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Consequences of Learning About the International Early Childhood Field

       

           The 2010 Study on Child Poverty and Disparities in Mozambique ... http ...

   I enjoyed and appreciated my podcast contacts. My professional knowledge was enhanced tremendously. Although I was not able to establish communication with international professionals, podcast took me on an exciting journey. I have appreciated learning some of the exciting changes taking part in other parts of the world through podcast and websites. I really enjoyed the Global Children’s Initiative website where I learned about current projects trends and issues globally. I can now truly appreciate “Save the Children Initiatives. My advocacy for early childhood has expanded, so has my passion as an early childhood teacher and administrators. I have expanded my experiences with issues and trends that taking place in the United States and internationally.

First, it is difficult to discuss consequences of learning about international early childhood, without addressing intentionally and unintentionally consequences. Unintended consequence for me was well defined through podcast learning how poverty affects Early Childhood Education in many countries. The podcast has allowed me to see just how inequalities surrounding poverty affects the availability of education and needed resources in many countries. I have also learned how poverty affects children and families in my demographic area. My research through podcast has enhanced my knowledge on Global organizations and Save the Children Initiatives as related to needed assistance in ensuring that ALL young children receive a quality education.

Secondly, my advocacy as a professional and personal development has increased my knowledge and passion on global needs in early childhood education. I am more determined to advocate for policy changes and mandates that promote early child education. I understand the issues and trends of the early childhood education as well as what is taking place currently in different parts of the world. The interconnections among the economics, neurosciences and politics will assist me as I strive to be the needed voice for parents and children globally.

Lastly, as a professional I must be in tuned to cultural awareness and intended and unintended consequences at all times. Our culture is the way we think and behave. It encompasses lifestyles, ways of living together, value systems, traditions and beliefs globally. Culture is dynamic, changing through interconnections with other cultures and adapting to different environments. Attitudes change through teaching and respecting culture awareness. Cultures are not always connected to nationality. For example, wealthy young people in different countries connecting through social media may have more in common with each other than they do with poor or older people in their own country. Generally, we are so comfortable with our own culture and so consider what we do as ‘normal’ that we may not be aware of our biases, prejudices and inconsistencies.

My professional goal for early childhood education is the continuance of a dedicated advocate to use my professionalism to be a voice for parents and children, promoting a quality and effective education for ALL children globally.

References:

http://www.globaleducation.edu.au/global-issues/gi-cultural-diversity.html

Laureate Education. (2010). “Economists, Scientists, and Politicians Supporting the EC Field.”

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Getting to know your international contacts-Part 3

Jess,
Great info on professional training in other countries. I like Darcy’s choice to network with other teachers. She can now network with you and vice-versa. Just think of all the great resources you and Darcy can exchange. Great blog Jess!

Reflections by Jess

Professional development is the skills and knowledge an employee gains to optimize his/hers personal development and job growth. This week Darcy and I spoke about our professional goals and about professional development offered in Asia. According to her there are many PD opportunities there; she explained that since there are a lot of international schools there is a big network for teachers and schools to share information with and that trainings and professional development workshops are in high demand. The school where she works provides them with 30,000 baht worth of PD funds a year, which is around $950. It doesn’t roll over, but they are able to get special permission to pay for Master’s program and such with it. She said that at times you can also sometimes convince their principal to fund a bit extra, which she said she did this year. Her school also provides workshops that…

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Getting to Know International contacts Part 3

Amaru and Mom She’na    Save the Children Action Network                                                

Mark K. Shriver is the President of Save the Children Action Network. I listened to international podcast through “Save the Children” network. I was elated to receive two more responses from Mr. Shiver regarding international news and updates.

Mr. Shiver shared with me that next week a key U.S. Senate committee will likely consider a major piece of education legislation. The Elementary and Secondary Education Act (ESEA). At this point the legislation doesn’t include any expansion of early learning programs, despite the fact that an avalanche of research points to what we already know: Early Childhood Education globally makes kids more successful at school and in life. Our senators need to hear from educators, parents, community leaders, and concerned citizens that they should fix this major omission. Please urge your senators to support expanding access to Early Childhood Education Program as part of this bill.

