I wish to begin by thanking my colleagues for their encouragement and sharing their international contact insights and podcast research. I was disappointed I never heard back from my contact, but I enjoyed reading your contacts each week. I feel I gained helpful knowledge that will allow me to have a better understanding of global childhood issues.
Throughout the course I learned that countries all over the world have similar issues and concerns about quality and affordability of early childcare and educational programs. Lack of funding is a global issue to supporting early childhood programs that impacts the quality of all programs. It’s then like a trickling effect. Programs that do not meet readiness standards create poor quality programs and eliminate excellent teachers. Accessibility and affordability to early childhood programs is another concern faced by many. This trend continues not only in America, but all over the world.
One of my goals in working towards finding solutions to the current concerns of early childhood professionalism will be to maintain my awareness on the issues and current trends in early childhood education, not only in my own community, but globally.
Saturday, October 29, 2011
Saturday, October 22, 2011
Access and Quality are the Roots to a Child’s Success
The UNESCO web site offers many resources to expand my knowledge and understanding of creating a universal early childhood program reaching all children.
Access
Child development begins at birth and access to quality childcare is vital for early development. Many countries are committing themselves to “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.” Governments were urged to expand equitable access to quality early childhood services underscoring the importance of instituting policy in favor of the poor. Many countries provide alternate services for poor children without providing high-end quality and costly accessibility. Therefore many children still do not receive the early developmental skills and pediology needed to compete with more fortunate children. In these instances the government resources are redistributed to help the more privileged and overlooking the poorer communities.
Quality
I believe early childhood programs should look at the whole child and assist that child with skills to transition into higher education. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness (Quality). We have researched and studied the importance of quality childcare throughout Issues and Trends and all research leads back to quality and access. Materials should support culture and developmentally appropriate curriculum for child interaction.
Investment
Finding funds for the programs is the biggest factor for the governments. Once countries recognize the positive value of state investment in this area, the next challenge is to mobilize funds. In general, government funding for early childhood is extremely small. For this reason approaching the private sector (non-profit and for-profit) can be an effective strategy (Investment).
This once again will limit accessibility and quality education for those living poverty in third world countries and the U.S.A.
Resource
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/investment/
Access
Child development begins at birth and access to quality childcare is vital for early development. Many countries are committing themselves to “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.” Governments were urged to expand equitable access to quality early childhood services underscoring the importance of instituting policy in favor of the poor. Many countries provide alternate services for poor children without providing high-end quality and costly accessibility. Therefore many children still do not receive the early developmental skills and pediology needed to compete with more fortunate children. In these instances the government resources are redistributed to help the more privileged and overlooking the poorer communities.
Quality
I believe early childhood programs should look at the whole child and assist that child with skills to transition into higher education. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness (Quality). We have researched and studied the importance of quality childcare throughout Issues and Trends and all research leads back to quality and access. Materials should support culture and developmentally appropriate curriculum for child interaction.
Investment
Finding funds for the programs is the biggest factor for the governments. Once countries recognize the positive value of state investment in this area, the next challenge is to mobilize funds. In general, government funding for early childhood is extremely small. For this reason approaching the private sector (non-profit and for-profit) can be an effective strategy (Investment).
This once again will limit accessibility and quality education for those living poverty in third world countries and the U.S.A.
Resource
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/investment/
Wednesday, October 12, 2011
Diversity and Pre-School Equalities
As I followed outside links they lead me to an article in Time US titled Rethinking Pre-K: 5 Ways to Fix Preschool. After searching the site I found Webley’s (2011) research shows that when the first day of school rolls around, the child from the low-income household will be as many as 1.5 years behind grade level in terms of language and pre-reading and pre-math skills.
Being an important statement to me Webley (2011) states: When you look at findings like this, it's not hard to see why educators and government officials believe so strongly in the need for early-childhood education, particularly for low-income children. A half-century's worth of data has shown that reaching kids early helps them avoid repeating grades in elementary school, stay on track to graduate high school, earn more money as adults and spend less time in prison or on welfare. Recent studies have also pointed to third grade as a critical benchmark — if children are not performing at grade level by then, they may never catch up — making the years leading up to that point increasingly important.
