3

Issues and Trends: Economists, Neuroscientists, and Politicians as Early Childhood Advocates

Children from low-income families experience a type of auditory impoverishment:

In urban populations, income and amount of noise exposure are known to be correlated. Consistent with the idea that noisy auditory environments increase neural noise, the new Journal of Neuroscience study found that the adolescents from the lower maternal educational group have increased neural activity in the absence of sound input.

According to the study, “Neural models indicate that when the input to a neuron is noisier, the firing rate becomes more variable, ultimately limiting the amount of sensory information that can be transmitted. If your brain is creating a different signal each time you hear a sound, you might be losing some of the details of the sound.

In addition, IQ assessments for the students were collected, and they were administered a standardized, age-normed test battery of reading ability and executive function (working memory). Previous work has revealed that the neurobiological systems mediating higher order functions such as language, memory and executive function are especially sensitive to disparities in socioeconomic status. By studying socioeconomic status within a neuroscientific framework, we have the potential to expand our understanding of the biological signatures of poverty, according to the news release. “And a better understanding of how experiences shape the brain could inform educational efforts aimed at closing the socioeconomic achievement gap.

. Early childhood research reported nearly two decades ago linking a mother’s educational background to her children’s literacy and cognitive abilities stands out among decades of social science studies demonstrating the adverse effects of poverty. Now new research conducted at Northwestern University has taken that finding in a neuroscientific direction: linking poor processing of auditory information in the adolescent brain (NAEYC and NAECS/SDE. (2003).

I did not change any of my views on early childhood research. The resources I searched enhanced and peaked my awareness of all the work needed as a professional. I want to advocate even more for global, local, and state funding. We must eradicate poverty. I do feel we should start at home first and reach the needed community on the local and state levels. A watchful eye should be in place for curriculum writers and planners. We must get quality education for all children and not just words on paper.

References:

NAEYC and NAECS/SDE. (2003). Early childhood curriculum, assessment, and program evaluation building an effective, accountable system in programs for children birth through age 8. Retrieved April 21, 2008, from http://www.naeyc.org/about/positions/cape.asp.

Retrieved from:

http://www.examiner.com/article/how-poverty-molds-the-child-s-brain

Advertisements
4

Major Progress at the Global Fund

Independent Research for Global Prosperity

  My research and Podcast this week focused on major progress at the global fund. I learned so much, and I am finding it difficult to find a starting point. This is a weekly Podcast sponsored by CGD- Center for Global Development. Last September, 2014 a report on how the Global Fund could get more health for its money took on a deeper meaning. In it, The CGD offered concrete suggestions for improvements in several different values for money domains, all with an eye toward maximizing the health impact of every dollar spent.

The Center for Global Development works to reduce global poverty and inequality through rigorous research and active engagement with the policy community to make the world a more prosperous, just, and safe place for us all. The policies and practices of the rich and the powerful in rich nations, as well as in the emerging powers, international institutions, and global corporations have significant impacts on the world’s poor people. The CGD’s focus is to improve these policies and practices through research and policy engagement to expand opportunities, reduce inequalities, and improve lives everywhere.

     Rigorous Research:

The (CGD) undertakes independent, high-quality research in economics and other disciplines. The Center’s research investigates pivotal issues of developmental policy which includes the following:

  • Aid Effectiveness and Innovation: Characteristics of effective development assistance, debt relief, and donor accountability practices; support to weak and fragile states; new ways for donor countries to support people’s efforts to escape poverty.
  • Climate Change: Interactions between global warming and development; climate-related aid (e.g., adaptation assistance, technology transfers, carbon offsets); development-friendly ways to minimize greenhouse gas emissions; the impacts of climate change in developing countries.
  • Global Governance: The roles of multilateral institutions such as the World Bank and the IMF; ways to make them more responsive to the needs of developing countries and more effective agents for collective action to provide global public goods.
  • Global Health and Education: The relationships among health, education, demographic change, and development; innovative solutions for health and education financing and delivery; enhancing girls’ well-being through education and other investments.
  • Migration: Opportunities and challenges that large-scale migration presents to global development and poverty reduction; the effects of increased mobility on sending countries’ development prospects.
  • Private Investment and Access to Finance: Policies that affect the quantity and quality of capital flows to low-income countries; the roles of multinational firms in development; protection against adverse financial shocks; access to financial services including micro finance.
  • Trade: Links between trade policy and global poverty reduction; the politics and policy of food and agricultural subsidies; development-friendly pathways for bilateral and multilateral trade negotiations; preferential market access for developing countries; intellectual property rights.

Reference

Retrieved from:

http://www.cgdev.org/global-health-policy: Podcast: Center for Global Development (CGD) Podcast, 2014) Rajesh Mirchandani, CGD senior director of communications and policy outreach, interviews (CGD) experts in weekly podcast.

3

Global Funding/Save Our Children

Save the Children Action Network LogoSave the Children Action Network aims to mobilize all Americans around a commitment that cannot wait – investing in early childhood now. Together, we focus on securing early education for every U.S. child and helping kids survive around the world ensuring a better future for us all. I ave contacted the Action Network “Save the Children,” and I am anxious to get started as an advocate for this important cause. I have not not gotten a newsletter , but the network does not publish monthly but quarterly. I have requested to look in the archives for projects that have been presented and results for funding.

Founded by Save the Children in 2014, Save the Children Action Network is a new organization dedicated to mobilizing Americans around a commitment that cannot wait – investing in early childhood now. Established to expand Save the Children’s capacity to transform young lives, Save the Children Action Network engages our government, businesses, partner organizations and supporters to take bold action and to hold our elected leaders accountable for the youngest, and too often forgotten, global citizens – our children.

Save the Children invests in childhood – every day, in times of crisis and for our future. In the United States and around the world, we give children a healthy start, the opportunity to learn and protection from harm. By transforming children’s lives now, we change the course of their future and ours. Let’s help  as advocates to raise awareness about early childhood education for kids in need around the world.

ArrowsTogether, We Achieve Results for Children

WE CAN DO IT!!!!!!!

1

The Global Fund for Children

“The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.”
― Franklin D. Roosevelt

I am excited and elated to expand and share my research in global funding for early childhood education.. I am also looking forward to sharing research on issues and trends related to early childhood globally. All teaches should be advocates for funding and research to save our children, which is part of my educational philosophy, we have come a long way but, “There Is Still Work To Do.”