Identifying Consquences of International Early Childhood Issues

Over the course of the seven eight weeks by researching various websites, listening to podcasts, and reading my classmates posts I have gained new insights and knowledge about early childhood issues around the world.

The first insight I gained is that many issues that educators and policy makers face in the United States in regards to education are actually global issues.  I found that in many places around the world the issues were on a greater scale and at a much higher level than in the United States.  For example accessibility for early childhood programs is limiting here in the U.S. however in places such as Africa not only is there limited or no accessibility for early childhood programs, there is limited or no accessibility for children to attend school in general. 

The second insight I gained is that there is still much gender inequity in education  I found it alarming that in 2014 there is inequity for girls in obtaining an education in various parts of the world.  Work efforts that were noted in Education for All:  Global Monitoring Report stated at current rate it will take till 2086 to achieve the goal of having poor girls in rural Africa in school despite the fact it was a goal to be accomplished by 2015.  Much work still needs to be done in providing educational opportunities for young girls around the world. 

The third insight I gained is through the websites of the various global educational organizations.  I found the World Forum Foundation, The Association for Childhood Education International (ACEI), and UNESCO's Early Childhood Care and Education websites to have a wealth of information and many great resources that I considered to be an asset in learning about educational issues in a global context. 

A goal related to international awareness of issues and trends within the early childhood field is to continue to review the websites to stay current of global issues, trends, research, solutions and success stories from around the world that may assist in my work with children, families and early childhood professionals. 

Thank you to my classmates in sharing such insightful information through your blog posts.  I learned a lot from each of you and wish you all the best with your future endeavors within the field of early childhood education.

Getting to Know Your International Contacts - Part 3

I first reviewed the World Forum Foundation website.  I found a video on the WoFo TV by Dr. Susan Linn.  This was a short video but I felt with other components it could be used as part of professional development as the presentation talked about play.  Dr. Linn used a puppet during the presentation to talk about how children are not using creative play instead they are exposed to commercialization of play.  By this Dr. Linn discusses how toys of today leave less to children's imagination in that toys are linked to media or have a computer chip.  She posted different pictures of puppets giving the example that children can still play with a puppet but since most of them were recognized by children through programming or imagines their play was limited as most children would not use the "Cookie Monster" puppet as an elephant.  Dr. Linn states that children are born to engage in creative play and our society seems to do everything possible to stop it.  It was very interesting when she said she has many preschool teachers tell her that most of the children of today coming into preschool do not know how to play creatively.  She gave the reminder of how much children learn through play and they various ways they are learning through play and how it helps prepare them for life. 

In reviewing the UNESCO's Early Childhood Care and Education webpage I found numerous resources on early childhood care and education in various parts of the world.  The first section of the webpage I reviewed was Country Policy Reviews.  This provides a report of early childhood education policies from around the world and shares various demographic information as well as a wealth of other content relating to early childhood.  The second section I reviewed was Country Profiles.  This has information on various components within the field of early childhood and policies, also updates on any reforms or initiatives that have been developed.  Examples of content include the following:

- Type of personnel involved
- Type of staff training
- Recent national policies and reforms
- Efforts targeted at vulnerable or disadvantaged children
- Information concerning the ECCE curriculum or the contents

A third section I reviewed was titled Holistic Early Childhood Development Index.   This is an action agenda called upon UNESCO to have a work group develop an instrument to track progress towards goals paying specific attention to quality and the holistic aspects of early childhood education. As such UNESCO is working with a wide range of partners to develop the Holistic Early Childhood Development Index (HECDI).  As of June 2013, an agreement was reached with identifying 6 core indicators of early childhood development: health, nutrition, education, parent support, equity and social protection, and alleviation of poverty.  There is a series of reports that relate to each core indicator. 

The UNESCO Early Childhood Care and Education webpage has a wealth of information about early childhood education from around the world.  I find this to be a resource I will utilize. 