A major education bill that leaves out early education? What a missed opportunity! By the time children get to kindergarten, their brains are 90% developed. This means that these early years are critically important. The U.S. Department of Education released a report that highlights the need to expand access to early education in a new version of ESEA. Nearly 2.5 million kids don’t have access to publicly funded preschool.  The good news is that some states have acted to expand early learning programs across the country, showing bipartisan support for investing in our children. Now is the time to act to ensure kids everywhere can have quality early education.

Expanded early education programs could help kids like little Amaru. Amaru’s mom She’na had a challenging childhood during which she experienced severe neglect and abuse. She wanted better for her son. So, she enrolled in a Save the Children early learning program in South Carolina. Through this program she receives parenting support and books to read to Amaru. Stories like Amaru and his mom are why senators need to hear from us today. Together, we can make sure that an effective early learning programs like the one Amaru participates in reaching more children. Your action could make a huge difference in the lives of millions of children who aren’t yet enrolled in voluntary early learning programs.
I am encouraging my blog family to PLEASE contact your senators to review the (ESEA) bill carefully, and expanded our early learning programs internationally.

Thanks for what you do for Children!

Reference

Shivers, M.(2014). An act to ensure early learning is part of a major education bill.  Save the Children Network.

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Sharing Web Resources

  National Center for Research on Early Childhood Education

                                           Maximizing Classroom Time to Promote Learning

Studies consistently show that high quality pre-kindergarten programs make a positive difference for preschooler’s success in kindergarten. Research explored how children’s use of time in pre-k varied based on three demographic characteristics frequently associated with low academic achievement: ethnicity (African American, Latino, and White), gender, and family income. More notable than demographic differences in children’s use of classroom time, however, was learning that a significant portion of each child’s pre-k day involved learning through didactic instruction and waiting for the next activity. This means teachers’ interactions with children are not being maximized for children benefit and opportunities for promoting children’s development and school readiness. Given that state funded pre-kindergarten programs represent a primary strategy for addressing income and ethnic disparities in school achievement, this is an especially troubling finding for children in the greatest need of pre-k’s social and academic benefits (Early, 2010)

An overview of the study stated, “Children of different ethnicity, gender, and family income levels were observed throughout their pre-k day. To be exact, observers watched 2061 children in 562 pre-k programs in 11 states.” Teachers’ interactions with children also were observed. Specifically, to what extent did teachers’ interactions with children involve didactic (direct) instruction (To what extent did teachers use scaffolding (supporting and expanding children’s thinking and understanding through techniques like open-ended question asking) to promote children’s learning (Ritchie, 2010). Both types of interactions are important and support different learning outcomes.

Yet, we know that scaffolded learning is an especially effective teaching technique with young children. Classroom observers used the Emerging Academics Snapshot (Snapshot) to capture children’s use of time, as well as their interactions with teachers. The Snapshot is a moment by moment observation measure that describes children’s classroom experiences. Throughout the day, each 20 second “snapshot” was coded according to a list of social and early academic activities such as writing, math, art, science, and gross and fine motor activities. When not engaged with any of the listed activities at any time during the snapshot, the child’s time was recorded as a “no coded learning activity (Howes, 2010).

(Pinata, 2010). Turn classroom routines, such as meals and transitions, into times for expanding learning. During meals and snacks, for example, explore food characteristics and invite conversations about where food comes from and how food is prepared, as well as invite discussions about home life and families. Meals and snacks offer endless conversation possibilities. This websites focused on “quality teaching.” which has a direct correlation with our lesson format. Great and informative article!

Reference

Early, D., Iruka, I., Ritchie, S., Barbarin, O., Winn, D., Crawford, G., Frome, P., Clifford, R., Burchinal, M. Howes, C., Bryant, D., Pianta, R. (June 2010). How Do Pre-kindergarteners Spend their Time? Gender, Ethnicity, and Income as Predictors of Experiences in Pre-kindergarten Classrooms. Early Childhood Research Quarterly, 25 (2)

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International Contacts – Part 2

Michelle,
My reference:
The Center of the Developing Child, 2009

michellebeamon82

The curse of poverty has no justification in our age – Martin Luther King Jr.

