I love this quote and wanted to share it...
"Teachers cannot hope to begin to understand who sits before them unless they can connect with the families and communities from which their children come. To do that it is vital that teachers and teacher educators explore their own beliefs and attitudes about non-white and non-middle-class people."
—Lisa Delpit
Other People’s Children
I work with children and families from diverse backgrounds teaching in Head Start. I have come to realize through this course how it is even more important to embrace all the cultures we come in contact with. My goal is to rethink different assumptions through the eyes of all the people who come from that cultural background. I also want to go the extra mile and make my classroom full of different items which represent the childrens culture.
My goal as an early childhood educator in regard to social justice and equity is to keep working in programs like Head Start which target low income populations. Many of these children are ELL, EI children, and are lacking in social emotional development. With these type of early childhood programs the children do have the chance to get ready for kindergarten and have a jumpstart on education. These programs are needed for equity and to give all children the chance they deserve.
Thank you for all your support and interaction through this course. I have appreciated learning with you and hope to see you in future classes!
Sunday, October 21, 2012
Sunday, October 14, 2012
Welcoming Families From Around the World
I have a child in my Head Start class who is from Ethiopia. She is just 3 years old. She does not know any English and has never been to school before. I would love to have been able to prepare myself for her first days at school, as they were very difficult. If I could have gone back and prepared myself………
I chose the country of Ethiopia.
5 ways in which I will prepare myself to be culturally responsive is:
1. Have some of their language available to use with key words to communicate to the child. I could ask the parents for their help so they could give me some words to aid in communication. I also would have my picture cards available so I can use them instead of words to get my point across to the child.
2. I believe it is also very important to learn about their religious beliefs. As with the child in my class she is unable to eat pork because of religious reasons. Since I will be having breakfast and lunch with this child I would want to make sure everything is set up and in place for food substitutions.
3. I would want to educate myself on how English proficient the family is as a whole. If one parent speaks English well then they can translate between me, the school and the other parent. If neither of the parents speaks English I would need to have translation services in place. I feel this is extremely important because the parents are the first educator and they must understand what is happening with their child’s education.
4. One reason I love working for Head Start is because we have our first visit of the year in the home. This gives you the chance to have one on one conversation with the parent in private about the child where they are comfortable. I would take the time to answer all of the parent’s questions and make them feel good about sending their child to school. I would do whatever to make the parents and the child feel comfortable.
5. I would create an inviting classroom with culturally responsive materials. It is important to put up real pictures of similar children and families which portray their culture. Books would display the same cultural awareness. Materials sent home could be translated into their home language.
Saturday, October 6, 2012
The Personal Side of Bias, Prejudice, and Oppression
The first memory I have about racism which really affected me was when I read To Kill a Mockingbird in the fifth grade. This story was so influential at this time in my life. It made me look at racial issues completely different. The book was about a black man charged with the rape of a white girl. Through the young eyes of Scout and Jem Finch, Harper Lee explores with rich humor and unswerving honesty the irrationality of adult attitudes toward race and class in the Deep South of the 1930s. The conscience of a town steeped in prejudice, violence, and hypocrisy is pricked by the stamina and quiet heroism of one man's struggle for justice.
The story deals with race and gender inequality. Scout Finch is very independent in a town and a culture that places some pretty demanding gender expectations on women. Scout is told to be a lady and reminded of what that entails. I want to share one of my favorite quotes from the book:
Scout," said Atticus, "nigger-lover is just one of those terms that don't mean anything – like snot-nose. It's hard to explain – ignorant, trashy people use it when they think somebody's favoring Negroes over and above themselves. It's slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody."
"You aren't really a nigger-lover, then, are you?"
"I certainly am. I do my best to love everybody... I'm hard put, sometimes – baby, it's never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn't hurt you.
I love this quote because in these times in the Deep South this was a reality. The characters in the book Scout and Atticus are progressive with their thoughts and are role models for equality. It really made me realize how we need to stand up for the rights of others as well as stay strong with our own beliefs. More that anything it is education and equal rights which are needed in this situation. People need to be informed and ready to accept all.
The story deals with race and gender inequality. Scout Finch is very independent in a town and a culture that places some pretty demanding gender expectations on women. Scout is told to be a lady and reminded of what that entails. I want to share one of my favorite quotes from the book:
Scout," said Atticus, "nigger-lover is just one of those terms that don't mean anything – like snot-nose. It's hard to explain – ignorant, trashy people use it when they think somebody's favoring Negroes over and above themselves. It's slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody."
"You aren't really a nigger-lover, then, are you?"
"I certainly am. I do my best to love everybody... I'm hard put, sometimes – baby, it's never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn't hurt you.
I love this quote because in these times in the Deep South this was a reality. The characters in the book Scout and Atticus are progressive with their thoughts and are role models for equality. It really made me realize how we need to stand up for the rights of others as well as stay strong with our own beliefs. More that anything it is education and equal rights which are needed in this situation. People need to be informed and ready to accept all.
Monday, September 24, 2012
Practicing Awareness of Microaggressions
Last week I witnessed a verbal racial microaggression at on of my enrollment Home Visits for Head Start. It was a microinsult against race and also occupation and environment. We went to the house to fill out all the paperwork for the child to start school. The parent had older children who were involved in Head Start years ago. The family was Caucasian and the home language was English. The mother told us her older child did not do well and fought a lot when he was in Head Start. She said it was because they only spoke Spanish in the class and did not speak any English. She said it was horrible and they were very frustrated, because she did not want her child to speak that language. I explained that is not how we function at our Head Start and we speak and teach in English and only use Spanish when needed.
