Final Blog Assignment

• Post at least three consequences of learning about the international early childhood field for your professional and personal development (any format, any length)

University education programs require attention to the rapid changes in the world, in part because populations are becoming increasingly diverse. If global-mindedness has an effect on teacher‟s classroom communication skills (and by inference on student learning), and if international study has an effect on teacher‟s global- mindedness, then one connection is that international study can prepare teachers to have a more positive impact on student learning and global-mindedness.

International education experiences have long been regarded as one means to prepare undergraduate students to participate in a world with increased ethnic and cultural diversity. However, pre-service teachers have found it challenging to find time to participate in international education, due to the time and attention it takes to fulfill the many requirements for initial teacher licensure. So in my case, because it was required in the classroom, it forced us to focus on international early childhood.

There are four primary areas in which international education i considered to have an impact on my professional role, international perspectives, personal development and intellectual development. Research literature that evaluates the impact of international education experiences on U.S. college students shows that participants experience positive changes, including:
1. enhanced economic and career benefits
2. enhanced international perspectives, sometimes known as global-mindedness, such as increased understanding of cultural differences

3. experience personal development and transformation such as increased self-confidence and maturity in decision-making
4. increased intellectual development, including gains in acquisition of a second language

 

• Post one goal for the field related to international awareness of issues and trends and the spirit of collegial relations

1. One goal is that as colleagues we continue to support each other viewing ourselves as direct resources to one another as there is an obvious inequity in terms of access to services, training, funding, and the like not only from one program to the next, one state to the next, but also from one country to the next.  Having shared conversations with my colleague in Nigeria it became obvious that we are truly blessed, can certainly be mentors to developing nations whose children have yet to experience the joy of hands on self-directed learning through play with rich resources and well skilled facilitators who encourage language development and social skills.  As my colleague shared her struggles and obvious lack of everyday resources she inspired me and my challenges suddenly seemed to less taxing.  As I complete more classes, share more discussions, what has also become apparent are the strengths of YOU, my classmates.  I guess it’s a part of who I am, I pick up on those special individual qualities, well-developed observation skills I guess you could call it and have an idea of whom to call on in time of need.
2. I think it is also important that we continue to utilize the resources made available through this course as it brings awareness, a global perspective of critical issues affecting early childhood while providing an avenue to advocate for equity and excellence for all children.

Getting to Know Your International Contacts - Part 3

As a result, from not receiving communication from the early childhood professional from the podcast, I will share three new ideas and insights I gained about issues related to international childhood education that relates to my personal goals from "Early Childhood Care and Education."

The three new ideas that I will be referring to three three most important skills a child should learn.

Number one is children should be thinking critically about who they are and how they relate to their world that is around them, in a social and political way with a focus of peace, equity and sustainable development.

Number two is that children need to learn about culture.

Number three is that they will need life skills.

The seven skills that I believe a child needs...

1. Focus and Self Control – children need this skill in order to achieve their goals especially in a world that is filled with distractions and information overload.
2. Perspective Taking – children who can figure out what others feel and think are less likely to get involved in conflicts.
3. Communicating – children need to be able to determine what they want to communicate and how. This is the skill teachers and employers feel is most lacking today.
4. Making Connections – children who can make unusual connections are more creative and can go beyond knowing information to using information well.
5. Critical Thinking – children need to be able to search for reliable knowledge to guide their beliefs, decisions, and actions.
6. Taking on Challenges – children who can take on challenges instead of avoiding or simply coping with them will do better in school and in life.
7. Self-Directed Engaged Learning – lifelong learners can change as the world changes in order to reach their full potential. 

Sharing web resources....

• Follow some of the outside links that you have not yet explored. Where do they lead?

In following the outside links of this website, it leads to many articles that support the same cause of the website National Black Child Development Institute.

• Thoroughly search one area of the site. What do you find?
• One area that I searched was the resources and it has resources from nbcd as well as outside resources from their resources. One I'm particular was http://depts.washington.edu/pthru3/framework.html, it's about The Framework helps to address key questions facing those who are developing PreK-3rd grade approaches in their school, district, or community:
  • What does a comprehensive PreK-3rd grade approach include?
  • The word “alignment” is used often, but what needs to be aligned?
  • What kinds of changes need to take hold in adults’ behaviors before we can expect to see improvements in child outcomes?
  • What kinds of responsibilities need to be shared among 0-5 programs, grades K-3, families, and communities?
• If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available?

The newsletter that I subscribed to was  National Association of Early Childhood Teacher Educators. A current issue in this newsletter is The members of our allied professional organizations applauding the profound step the President has taken to promote high quality early childhood education and offering their support for the Presidential Early Learning Plan.Their work of preparing early childhood teachers and leaders for the target programs
making their members natural collaborators in this important initiative and they are offering their partnership, expertise, and nation-wide presence to support the President's agenda. 

What other new insights about issues and trends in the early childhood field did you gain this week from exploring the website and/or the e-newsletter?