Sharing Web Resources

This week in reviewing the Association for Childhood Education International (ACEI) I followed the General Links and Resources tab and chose the link for wiki progress which took me to the Child's Well Being Portal.  This website had numerous links such as the Community Portal and Family Portal.  It had many media reviews in various topics relating to children's health and well-being such as McDonald's and Burger King's Healthy Kid Meal Ads Confuse Children About Nutrition and The Link Between Family Structure and Poverty.  The website included articles such as The State of the World's Children: 2014 Every Child Counts and Motherhood in Childhood:  Facing the Challenges of Adolescent Parents.  The website also had an events section which listed events coming up around the world that supports child well-being.  Some events listed were World Health Day and Women's Issues in Transportation.

I do not receive a newsletter, however the ACEI website has the section for ACEI news and Global News.  Under Global News there was an article titled Corruption in Education.  The article discussed how corruption takes in place.  Such as bribes within the educational system.  With the average documented percentage of bribes within 27 countries being 15% with a high of 40%.  The article also describes how 48% of people in Peru believe the education system is corrupt or highly corrupt.  The article provided some ideas for solutions to such corruption such as developing codes of conduct.

This week I found the article Education for All:  Global Monitoring Report.  This report provided updates on each of the goals that was set within international community of various world leaders committing to education equality for all.  The update shows the goal of reaching the goals and objectives by 2015 will not happen.  The report described how 57 million children are not in school and  at the current rate it will take till 2086 to achieve the goal of having poor girls in rural Africa in school.  The report also describes this as a global learning crisis especially for poor countries.

As I continue to review this website and outside links I keep discovering the massive amount of information that is available about various topics in education around the world.  The more I explore the  more information I find, it seems to be no end to resources and information.  I find this website to be very useful.

Getting to Know Your International Contacts Part 2

In completing the alternative assignment I first went to the World Forum Foundation website and reviewed a presentation called Indigenous Children's Rights:  Equality, Inclusion, Human Development by Martha Llanos, PhD.  The presentation talked about the indigenous population in Latin America and how to protect the rights of these children.  Key concepts that were focused on were to ensure indigenous children were protected and had the following:  birth registration, health and nutrition, education, and protection from abuse and protect children from armed conflict, child trafficking, child labor, and separation from family.  These seem like basic rights but many of these children their basic rights are not protected.  Some example of statistics included the Peruvian indigenous children and how only 37% had access to services, 20% had potable water, 20% suffer malnutrition and 49% are poor.  As such the presentation also discussed the Convention on the Rights of Children which is listed as follows:

 “Indigenous children shall be taught to read and write in their own Language or in the language most commonly used by the group to which they belong."

 “The development of respect for the child’s own cultural identity, language and values” 

“In those States in which ethnic, religious or linguistic minorities or persons of indigenous origins exist, a child belonging to such a minority or who is indigenous shall not be denied the right, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language.” 

The presentation also focused on how and what education should look like in order to provide equality for indigenous children as follows:

•  Curricula based on Community Interests and Collective Values.
•  Programs based on Rights
•  Mother-Tongue & Bilingualism
•  Interculturalism
•  Promotion of Resilience 


In reviewing the Global Children's Initiative at the Developing Child at Harvard University website I gained insights in that the Global Children's Initiative focuses on three strategic areas.  These strategic areas are reframing the discourse around child health and development, supporting innovative, multi-disciplinary research and demonstration projects, and building leadership capacity in child development research and policy. 

The Global Children's Initiative strategic areas has also generated a portfolio of activities in the developmental domains of early childhood development, child mental health, and
children in crisis and conflict situations.

The organization also provides information on various research that is taking place around the world.  One example is the Zambian Early Childhood Development Project.  This project was to
 to measure the results of the ongoing anti-malaria initiative on children’s development in Zambia. The results of this project is to provide more understanding of child development and to assist in identifying key interventions to continue to improve child outcomes. 

References:

Global Children's Initiative
http://developingchild.harvard.edu/activities/global_initiative/

World Forum Foundation
http://www.worldforumfoundation.org/

Sharing Web Resources

This week while exploring through the website of the Association for Childhood Education International (ACEI) I spent more time on the publications section.  In  particular the different journals and articles related to infants, toddlers and preschoolers.  I also explored through the Global Gateway section.  This section has much information about Education Around the World, International Comparisons and Scenarios, Research and Statistics, Professional Development, Early Childhood Development, International Exchange and General Links and Resources.