I felt defensive when this microaggression was happening. I felt defensive because of my Spanish speaking population in the class and also the teachers. I also felt very defensive and upset because I work in a high quality Head Start program and I felt the mother put down our organization and I feel very proud of the work we do. I also felt saddened that this was her perception and she had these preconceived ideas about her daughters schooling experience.
My experiences this week made me think about the small microaggressions which are made without intent. Words are very powerful and can make an impact on people which scars. Many racial microaggressions are so subtle that neither target nor perpetrator may entirely understand what is happening. This is why it is so important to choose your words wisely without implication and be conscious about different cultures history and stereotypes.
Wednesday, September 19, 2012
Perspectives on Diversity and Culture
The first person I asked is one of my coworkers at Head Start. My family services teacher is a Hispanic woman who speaks both English and Spanish. She is 50 years old. We had a discussion about her definition of culture and diversity. She said culture is your background and diversity is what makes you different from one another.
I called my step-father who is male and 65 years old. I asked his definition of diversity and culture. He said culture is features shared by certain groups of people and diversity is how people are different.
I then asked my daughter Harley who is 11 her definitions of culture and diversity. She said culture is like your skin color and and diversity is differences.
The definitions of culture were mostly looking at the topic from a broad overview. surface culture such as foods, holidays, and traditions were not mentioned.
When I read over the definitions of culture and diversity I think the different people I interviewed touched on the deep meaning of both. It made me want to educate others on the many different aspects of both topics and how they influence our lives.
Tuesday, September 11, 2012
My Family Culture
Imagine the following:
A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.
The first item I would choose to take with me holds great significance. My mother passed away from cancer two years ago. My brother took some of her ashes and had them blown into a glass orb with speckles of gold all through it. Looking at it reminds me of the ocean and all the trips we took together to beautiful places where we could swim in the warm water. I hold this very dear and would want to bring it with me.
The second item is a drawing my husband did for me before we were married and was the first present he had ever given me. He is a wonderful artist and since then has painted and given me many more of his pieces. This one is especially dear because he did the whole drawing in black colored pen and it is in Day Of The Dead style. It makes me think back to all the great times we have had and how I felt when I was given the picture.
The third item I would take with me is a small glass cube which my daughters picture was etched into when they were the ages of 2 and 4. I love it because it reminds me of them at that age and how quickly time flies. It would be a way to bring a picture with me and to always have a memory of my younger children.
If I was told I could only keep one of the items upon arrival I would feel worse than if I never took them at all. I already had in my mind I got to keep the items and have them to remind me of my past. It also would be a very difficult decision on which two items to get rid of, and I would feel horrible throwing away things which mean so much.
I have learned about what type of things are important to me as a person. The small things I would take are connected to memories and a certain time. The orb with my mother’s ashes connects me to all the memories surrounding her. Most of all it made me reflect about the important people in my life and the time with them.
A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.
The first item I would choose to take with me holds great significance. My mother passed away from cancer two years ago. My brother took some of her ashes and had them blown into a glass orb with speckles of gold all through it. Looking at it reminds me of the ocean and all the trips we took together to beautiful places where we could swim in the warm water. I hold this very dear and would want to bring it with me.
The second item is a drawing my husband did for me before we were married and was the first present he had ever given me. He is a wonderful artist and since then has painted and given me many more of his pieces. This one is especially dear because he did the whole drawing in black colored pen and it is in Day Of The Dead style. It makes me think back to all the great times we have had and how I felt when I was given the picture.
The third item I would take with me is a small glass cube which my daughters picture was etched into when they were the ages of 2 and 4. I love it because it reminds me of them at that age and how quickly time flies. It would be a way to bring a picture with me and to always have a memory of my younger children.
If I was told I could only keep one of the items upon arrival I would feel worse than if I never took them at all. I already had in my mind I got to keep the items and have them to remind me of my past. It also would be a very difficult decision on which two items to get rid of, and I would feel horrible throwing away things which mean so much.
I have learned about what type of things are important to me as a person. The small things I would take are connected to memories and a certain time. The orb with my mother’s ashes connects me to all the memories surrounding her. Most of all it made me reflect about the important people in my life and the time with them.
Monday, June 18, 2012
When I Think of Research.....
When I Think of Research........
The biggest insight I gained from this course is the planning and thought which goes into a research simulation. I learned how to conduct research and all the different ways in which it can be approached.
My nature of doing research has changed because I actually feel like I understand the process and feel confident it is something I could try. When coming into this course I remembered my undergrad Research Methods class and how the whole process seemed very foreign. Now years later after working in the field and going through the course at Walden this class seemed much more pertinent and I was able to relate to the information much easier.
My biggest lesson about planning, designing, and conducting research in the field of early childhood was focusing on conducting a ethical research simulation. There are so many aspects of ethics we have to think about as researchers and I wanted to make sure I conducted myself in a ethical fashion. When I started planning my research I thought about a question I have been wondering about through the school year in relation to teaching social skills. I know I could plan, design, and conduct the research all within Head Start. Because I have a relationship with many of these teachers it would be easier for me to attain the information.
