from parents

      Increase in aggressive behavior

      Changes in sleeping and eating patterns.

Ø  A few things you can do to help…..

      Respond to your child's need for increased attention, comfort and reassurance. This will make him feel safer sooner.

      Pay close attention to your child's feelings and validate them. Ignoring feelings does not make them go away.

      Help your child identify her feelings by naming them (scary, sad, angry, etc.).

 The NAEYC also has a statement on Violence against Children, the Importance of Social and Emotional Development, and the Value of Educators…… http://www.naeyc.org/newsroom/pressreleases/statement_on_violence_against_children

The NAEYC has a link to resources for anyone that may need help in coping………

http://www.naeyc.org/content/coping-school-shooting

Ø  A policy update: NAEYC Children’s Champions Special Update….

According to the site, the next few weeks are critical and they are asking we continue to let our Congress know “that cutting programs such as child care, Head Start, child nutrition, and other basic human needs is unsound economic and social policy. When families don’t have affordable early childhood education, they have more difficulty taking and keeping jobs, employers have a less stable workforce, and children lack the support to reach their developmental and education potential. A strong economy invests in human capital, including our youngest children. Tell them stories of how these federal funds for child care, Head Start, education and early intervention make a difference for children, families and high-quality services.”