I have a hard time understanding why money for prisons, roads, excess government spending is so readily available when it is clear where our tax dollars need to be spent!
Earlier I selected the Pre-K Now Origination to gain knowledge of current changes occurring within the early childhood programs. New information gathered this week from the newsletter that added to my understanding of equity and excellence in early care and education is related to our Latino population. Interesting fact: The future productivity of the U.S. workforce depends on our current commitment to providing high-quality early childhood education programs for all children, but especially for the quickly growing Latino population (Pre-K Now, 2011).
Facts and insights about issues and trends in the early childhood field I gained this week from exploring the newsletter are:
Latino children make up the largest and most rapidly growing racial/ethnic minority population in the United States.
The largest percentage increases in the Latino population during the last ten years have occurred in the South (North Carolina, 394 percent; Arkansas, 337 percent; Georgia, 300 percent; Tennessee, 278 percent; South Carolina, 211 percent; and Alabama, 208 percent)(Pre-K Now, 2011). I high-lighted Georgia my state.
Resources
Pre[K]Now: A Campaign of the Pew Center on the States http://www.preknow.org/ (Newsletter: http://www.preknow.org/signupform.cfm )
Webley, Kayla. Monday, Sept. 26, 2011. Rethinking Pre-K: 5 Ways to Fix Preschool. Time US Retrieved: http://www.time.com/time/nation/article/0,8599,2094847,00.html#ixzz1acIaV7oC
Being an important statement to me Webley (2011) states: When you look at findings like this, it's not hard to see why educators and government officials believe so strongly in the need for early-childhood education, particularly for low-income children. A half-century's worth of data has shown that reaching kids early helps them avoid repeating grades in elementary school, stay on track to graduate high school, earn more money as adults and spend less time in prison or on welfare. Recent studies have also pointed to third grade as a critical benchmark — if children are not performing at grade level by then, they may never catch up — making the years leading up to that point increasingly important.
I have a hard time understanding why money for prisons, roads, excess government spending is so readily available when it is clear where our tax dollars need to be spent!
Earlier I selected the Pre-K Now Origination to gain knowledge of current changes occurring within the early childhood programs. New information gathered this week from the newsletter that added to my understanding of equity and excellence in early care and education is related to our Latino population. Interesting fact: The future productivity of the U.S. workforce depends on our current commitment to providing high-quality early childhood education programs for all children, but especially for the quickly growing Latino population (Pre-K Now, 2011).
Facts and insights about issues and trends in the early childhood field I gained this week from exploring the newsletter are:
Latino children make up the largest and most rapidly growing racial/ethnic minority population in the United States.
The largest percentage increases in the Latino population during the last ten years have occurred in the South (North Carolina, 394 percent; Arkansas, 337 percent; Georgia, 300 percent; Tennessee, 278 percent; South Carolina, 211 percent; and Alabama, 208 percent)(Pre-K Now, 2011). I high-lighted Georgia my state.
Resources
Pre[K]Now: A Campaign of the Pew Center on the States http://www.preknow.org/ (Newsletter: http://www.preknow.org/signupform.cfm )
Webley, Kayla. Monday, Sept. 26, 2011. Rethinking Pre-K: 5 Ways to Fix Preschool. Time US Retrieved: http://www.time.com/time/nation/article/0,8599,2094847,00.html#ixzz1acIaV7oC
Saturday, October 8, 2011
Alternative Assignment Global Children’s Initiative
Attempting to establish a global wide approach to early childhood development the Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda (Global Children’s Initiative).
Harvard University’s “Global Children’s Initiative” website introduces a global initiative that will educate our policy makers with an understanding of the importance of early child development beginning at birth. The organization also supports expanding global understanding of how healthy development happens, how it can be derailed, and how to get it back on track. Last build leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children (Global Children’s Initiative).