One of the greatest challenges I came across was when I interviewed the teachers. I did not want to make anyone feel like they were not running their classroom correctly by not following a social skills curriculum. I made it clear all teachers use different tools in their classrooms, and I was trying to find out if there was a correlation in social/emotional growth and teaching using a social skills curriculum.
I understand now how early childhood professionals are putting out information all the time regarding change and new insights in this field. I took my research simulation to the next level and ran the data from the different classrooms. It was amazing when my hypothesis matched my results. The children who were taught the social skills curriculum had a growth of 20.1% in social/emotional development, while the children who were not only had a growth of 13.5 %. As a researcher this was exciting. I feel overall I grew as an educator and researcher after completing this course.
The biggest insight I gained from this course is the planning and thought which goes into a research simulation. I learned how to conduct research and all the different ways in which it can be approached.
My nature of doing research has changed because I actually feel like I understand the process and feel confident it is something I could try. When coming into this course I remembered my undergrad Research Methods class and how the whole process seemed very foreign. Now years later after working in the field and going through the course at Walden this class seemed much more pertinent and I was able to relate to the information much easier.
My biggest lesson about planning, designing, and conducting research in the field of early childhood was focusing on conducting a ethical research simulation. There are so many aspects of ethics we have to think about as researchers and I wanted to make sure I conducted myself in a ethical fashion. When I started planning my research I thought about a question I have been wondering about through the school year in relation to teaching social skills. I know I could plan, design, and conduct the research all within Head Start. Because I have a relationship with many of these teachers it would be easier for me to attain the information.
One of the greatest challenges I came across was when I interviewed the teachers. I did not want to make anyone feel like they were not running their classroom correctly by not following a social skills curriculum. I made it clear all teachers use different tools in their classrooms, and I was trying to find out if there was a correlation in social/emotional growth and teaching using a social skills curriculum.
I understand now how early childhood professionals are putting out information all the time regarding change and new insights in this field. I took my research simulation to the next level and ran the data from the different classrooms. It was amazing when my hypothesis matched my results. The children who were taught the social skills curriculum had a growth of 20.1% in social/emotional development, while the children who were not only had a growth of 13.5 %. As a researcher this was exciting. I feel overall I grew as an educator and researcher after completing this course.
Thursday, May 31, 2012
Research Around the World
The website I chose to explore is Early Childhood Australia. The website is located at http://www.earlychildhoodaustralia.org.au/.
The international article I The Swedish National Curriculum: Play and learning with fundamental values in focus The school system in Sweden is goal-based with a high degree of local government responsibility. The overall national goals are set out by the Swedish Parliament and the Government, in the Education Act (Parliament), and the Curriculum (Government), respectively. The curriculum should be seen as a framework and guidelines that give direction to the work of early childhood settings. Democracy is the foundation for all activities. The aim of this article is to discuss and problematise current Swedish research from the early childhood education field with a focus on play and learning in relation to three fundamental values affirmed in the Swedish National Curriculum. These values are children’s rights, gender equity, and education for sustainable development.
One of the insights I learned about is the national council. They establish the strategic direction of Early Childhood Australia. They develop and endorse the position statement which govern Early Childhood Australia's advocacy work and enable members to share and debate information about issues for children. The Early Childhood Australia National Council meets annually. All branches have an equal number of votes and may be represented by up to five delegates, one of whom is a member of the National Board of Directors.
I also enjoyed the link to resource themes. The theme I found to be very helpful is School Readiness and Transitions. There are a great selection of links to fact sheets and websites. For caregivers to understand and support parents and children in getting ready to start school. There is also a link to the best-selling Early Childhood Australia parent resource a book Your Child’s First Year at School: A Book for Parents. I think this is a wonderful resource for parents who do not know what to expect from the first years of school.
The other noteworthy information I found on this site was about the Aboriginal and Torres Strait Islander people as the original inhabitants of Australia. Early Childhood Australia (ECA) acknowledges recognises their culture as part of the cultural heritage of all Australians. They put out a statement of regret and commitment to these children and families.
Thursday, May 17, 2012
Research that Benefits Children and Families—Uplifting Stories
I am going to share the story of my eleven year old daughter Harley, who was involved in a desensitization study with peanut. I heard about the study through my parents who saw it on the local news. I knew about the studies being performed, but I was unaware it was available in my immediate area. I am choosing to share this story because it was so influential in my own life.
Recent clinical studies in food allergy at research centers such as Duke University, University of Arkansas, Mt Sinai Medical Center and Johns Hopkins have shown that a procedure called oral immunotherapy can be performed safely and effectively in people with peanut, milk and egg allergy. This experimental therapy involves consuming gradually increasing amounts of these foods over weeks and months resulting in desensitizing allergic individual to these foods. The goal in desensitizing patients is so that accidental exposures should not result in clinical symptoms. This should result in reduced worry, fear, anxiety, and improved quality of life.
We found out my daughter had a severe peanut allergy at the age of one. It was so severe I chose to home school her until she entered second grade. At that time she understood how to take care of herself and we felt it would be a safe situation. She sat at a peanut-free table and luckily went to a very small school where everyone was aware of the situation. We started the study reluctantly and my daughter started getting 1/1000 of peanut protein in a liquid form. She worked up to 16 peanut M&M’s a day. The side effects were stomach ache, weekly trips to the doctor, and daily monitoring. We felt this was all worth it for the quality of life increase and worrying less when she was out of our care. It made her quality of life better and she could enjoy things she was not able to prior to the study.