I did not come across anything in particular that I found to be controversial.  There is so much information on this website it is impossible to review all the articles, resources and links within a few days.  I believe this website will be one that I will utilize throughout my career as it pertains to national and global issues and trends and has new information posted on a regular basis.   For example in reviewing through the various sections I came across an article titled  Every Child's Potential:  Integrating Nutrition and Early Childhood Development Interventions.   I found this to be of interest as I am a strong believer of comprehensive services in the early years.  The area of nutrition is so important in promoting healthy growth and development of children.  With so many children living in poverty in our nation and around the world this is a global concern. 

Through exploring the website and various resources and their links to further information I was led to information in regards to investing in early childhood education and programs.  The brief by the Center of the Developing Child at Harvard University was a resource from a previous course however I did review a section again titled Early Childhood Program Effectiveness which discusses program policies and practices that are needed in order to have effective early childhood programs.  This included early intervention, building of relationships, environment and supports needed to provide a positive stimulating environment.  The end of the brief discusses the benefits to society of having effective, quality early childhood education and programs.
                   

"Effective early childhood programs generate benefits to society that far exceed program costs.  Responsible investments focus on effective programs that are staffed appropriately, implemented well, and improved continuously. Extensive analysis by economists has shown that education and development investments in the earliest years of life produce the greatest returns. Most of those returns, which can range from $4 to $9 per dollar invested, benefit the community through reduced crime, welfare, and educational remediation, as well as increased tax revenues on higher incomes for the participants of early childhood programs when they reach adulthood."  (Center of the Developing Child at Harvard University, 2011).   

 

Another insight I gained from this website is the publications that focus on infants and toddlers.  I work with preschool children and through my learning with this Master's Degree program I have been "brought back" to the stages of infants and toddlers as well as prenatal care.  After all this is where the beginning of each developmental domain begins.  This is where either positive or negative experiences will start to design the brain, give each person their identity, and begin to define who they are.  It is important to remember this as working with any age group of children.  This is the child's blue print and gives us as educators some insight on the "why" to what is child is doing or not doing.  For example I found an article titled Emerging Reading Behaviors:  What Parents and Caregivers See and Hear Toddlers Do.  This article gave insights on what behaviors you will see as toddlers engage in reading and how adults can be responsive and can promote the development of literacy and language. 

References

 

Association for Childhood Education International. (2014).  www.acei.org

Center of the Developing Child at Harvard University. (2011).  Inbrief Series:  Early Childhood Program Effectiveness.  Retrieved from http://developingchild.harvard.edu/index.php/resources/briefs/inbrief_series/





 



     

Getting to Know Your International Contacts Part 1

I listened to the World Forum Foundation Radio.  The speaker was Susan Leon.  She discussed how she was taken with the Reggio Emilia approach for learning.  She was so inspired by the work that she brought the exhibit 100 Languages of Children to the bay area of California.  It was used for professional development and advocacy.  She also began a project called the Innovative Teacher Project.  The project encompasses a network of schools and they meet frequently.  They present their schools, have round table discussions, and professional development.  It has had a huge impact on the area for both public and private school settings. 

I was unable to pull up the website www.childhoodpoverty.org however I viewed a video from the World Forum Foundation's Wofo TV.  The video was of a speaker at a World Forum event.  Her name is Sakena Yacoobi and she is from Afghanistan.  She discussed the issue of children and poverty.  She began her talk about how her country has been ravaged by war for many, many years.  She states "Where I am from life does not look beautiful but we are hopeful".  She spoke of the refugee camps and the conditions in which children and families are living.  Though they may be safe from the dangers of war, these people are traumatized from their experiences and are living in horrible, unsafe conditions.  The area is unsafe, has no water, and the ground has snakes and scorpions about.  Sakena goes on to explain how she has helped these people.  She has started education programs both for early childhood and for parents as well.  She takes the holistic approach in educating the entire family.  Though there are no buildings for schools, or no books or toys, they educate the children with safe, loving and caring interactions, and the teaching of vocabulary with the focus of teaching about peace, love and caring.   Parents, mainly women are educated on health, life skills, as well as reading and writing skills.  Her belief is that the family must learn and that makes the children feel safe.  Through education the women gain confidence and begin to stand up for themselves and are able to say no to those that want to do them harm.  Sakena also spoke of how the country has changed over the past ten years.  There is a government but things still are not great.  However she explained that when the Taliban was in control schools were underground and now 6 million children are now being educated in schools.  Children are being taught critical thinking skills instead of by rote memorization.  She explains that as the children are educated and grow into adults they will be able to make their own choices of what to believe instead of being told.  Sakena discussed that 95% of the people in Afghanistan are living in poverty. However she talks about the training and education that is being provided so people can learn a trade and not have to rely on the street market to make money.  Women especially are becoming more empowered by training and learning and are wanting become active in medicine and in the government.  She shared the story of how poor many people are.  The story she shared told of how a man sold one of  his 6 children for some bags of wheat.  The wheat would feed the rest of the family through the three remaining months of winter.  She shared how the siblings came to school in tears and told what happened.  As a result they were able to get the boy back.  Sakena also talked about how early childhood education is making a difference for her country.  The children in preschool are being taught 3 languages.  She states that through education is how change will occur. 