I have gained insight to the three domains: early childhood development; mental health; and children in crisis and conflict situations.
1) Early childhood is a global concern for all nations with a focus on the poor and poverty stricken.
2) Mental Health is affected by severe health issues related to HIV/AIDS in Rwanda; and
addressing child maltreatment and mental health in other countries.
3) Children in crisis and conflict situations. I truly think this can be a broad area and include children all over the world. Not only do we have nature crisis in different parts of the world, but we also have children here in the United States that losses a mother of father to war daily. Due to the economical situation more and more families are finding themselves hungry and homeless. Crisis and conflict has no boundaries as to whom it will affect.
I find it to be true; the wealthier are always in a better position to provide for their children regardless of what nation they live. Our lower and middle income families suffer the most: less health benefits, less accessibility to quality early development facilities, just not enough generous people to help those less fortunate. Who suffers? Everyone!
Center on the Developing Child, Harvard University. (2011). Global Children’s Initiative retrieved (http://developingchild.harvard.edu/initiatives/global_initiative
Harvard University’s “Global Children’s Initiative” website introduces a global initiative that will educate our policy makers with an understanding of the importance of early child development beginning at birth. The organization also supports expanding global understanding of how healthy development happens, how it can be derailed, and how to get it back on track. Last build leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children (Global Children’s Initiative).
I have gained insight to the three domains: early childhood development; mental health; and children in crisis and conflict situations.
1) Early childhood is a global concern for all nations with a focus on the poor and poverty stricken.
2) Mental Health is affected by severe health issues related to HIV/AIDS in Rwanda; and
addressing child maltreatment and mental health in other countries.
3) Children in crisis and conflict situations. I truly think this can be a broad area and include children all over the world. Not only do we have nature crisis in different parts of the world, but we also have children here in the United States that losses a mother of father to war daily. Due to the economical situation more and more families are finding themselves hungry and homeless. Crisis and conflict has no boundaries as to whom it will affect.
I find it to be true; the wealthier are always in a better position to provide for their children regardless of what nation they live. Our lower and middle income families suffer the most: less health benefits, less accessibility to quality early development facilities, just not enough generous people to help those less fortunate. Who suffers? Everyone!
Center on the Developing Child, Harvard University. (2011). Global Children’s Initiative retrieved (http://developingchild.harvard.edu/initiatives/global_initiative
Saturday, October 1, 2011
My Interest in the Pre-K Future Programs
Specific information which seemed particularly relevant to my current professional development are my studies through the last several weeks that lead me back to my interest in the pre-k and early childcare programs. My studies have impacted my thoughts as to how the new programs are going to impact our current programs and what improvements do we have to look forward to as educators? This week I looked at a website that explains President Obama’s “Race to the Top” program and the hopes of improving our lower income children’s future socially and academically; therefore, creating a stronger workforce in the future. He will implement $500 million dollars into in State-level competitive grants to improve early learning and development programs. These grants are to fund programs beginning from birth to kindergarten targeted toward lower economical areas For me this is exciting! For more information link to: RACE TO THE TOP (AUGUST 23, 2011) Retrieved September 28,2011 http://www.ed.gov/news/press-releases/obama-administration-releases-final-application-race-top-early-learning-challeng
The information gave me insight that our advocates and supporters are promoting new policies for the early childhood programs to help ensure we as educators will have future funding and research that will help guide us . This week’s studies gave me hope that our economists, neuroscientists, and politicians are working together for the concern s of our children. To continue my growth I look forward to following these policies to see the impacts or hopefully positive intended consequences in reference to our early childhood programs.
The information gave me insight that our advocates and supporters are promoting new policies for the early childhood programs to help ensure we as educators will have future funding and research that will help guide us . This week’s studies gave me hope that our economists, neuroscientists, and politicians are working together for the concern s of our children. To continue my growth I look forward to following these policies to see the impacts or hopefully positive intended consequences in reference to our early childhood programs.
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