Recent clinical studies in food allergy at research centers such as Duke University, University of Arkansas, Mt Sinai Medical Center and Johns Hopkins have shown that a procedure called oral immunotherapy can be performed safely and effectively in people with peanut, milk and egg allergy. This experimental therapy involves consuming gradually increasing amounts of these foods over weeks and months resulting in desensitizing allergic individual to these foods. The goal in desensitizing patients is so that accidental exposures should not result in clinical symptoms. This should result in reduced worry, fear, anxiety, and improved quality of life.
We found out my daughter had a severe peanut allergy at the age of one. It was so severe I chose to home school her until she entered second grade. At that time she understood how to take care of herself and we felt it would be a safe situation. She sat at a peanut-free table and luckily went to a very small school where everyone was aware of the situation. We started the study reluctantly and my daughter started getting 1/1000 of peanut protein in a liquid form. She worked up to 16 peanut M&M’s a day. The side effects were stomach ache, weekly trips to the doctor, and daily monitoring. We felt this was all worth it for the quality of life increase and worrying less when she was out of our care. It made her quality of life better and she could enjoy things she was not able to prior to the study.
Friday, May 11, 2012
Your Personal Research Journey
I chose to focus on the subject of teaching social skills in early childhood classrooms. I believe social/ emotional health and processing is essential at this age. We need to learn these skills when we are young to build on for our future. One of the biggest challenges a teacher has is supporting children who have behavior issues beyond what would be considered normal at this age. Many times behavior will become problematic until the child learns the “rules” of the classroom and what is expected. The bigger challenge comes when a teacher needs to meet the needs of a child who does not respond to positive behavior management. In the classroom a teacher needs to have a plan in place that promotes social and emotional development of all children built on the premise of positive relationships.
In my Head Start classroom we use a variety of social skills programs. We use Second Steps, Talking About Touching, and Tucker the Turtle. We also use PBIS (Positive Behavior Intervention Strategies) and books such as Hands are Not for Hitting. Many of the children I work with do not learn coping techniques at home and come to school unaware of how to function in a social setting. I am very interested to learn more about what research has been done in regard to this topic in early childhood, and also find new ways to teach this subject to the children I work with.
Through this course so far I have realized how important it is for research to be reliable and credible. In the information age it is easy to read something and take it as truth. I will be much more skeptical in my own studies and take the time to make sure I am getting accurate information. If any of my classmates have advice or knowledge to share on this subject please share.
Tuesday, February 21, 2012
Final Blog Assignment
The first consequence of learning about the international early childhood field is it makes you knowledgeable about the issues in the community as a whole. Exploring the World Forum Foundation website made me feel very lucky in regard to services in the United States. Many places around the world are striving to meet the communities basic needs.
The second consequence is it has opened my mind up to other options in this career for an early childhood professional. One podcast really resonated with my dreams of opening my own preschool and focusing on organic exploratory learning. The Pine Grove School sounds amazing. I love the idea of finding an old school house an having a preschool setting in the country.
The third consequence related to the awareness of issues is I plan on continuing to listen to the pod casts and check in on many of the websites I have found during this course. I really enjoyed exploring the resources and looking around the world at what was happening in early childhood education.
One goal I have is to find an international contact in early childhood education. I would love to find another colleague in another part of the world to collaborate with. I would love to compare and contrast our experiences. I will keep looking around on websites for contacts and try to make connections.
The second consequence is it has opened my mind up to other options in this career for an early childhood professional. One podcast really resonated with my dreams of opening my own preschool and focusing on organic exploratory learning. The Pine Grove School sounds amazing. I love the idea of finding an old school house an having a preschool setting in the country.
The third consequence related to the awareness of issues is I plan on continuing to listen to the pod casts and check in on many of the websites I have found during this course. I really enjoyed exploring the resources and looking around the world at what was happening in early childhood education.
One goal I have is to find an international contact in early childhood education. I would love to find another colleague in another part of the world to collaborate with. I would love to compare and contrast our experiences. I will keep looking around on websites for contacts and try to make connections.
Wednesday, February 15, 2012
Getting to Know Your International Contacts—Part 3
One of my professional goals is to get the education to help me be the best teacher possible. Through the Master’s program and training offered through work I will have the education behind me to support my teaching. The ECCE workforce is often made up of a diverse group of pre-school teachers, care workers, informal carers and other professionals. Adequate training and work conditions are essential so they can integrate the content and practice of early childhood care and education and address the transition to formal schooling. The service setting and physical infrastructure may vary greatly within countries. Regular inspection and follow-up of the service setting as well as adequate health and nutrition components are also crucial for meaningful learning to take place.
A second goal is relevant to what we have been studying in regard to play. It is important for children to learn through play and exploring their environment. It is one of my goals to promote this type of learning through teaching. Where government resources are limited, the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling. However, when pre-primary education cannot be afforded as part of early childhood, it is more strategic to consider ways of improving the pedagogy of pre-primary education placed in the formal school setting.
The third link to my professional goals is also related to parent involvement and interaction. The ECCE website focuses on how there are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction.
A second goal is relevant to what we have been studying in regard to play. It is important for children to learn through play and exploring their environment. It is one of my goals to promote this type of learning through teaching. Where government resources are limited, the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling. However, when pre-primary education cannot be afforded as part of early childhood, it is more strategic to consider ways of improving the pedagogy of pre-primary education placed in the formal school setting.