• This week I actually realized that information on the website, it isn't updated that often and most of the information that I saw this week is the same information that I've been seeing throughout the course. I must admit, there there isn't too much knowledge that I've learned this week from the web site. However the newsletter is constantly updated and I learned that they think of excellence and equity in the same way that we as students do. That was very interesting to know.

Getting to know your International Contacts - Part 2

Since I have not received a response from any international contacts I explored the Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/) and was able to learn new and valuable information.This week three new ideas or insights I gained about early childhood systems around the globe. 

1.

Zambian Early Childhood Development Project

While a large number of studies have investigated the impact of early childhood experiences on children’s developmental, health, and educational outcomes in developed countries, relatively little evidence is available on early childhood development in sub-Saharan Africa. To address this knowledge gap, the Zambian Ministry of Education, the Examination Council of Zambia, UNICEF, the University of Zambia, and the Center on the Developing Child at Harvard University launched the Zambian Early Childhood Development Project (ZECDP) in 2009, a collaborative effort to measure the effects of an ongoing anti-malaria initiative on children’s development in Zambia.

2.

Studying the Effects of Global Adversity, Two Generations at a Time

When humanitarian crises hit around the world, nongovernmental organizations rush into the fray, intensively focused on urgent survival needs, not necessarily on longer-term impacts that may take an even greater toll on the country and its citizens. Theresa Betancourt, a Center-affiliated faculty member who studies children in adversity and has worked alongside NGOs, wants to help them see that farther horizon: Combining short-term survival efforts with attention to children’s developmental needs only magnifies the long-range benefits for individuals and societies.

3.

Applying the Science of Early Childhood in Brazil

As part of its Global Children’s Initiative, the Center is launching Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, the project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.

On this website there is also information about applying the science of early childhood in Brazil. After a leadership course on child development, many politicians, policymakers, public managers, and civil society leaders came together to plan a better future for children in a country experiencing rapid economic growth and wide societal disparities. Since the Brazilian government is in the process of preparing a national plan for early child development a pediatrician who studies child health took a trip to Boston to visit Harvard University to learn more about the scientific evidence on child development. Brazil sees the impact of how early experiences set the foundation for lifelong health, learning, and behavior.

This week i learned that we have a lot to be grateful for, we are very fortunate. I hear people complain all the time and i think to myself, "if they only know what children in other countries really go through." I enjoyed this week and look forward to next week.

Sharing Web Resources

 As I continue to explore the website and/or the e-newsletter this week, i answered these questions:

• What specific section(s) or information seemed particularly relevant to your current professional development? All of the information on this website is relevant to my profession. However, NBCDI envisions a society that ensures a successful future for all children. This is the main focus of the entire website and ever news are and resource post reflects that. In particular this week, the posting in the news section caught my attention on NBCDI President and CEO, Dr. Felicia DeHaney, attending the 2013 Clinton Global Initiative America (CGI America) meeting in Chicago, IL on June 13-14, 2013.
  This event was hosted by President Bill Clinton, Former U.S. Secretary of State Hillary Rodham Clinton, and Clinton Foundation Board Member Chelsea Clinton. The Clinton Global Initiative (CGI), an initiative of the Clinton Foundation, convenes global leaders to create and implement innovative solutions to the world’s most pressing challenges. Established in June 2011 by President Bill Clinton, the Clinton Global Initiative America (CGI America) addresses economic recovery in the United States. CGI America brings together leaders in business, government, and civil society to generate and implement commitments to create jobs, stimulate economic growth, foster innovation, and support workforce development in the United States. Since its first meeting, CGI America participants have made more than 200 financial and action commitments valued at $13.4 billion when fully funded and implemented.
• Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?Strengthening Family and Community Engagement: Directly engaging and addressing the needs of diverse families and communities is central to the success and growth of high-quality early learning centers.
  Leveraging Digital Media and Technology: The intentional use of developmentally-appropriate digital media and technology offers meaningful ways for families and educators to enhance the learning experiences of young children.
  Supporting Early Childhood Educators: Effective teachers are essential components of high-quality early childhood programs. Providing current and future early childhood education  professionals with training that emphasizes high standards and continues professional development will lead to improved educational outcomes for children.
  Developing Innovative Financial Strategies and Partnerships: New financial tools and innovative partnerships can help bridge funding gaps, bolster current ECE funding streams, and support the development of high-quality early learning opportunities.
  The mission of the Clinton Global Initiative (CGI) is to turn ideas into action. With her colleagues, Dr. DeHaney will play a key role in prioritizing early childhood education and developing actionable solutions to improve the scope and quality of care offered to our youngest Americans.
  I completely agree with this method and have no controversy and it did me a new idea on the areas in the early childhood that could make a difference. 
• What information does the website or the e-newsletter contain that adds to your understanding of how economists, neuroscientists, or politicians support the early childhood field? The website or the newsletter did not offer much information regarding this subject. However, they did offer these suggestions.Establish high-quality educational and developmentally appropriate preschool and early childhood programs and supports to which African American males have full access to.These programs should have small teacher-to-child ratios, an age-appropriate curriculum that is integrated across subjects, well-trained teachers in child development, and mechanisms for engaging parents or guardians. 
• What other new insights about issues and trends in the early childhood field did you gain from exploring the website or e-newsletter? I listened to a podcast and during the podcast, the panelists discuss how the recent economic downturn has dramatically changed the face of poverty, and districts that were previously vibrant are now dealing with unemployment, underemployment, and more transient families.
  In the discussion, Dr. DeHaney talks about how schools need to be prepared to deal with children from all economic backgrounds. She says, "The context in which families come to us is very important. We have to be ready for these children, and we have to work with our schools as partners beyond our traditional means of engagement."  I took great interest in this podcast. It was very engaging.