Watching this video was a real eye opening experience for me.  To hear what really goes on in places around the world is very insightful.  To know how people live is both very alarming, however to see the results of people taking action and through advocacy change does occur and there is hope for a better future. 

Reference:

World Forum Foundation. (2014). Children and poverty. [Video presentation].  Retrieved from
http://www.worldforumfoundation.org/media-and-resources/wofo-tv/

Sharing Web Resources

Association for Childhood Education International (ACEI)

 



Website Link:  http://www.acei.org/

Mission:  Our mission is to promote and support the optimal education, development, and well-being of children worldwide. We have consultative status with the United Nations.

Vision:  Every child in every nation will have access to a quality education. This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world.


In reviewing the Association for Childhood Education International I explored the news and publications section.  Within this section there are links for various news sources and publications.  Links include news for the ACEI, Global News, ACEI Publications, ACEI Bookstore, ACEI Radio and e-news.  I spent most of my time this week reviewing the publications section and reviewing the ACEI Radio section and scrolled through the archived broadcast list.  For the publications, most of them can be viewed online.  However for certain publications and to view more of the archived publications, membership is required.  There were some recently new publications that have been produced.  Childhood Explorer and Early Years Bulletin are very recent publications.  Publications also include bulletins which have various areas of focus, books and research publications.  Within the Focus Quarterlies publications there are bulletins that focus on the areas of Infant/Toddler, Pre-K and Kindergarten, Elementary, Middle School, Teacher Education, and Inclusive Education.   In reviewing the various publications and articles I found an article of interest.  It was in the recently developed publication titled Early Years Bulletin.  The article titled Culturally Responsive Teaching:  Exploring Children's Names and Cultural Identities discussed how when a young man was a child and when he became a U.S. citizen at the age of seven, his named changed from his  birth and cultural name of  Alejandro/Ale to Alexander/ Alex.  He discusses that part of the reason for the name change was his was starting school and his parents wanted him to fit in with the American culture.  At school he went by Alexander or Alex and at home he used the name of Alejandro or Ale.  He lived within two cultures with two names.  He discussed as he enter the adult world and work force he wanted to reconnect to his cultural identity and to his birth and cultural name of Alejandro or Ale and he is only referred to as such.  The article discussed the importance of educators accepting the cultural differences among students and children being able to identify with their cultural as it is part of their own identity. The article discussed how educators can use various cultures as learning opportunities.  The article then went on to discuss the importance of identity and names in the early years.  It is important for children to keep their identity and cultural ties.  The article discussed the importance of name recognition and pre-literacy development.  "Name recognition and name writing have been shown to be significant predictors of children's literacy achievement during school years" (ACEI, 2013).  The article also provided a recommended list of children's multicultural literature. I found this article to be very interesting as I do not recall through all my years as an educator of a child have had his name changed from one cultural name to another.  I find it noble of his parents of wanting him to fit in however I wish the parents could have been educated on the importance of the child and the family embracing and staying connected their culture. 

I find this website to have a wealth of wonderful resources and information.  The publications, bulletins, broadcasts, and articles focus on a variety of age groups, topics, trends and issues from around the world. 

Reference:

Association for Childhood Education International.  (2013). Culturally responsive teaching: exploring children's names and cultural identities.  Retrieved from http://issuu.com/acei/docs/eybautumn13?e=1693993/6073455