The third link to my professional goals is also related to parent involvement and interaction. The ECCE website focuses on how there are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction.
Wednesday, February 8, 2012
Sharing Web Resources
I explored the World Forum Foundation website further and found other associations relevant to the topic I focused on this week of accessible child care for all children. Many sites from all over the world are working to make gains in the field of early childhood education. These are some of the links I would like to share from the website.
The National Children’s Nurseries Association
(NCNA) is a National Voluntary Childcare Organisation based in Dublin, Ireland.
Vision - That all children have access to quality child-centred childcare
Strategic Priorities:
Supporting the delivery and development of quality childcare
Developing the capacity of the NCNA to proactively meet the needs of their
members
Building strategic partnerships at local, regional and national levels
Representing full day-care providers at policy level
Mission – To promote, represent and advocate excellence in full-day and school-age childcare services to support their members in reaching the highest standards in early childhood care and education to ensure that parents and children have quality child-centred services to access. In order to achieve their vision and mission they focus on the following objectives:
Pacific Pre-School Council
The Pacific Preschool Council was formed in 1980 at the first ever
gathering of Pacific ECE stakeholders that was held in Suva, Fiji.
The Workshop was funded by NCK Holland and organised by the Young Women’s Christian Association Pacific Office as a result of requests from numerous preschool teachers in the region.
The Council membership comprise of all National Preschool / Early Childhood Associations in the 12 Pacific Island Countries served by the University of the South Pacific. The main goal of the Council is to work closely with the University of the South Pacific and island governments to promote the development of quality early childhood services in the region through teacher training, community awareness, development of national ECE policies and Curriculum Guidelines as well as advocacy.
The Consultative Group on Early Childhood Care and Development
(CGECCD) – established in 1983 – is an international consortium comprised of multi and bi-lateral donor agencies and international foundations and NGOs, national and regional institutions and networks, and academic/educational institutions and organizations that advocate and support program and policy development for young children (0–8) at risk.
ChildFund International
ChildFund International is inspired and driven by the potential that is inherent in all children; the potential not only to survive but to thrive, to become leaders who bring positive change for those around them.
The Canadian Association for Young Children
(CAYC) was granted it’s Federal Charter in 1974. To this day, the CAYC is the only national association specifically concerned with the well being of children, birth through age nine – at home, in preschool settings and at school.
The Aims of the CAYC
To influence the direction and quality of policies and programs that affects the development and well being of young children in Canada. To provide as forum for the members of Canada’s early childhood communities to support one another in providing developmentally appropriate programs for young children. To promote and provide opportunities for professional development for those charged with the care and education of young children. To promote opportunities for effective liaison and collaboration with all those responsible for young children. To recognize outstanding contributions to the well being of young children.
I explored the link to International Child Resource Institute I love the topic it takes a village to raise a child. ICRI works to improve the lives of children and families around the world. They focus on early childhood care and education, children’s rights, empowerment of women and girls, maternal/child health, and grassroots community development.
I also realized through the World Forum Foundation how involved they are with organizations focused on children around the world. Some of the foundations they are collaborated with are:
NAEYC
International Step by Step Association
OMEP Europe
The RISE Institute
ACEI
NAECCEM
Pacific Pre-School Council
National Day Nurseries Association
National Children’s Nurseries Association
International Child Resource Institute
Daycare Trust
CONCEP
The Consultative Group
Mother Child Education Foundation (ACEV)
ChildFund International
Canadian Child Care Federation
Canadian Association for Young Children
Arab Resource Collective
AECED (India)
UNESCO
The National Children’s Nurseries Association
(NCNA) is a National Voluntary Childcare Organisation based in Dublin, Ireland.
Vision - That all children have access to quality child-centred childcare
Strategic Priorities:
Supporting the delivery and development of quality childcare
Developing the capacity of the NCNA to proactively meet the needs of their
members
Building strategic partnerships at local, regional and national levels
Representing full day-care providers at policy level
Mission – To promote, represent and advocate excellence in full-day and school-age childcare services to support their members in reaching the highest standards in early childhood care and education to ensure that parents and children have quality child-centred services to access. In order to achieve their vision and mission they focus on the following objectives:
Pacific Pre-School Council
The Pacific Preschool Council was formed in 1980 at the first ever
gathering of Pacific ECE stakeholders that was held in Suva, Fiji.
The Workshop was funded by NCK Holland and organised by the Young Women’s Christian Association Pacific Office as a result of requests from numerous preschool teachers in the region.
The Council membership comprise of all National Preschool / Early Childhood Associations in the 12 Pacific Island Countries served by the University of the South Pacific. The main goal of the Council is to work closely with the University of the South Pacific and island governments to promote the development of quality early childhood services in the region through teacher training, community awareness, development of national ECE policies and Curriculum Guidelines as well as advocacy.
The Consultative Group on Early Childhood Care and Development
(CGECCD) – established in 1983 – is an international consortium comprised of multi and bi-lateral donor agencies and international foundations and NGOs, national and regional institutions and networks, and academic/educational institutions and organizations that advocate and support program and policy development for young children (0–8) at risk.
ChildFund International
ChildFund International is inspired and driven by the potential that is inherent in all children; the potential not only to survive but to thrive, to become leaders who bring positive change for those around them.