A couple a weeks ago I posted about making international contact with educators in both Panama and Canada. As of this week I have not heard back from either country. Hopefully I will hear back in a few days, but if not I will take other options to find other educators that I can contact outside of the country.

The reason I wanted to make contact this week is to discuss with them the plight of poverty in their countries. Poverty has become a major issue in the early childhood field. There may be children in our class who live in poor housing and have little or no food to eat. The UNICEF website has a lot of information on the topic of poverty. When you look under Child Poverty and Social Protection there is many links to publications, research, and an overall…

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Making International Connections-Part 2

Brain architecture is comprised of billions of connections between individual neurons across different areas of the brain. These connections enable lightning-fast communication among neurons that specialize in different kinds of brain functions. The early years are the most active period for establishing neural connections, but new connections can form throughout life and unused connections continue to be pruned. Because this dynamic process never stops, it is impossible to determine what percentage of brain development occurs by a certain age. More importantly, the connections that form early provide either a strong or weak foundation for the connections that form later.

michellebeamon82

http://developingchild.harvard.edu/initiatives/global_initiative/

So after a few weeks of waiting on a response from my international contacts in Panama and Canada I still have not had any success. This week I decided to post about the Center on the Developing Child and the Global Children’s Initiative. This is an organization and website created by Harvard University. My main focus is more on the Global Children’s Initiative, which has a research based approach to ensuring the well-being of children facing adversity. This Initiative is a catalyst for achieving breakthroughs for all children internationally. As I searched the Global Children’s Initiative website I found a few interesting items. Since I wanted to make contact with an educator in Canada, I was excited to find a write up on a program they had going on in their country. This program is called Saving Brains promotes interventions that nurture and protects early brain development of children…

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Getting to Know Your International Contacts—Part 2

Sharing new insights from the Podcast:

The Podcast has broaden my understanding of funding resources and its importance in enhancing early childhood education, the urgency to eradicate poverty on the local, state, federal, and global front. My passion has become intense with alleviating all aspects of hunger in the world. It is my professional duty to advocate for a quality education be extended to all children.

The Podcast this week addressed adoption as a means to “save our children.” The Podcast was a wake-up call for me. The plight of homeless children in war-torn or poverty-stricken places is surely heartbreaking. But let’s not confuse “helping” global crises with the individual decision to adopt a child. We have an international crisis of child protection; but that’s not something that adoption alone, or even primarily, can fix. It’s just not a great idea to adopt a child because you want to end war or cure world hunger. Such efforts are often undervalued, but they contribute significantly to the betterment of dispossessed children.

Furthermore, adoption has become a form of trafficking in and of itself. The exchange of money, though facilitated by public policy, is particularly evident in the private adoption context. This commodification allows too many to think it is appropriate to “return” adopted children when problems arise, like so many damaged goods. We can not give the problem back. We must address the issues and solve the major problems. In truth there is a “wealth,” not a shortage, of children who need homes. Yet we seem to be narrowly reclassifying “family” precisely at a moment when we should embrace our common humanity. Without a basic assumption that all the world’s children are “our own,” we’ll never get past that unspoken sense of exoticism and boundary that fuels consumerism and neglect in the social sphere (Strauss February 19, 2013).

Describe issues of equity and excellence I acquired from international sources and research:

International research has help me to understand some young Americans students are getting a truly world-class education, those who attend schools in high poverty neighborhoods are getting an education that more closely approximates school in developing nations. In reading, for example, although U.S. children in low-poverty schools rank at the top of the world, those in our highest-poverty schools are performing on a par with children in the world’s lowest achieving countries. With the highest poverty rate in the developed world, amplified by the inadequate education received by many children in low-income schools, the United States is threatening its own future.

International research has included provision of additional resources to assist me professionally with academic knowledge and understanding the needs of low-income students, students with disabilities and English language learners, and for districts and schools serving large concentrations of low-income students and those in remote areas. Globally, I am more aware that professionals and policy makers should ensure that finance systems are supported by stable and predictable sources of revenue to provide meaningful educational opportunities and to promote high achievement on an ongoing basis to all children.

References:

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

Valerie Strauss (February 19, 2013). Washington Post

http://www.thenation.com/article/156796/save-children#