Getting to know your international contacts - Part 1

This week my assignment is as follows:
If you chose the podcast alternative, report what you learned from the podcast as well as any results from communicating with the early childhood professional from the podcast. If you have not yet received a response, go to the website of the Childhood Poverty Research and Policy Centre’s page (http://www.childhoodpoverty.org/), read about childhood poverty in one country, and share at least three insights or ideas you gained from studying the website.

I have not yet heard back from any of the contacts that I sent out. Sadly to say, I have had to send out more emails in hopes that someone will respond. So in order to complete my assignment this week, I have studied the Childhood Poverty Research and Policy Centre's page.

Three insights or ideas that I have gained in studying this website are as follows:

1. They have developed this website to make a difference in many areas

• 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.

Until this week I was so unaware of so many resources, websites and organizations putting an effort towards helping people and families in poverty.

2. I read a study case on children missing out on school and play because of poverty. the case study was on  Bakyt, an 11-year-old boy living in southern Kyrgyzstan, in a town called Kokyangak. Due in large part to the decline of the coal mining industry in Kokyangak, the majority of the town’s population is now unemployed. The total population of Kokyangak is 10,296 and the official unemployment figure is estimated at 2,000; however, unofficially the employment figure is thought to be about three times higher. In their family, the children are the main breadwinners. He and his brothers work on the coal mine. In their spare time, they pick up bricks for building demolition sites and to sell them. He is often ill because of the physical work and malnutrition. He does well in school but often skips because he has to work.

This case study really saddened my heart and made me realize how bad some children really have it. I hear children complain all the time because they don't want their food, or because they don't want to take a nap and this made me realize that they really have nothing to complain about.

Talking about what he would like to see change in the future, Bakyt says: “I do not know what the future holds for me and my brothers; sometimes I am horrified thinking about it, but I hope for a better future. Every day before I go to sleep, I pray for my mother’s and grandma’s health. I ask God that my brothers find a better job, and for my sister Anara to attend school. I also pray for myself – I would like to go to school and graduate high school. I do not want to see my mother crying into her pillow,  I do not want us to eat mint and I do not want us to have to think about what we will eat tomorrow.”

3. The third insight I got from this site was I found some success stories, in which I longed to see after reading the case study above.

What combinations of policies have worked well to reduce childhood poverty and break poverty cycles? What social, economic, political and cultural conditions underpinned these successes? What lessons do they have for policy makers today? This research drew well-known and unsung successes to bring this experience together. Focusing mostly on large scale 'tried and tested' experiences in low-income countries, researchers also drew lessons from relevant middle and high income countries' experiences, and from small-scale successes with strong potential for scaling up.

The research focused on:

1. Basic services. Work on this theme analysed policies to promote affordable, good quality, health, nutrition, education and water and sanitation, focusing both on sector specific policies and supportive 'enabling' policies and approaches.

Key findings:

Investment in these sector areas has played a critical role in reducing childhood poverty.

Committed states have achieved this by prioritizing carefully within and between sectors, giving social policy the same emphasis as economic policy and making strong efforts to reach excluded groups.

Mechanisms for accountability to the public have also played an important role.

This was very interesting to read on as well as many other success stories I found on this website. This site made me realize how real poverty is in other country's around the world. It inspired me to become a part of the move on decreasing poverty.

Sharing Web Resources

The name and link for the organization I selected is National Black Child Development Institute,
http://nbcdi.org. Since 1970, the National Black Child Development Institute has remained steadfast in its mission “to improve and advance the quality of life for Black children and their families through education and advocacy.” As a membership organization with volunteer-based Affiliate networks in over 20 communities across the country, NBCDI serves as a national resource agency providing strengths-based programs, publications, policy and trainings focused in the following areas: Health and Wellness; Early Childhood Development and Education; Elementary and Secondary Education; Literacy; Child Welfare; and Family Engagement.
The newsletter that I subscribed to was  National Association of Early Childhood Teacher Educators. A current issue in this newsletter is The members of our allied professional organizations applauding the profound step the President has taken to promote high quality early childhood education and offering their support for the Presidential Early Learning Plan.Their work of preparing early childhood teachers and leaders for the target programs 
making their members natural collaborators in this important initiative and they are offering their partnership, expertise, and nation-wide presence to support the President's agenda.