The Canadian Association for Young Children
(CAYC) was granted it’s Federal Charter in 1974. To this day, the CAYC is the only national association specifically concerned with the well being of children, birth through age nine – at home, in preschool settings and at school.
The Aims of the CAYC
To influence the direction and quality of policies and programs that affects the development and well being of young children in Canada. To provide as forum for the members of Canada’s early childhood communities to support one another in providing developmentally appropriate programs for young children. To promote and provide opportunities for professional development for those charged with the care and education of young children. To promote opportunities for effective liaison and collaboration with all those responsible for young children. To recognize outstanding contributions to the well being of young children.
I explored the link to International Child Resource Institute I love the topic it takes a village to raise a child. ICRI works to improve the lives of children and families around the world. They focus on early childhood care and education, children’s rights, empowerment of women and girls, maternal/child health, and grassroots community development.
I also realized through the World Forum Foundation how involved they are with organizations focused on children around the world. Some of the foundations they are collaborated with are:
NAEYC
International Step by Step Association
OMEP Europe
The RISE Institute
ACEI
NAECCEM
Pacific Pre-School Council
National Day Nurseries Association
National Children’s Nurseries Association
International Child Resource Institute
Daycare Trust
CONCEP
The Consultative Group
Mother Child Education Foundation (ACEV)
ChildFund International
Canadian Child Care Federation
Canadian Association for Young Children
Arab Resource Collective
AECED (India)
UNESCO
Thursday, February 2, 2012
Getting to Know Your International Contacts—Part 2
Episode 7: TJ Skalski
TJ Skalski is Principal of The Mother Earth’s Children’s Charter School (MECCS), the first Indigenous charter school in Canada. Originally from the Blood Reserve and raised in southern Alberta, she eventually left to complete her education, including a Masters of Education degree.
Surrounded by Mother Nature, MECCS recently moved from Wabamun into the former Saint John’s School of Alberta located 35 minutes southwest of Stony Plain, AB on the banks of the North Saskatchewan River near Genessee. A Program Showcase on MECCS can be found in the January/February 2010 issue of Exchange
I found this podcast very interesting. I did not have any idea there were only thirteen charter schools in Canada. My favorite story TJ told in the podcast was about how her grandmother told her first she was a teacher, and that was her passion. It inspires me to also follow my path and remember how I also love to teach and watch children learn.
Harvard University’s “Global Children’s Initiative”
I found this website to be very relevant. The initiative is based on equity and strives for excellence in the early childhood field. In an explicit effort to build an integrated international approach to child survival, health, and development in the earliest years of life, the Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda.
The Early Childhood Innovation Partnership (ECIP) is a deeply committed and cohesive four-way collaboration among the Center on the Developing Child, the National Governors Association Center for Best Practices, the National Conference of State Legislatures, and the TruePoint Center for High Performance and High Commitment. As an integral piece of the Center’s multifaceted effort to catalyze innovation in the field of early childhood, the ECIP is primed to drive significant, population-level impact by leveraging an integrated science of early child development to produce significant, lasting change in state early childhood policy. By capitalizing on resources in the Frontiers of Innovation initiative, ECIP engages with innovating states to apply the most advanced knowledge in science, policy, and practice to significantly enhance the collective ability to improve the long-term life prospects of vulnerable, young children and families.
As part of its Global Children’s Initiative, the Center is launching its first major programmatic effort outside the United States. In collaboration with local experts, the Center 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.
The Center is collaborating with the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.
Among the core goals of the Center on the Developing Child is the creation of a new generation of leaders who view the promotion of healthy child development broadly. The Julius B. Richmond Fellowships help the Center to achieve that goal by bringing students from across the University to the Center to engage in ongoing research within an interdisciplinary community and to strengthen University-wide communications and collaboration in the area of child development.
TJ Skalski is Principal of The Mother Earth’s Children’s Charter School (MECCS), the first Indigenous charter school in Canada. Originally from the Blood Reserve and raised in southern Alberta, she eventually left to complete her education, including a Masters of Education degree.
Surrounded by Mother Nature, MECCS recently moved from Wabamun into the former Saint John’s School of Alberta located 35 minutes southwest of Stony Plain, AB on the banks of the North Saskatchewan River near Genessee. A Program Showcase on MECCS can be found in the January/February 2010 issue of Exchange
I found this podcast very interesting. I did not have any idea there were only thirteen charter schools in Canada. My favorite story TJ told in the podcast was about how her grandmother told her first she was a teacher, and that was her passion. It inspires me to also follow my path and remember how I also love to teach and watch children learn.
Harvard University’s “Global Children’s Initiative”
I found this website to be very relevant. The initiative is based on equity and strives for excellence in the early childhood field. In an explicit effort to build an integrated international approach to child survival, health, and development in the earliest years of life, the Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda.
The Early Childhood Innovation Partnership (ECIP) is a deeply committed and cohesive four-way collaboration among the Center on the Developing Child, the National Governors Association Center for Best Practices, the National Conference of State Legislatures, and the TruePoint Center for High Performance and High Commitment. As an integral piece of the Center’s multifaceted effort to catalyze innovation in the field of early childhood, the ECIP is primed to drive significant, population-level impact by leveraging an integrated science of early child development to produce significant, lasting change in state early childhood policy. By capitalizing on resources in the Frontiers of Innovation initiative, ECIP engages with innovating states to apply the most advanced knowledge in science, policy, and practice to significantly enhance the collective ability to improve the long-term life prospects of vulnerable, young children and families.
As part of its Global Children’s Initiative, the Center is launching its first major programmatic effort outside the United States. In collaboration with local experts, the Center 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.
The Center is collaborating with the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.
Among the core goals of the Center on the Developing Child is the creation of a new generation of leaders who view the promotion of healthy child development broadly. The Julius B. Richmond Fellowships help the Center to achieve that goal by bringing students from across the University to the Center to engage in ongoing research within an interdisciplinary community and to strengthen University-wide communications and collaboration in the area of child development.
Friday, January 27, 2012
Sharing Web Resources
I chose to listen to Episode 8 of the World Forum Foundation. I still await response from a early childhood professional, but still have not heard back.
Episode 8: George Forman
George Forman grew up in Monroe, Louisiana, received his doctorate in developmental psychology at the University of Alabama, worked with Howard Gardner at Project Zero, and then moved to Amherst, Massachusetts, where he is currently Emeritus Professor at the University of Massachusetts and the President of Videatives, Inc. He has also been involved with programs in Reggio Emilia, Italy.
Foreman is relevant to the topic of children and “play.” He took the time to watch children play and understood much more was going on in the learning process and in the mind of the child. He also thought it was important for people who surround the early childhood field to have the understanding of play being a necessity for learning and exploring for children this age. This is also relevant to the work I do as a teacher. We talk to parents about what children learn through play so they have a better understanding of how children learn.
One of the issues which made me think in a different way was the Rights of Children in Children’s Homes this is a World Forum Initiative. It made me think about how different things are in other countries. I started thinking about how children are separated from their families and how difficult this must be. The Working Group represents 10 countries who work in institutions. These representatives are from El Salvador, Ecuador, Singapore, Nicaragua, France, Hungary, Belize, México, Indonesia, and the USA. The group was formed with the belief that all children should have the benefit of being raised by their birth parents. Yet, that is not always viable due to death of a parent or parents, abandonment, illness, abuse, natural disasters, and war. It is paramount that each country be ready to provide children the best care if their fate is to lose their family and they are placed in a group care setting through no fault of their own.
The website of the World Forum Foundation is a wonderful resource because it has information on initiatives around the world and the current work the foundation is involved in. One area I found interesting was Working Project for Teacher Educators. College instructors, independent trainers, and trainers in private and public organizations from six continents gathered in Auckland for an intense three days of idea sharing and brainstorming on issues and strategies in training the early childhood workforce worldwide. I think this is a wonderful way for educators to collaborate on current issues.
Episode 8: George Forman
George Forman grew up in Monroe, Louisiana, received his doctorate in developmental psychology at the University of Alabama, worked with Howard Gardner at Project Zero, and then moved to Amherst, Massachusetts, where he is currently Emeritus Professor at the University of Massachusetts and the President of Videatives, Inc. He has also been involved with programs in Reggio Emilia, Italy.
Foreman is relevant to the topic of children and “play.” He took the time to watch children play and understood much more was going on in the learning process and in the mind of the child. He also thought it was important for people who surround the early childhood field to have the understanding of play being a necessity for learning and exploring for children this age. This is also relevant to the work I do as a teacher. We talk to parents about what children learn through play so they have a better understanding of how children learn.
One of the issues which made me think in a different way was the Rights of Children in Children’s Homes this is a World Forum Initiative. It made me think about how different things are in other countries. I started thinking about how children are separated from their families and how difficult this must be. The Working Group represents 10 countries who work in institutions. These representatives are from El Salvador, Ecuador, Singapore, Nicaragua, France, Hungary, Belize, México, Indonesia, and the USA. The group was formed with the belief that all children should have the benefit of being raised by their birth parents. Yet, that is not always viable due to death of a parent or parents, abandonment, illness, abuse, natural disasters, and war. It is paramount that each country be ready to provide children the best care if their fate is to lose their family and they are placed in a group care setting through no fault of their own.
The website of the World Forum Foundation is a wonderful resource because it has information on initiatives around the world and the current work the foundation is involved in. One area I found interesting was Working Project for Teacher Educators. College instructors, independent trainers, and trainers in private and public organizations from six continents gathered in Auckland for an intense three days of idea sharing and brainstorming on issues and strategies in training the early childhood workforce worldwide. I think this is a wonderful way for educators to collaborate on current issues.
Wednesday, January 18, 2012
Getting to Know Your International Contacts—Part 1
I sent two more emails this week and await a response from an Early Childhood professional from Ghana and India.
I listened to the podcast of Barbara Jones from World Forum Radio. A new episode was not casted yet, so I listened to Episode 9. The topic of this episode sounded wonderful and I really wanted to learn more about the school, fundamental teaching, and the setting. Barbara Jones (BJ) founded the Pine Grove School in Falmouth, Maine in 1985 and celebrates the schools 25th anniversary this year. The school is a charming, wood-shingled building nested in a grove of pine trees and was used as a school house as far back as 1917. Pine Grove School is a developmental, discovery-oriented preschool dedicated to peace and to teaching respectful ways of resolving conflict. They are centered around individualized, child-centered learning and believe that young children learn best when they are stimulated to explore a rich array of hands-on materials at their own pace.
I really have enjoyed listening to the podcasts from World Forum Radio. This particular one was very inspiring. Barbara Jones wanted to go another direction with her teaching and inspired to be a Montessori teacher. When she found the school house it was ran down and needed a lot of work. She wrote a letter to the owner and asked if they could contact her when and if they wanted to sell. Finally the sale went through and it is now the Pine Grove School. I love this story because the school has been built from the ground up and now creates a unique and creative learning environment.
I chose to read about China from the Childhood Poverty Research and Policy Center (CHIP). In China there has been an enormous rise in inequality in recent years. A person in West China is six times more likely to be poor. It use to be one of the most equal societies to one of the most unequal. China receives more foreign investment than any other country in the world except for the US. 4.2 million Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions. Before reading about China I had no idea about the gap between the different areas.
I listened to the podcast of Barbara Jones from World Forum Radio. A new episode was not casted yet, so I listened to Episode 9. The topic of this episode sounded wonderful and I really wanted to learn more about the school, fundamental teaching, and the setting. Barbara Jones (BJ) founded the Pine Grove School in Falmouth, Maine in 1985 and celebrates the schools 25th anniversary this year. The school is a charming, wood-shingled building nested in a grove of pine trees and was used as a school house as far back as 1917. Pine Grove School is a developmental, discovery-oriented preschool dedicated to peace and to teaching respectful ways of resolving conflict. They are centered around individualized, child-centered learning and believe that young children learn best when they are stimulated to explore a rich array of hands-on materials at their own pace.
I really have enjoyed listening to the podcasts from World Forum Radio. This particular one was very inspiring. Barbara Jones wanted to go another direction with her teaching and inspired to be a Montessori teacher. When she found the school house it was ran down and needed a lot of work. She wrote a letter to the owner and asked if they could contact her when and if they wanted to sell. Finally the sale went through and it is now the Pine Grove School. I love this story because the school has been built from the ground up and now creates a unique and creative learning environment.
I chose to read about China from the Childhood Poverty Research and Policy Center (CHIP). In China there has been an enormous rise in inequality in recent years. A person in West China is six times more likely to be poor. It use to be one of the most equal societies to one of the most unequal. China receives more foreign investment than any other country in the world except for the US. 4.2 million Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions. Before reading about China I had no idea about the gap between the different areas.
Thursday, January 12, 2012
Sharing Web Resources
I was unable to make contact with another Childhood professional. I chose to to study the World Forum Foundation.
The link to World Forum Radio is http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio the focus of the radio broadcast is to for the early childhood leaders’ community. The podcast promotes the exchange of ideas between people and cultures on all topics related to young children.
Episode 10 was by Susan Lyon began pondering how children think, eventually visiting Reggio Emilia and then bringing the “100 Languages of Children” exhibit to the San Francisco Bay area on two occasions.
It was a very interesting podcast. It made me think about the Reggio philosophy and I related it to my own teaching. The Head Start I teach at now has a Education Coordinator with Reggio background so we are starting teach more with this mind set. The podcast also led me to find out more about the “100 Languages of Children”.
Twenty years of touring, five editions of the European version and the duplication of the exhibit in 1987 for a North American version, many showings throughout Europe and across the ocean, hundreds of thousands of visitors of all nationalities: these figures have made "The Hundred Languages of Children" a fundamental point of reference for Italian and international pedagogical culture. First conceived by Loris Malaguzzi and his closest associates, this exhibit is rooted in the forty years of experience of the educational institutions operated by the Municipality of Reggio Emilia. The exhibit bears witness to the originality and the extraordinary nature of the years of research that have led the Reggio infant-toddler centers and preschools to become a primary point of reference for those who work in early childhood education worldwide.
The 100 Languages of Children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.
I love this saying and wanted to share...
Children have a hundred languages, and they want to use them all.
They learn very soon how difficult it is for this right to be recognized and above all respected.
This is why children ask us to be their allies in resisting hostile pressures and defending spaces for creative freedom which, in the end, are also spaces of joy, trust, and solidarity.
The link to World Forum Radio is http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio the focus of the radio broadcast is to for the early childhood leaders’ community. The podcast promotes the exchange of ideas between people and cultures on all topics related to young children.
Episode 10 was by Susan Lyon began pondering how children think, eventually visiting Reggio Emilia and then bringing the “100 Languages of Children” exhibit to the San Francisco Bay area on two occasions.
It was a very interesting podcast. It made me think about the Reggio philosophy and I related it to my own teaching. The Head Start I teach at now has a Education Coordinator with Reggio background so we are starting teach more with this mind set. The podcast also led me to find out more about the “100 Languages of Children”.
Twenty years of touring, five editions of the European version and the duplication of the exhibit in 1987 for a North American version, many showings throughout Europe and across the ocean, hundreds of thousands of visitors of all nationalities: these figures have made "The Hundred Languages of Children" a fundamental point of reference for Italian and international pedagogical culture. First conceived by Loris Malaguzzi and his closest associates, this exhibit is rooted in the forty years of experience of the educational institutions operated by the Municipality of Reggio Emilia. The exhibit bears witness to the originality and the extraordinary nature of the years of research that have led the Reggio infant-toddler centers and preschools to become a primary point of reference for those who work in early childhood education worldwide.
The 100 Languages of Children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.
I love this saying and wanted to share...
Children have a hundred languages, and they want to use them all.
They learn very soon how difficult it is for this right to be recognized and above all respected.
This is why children ask us to be their allies in resisting hostile pressures and defending spaces for creative freedom which, in the end, are also spaces of joy, trust, and solidarity.
Thursday, January 5, 2012
Getting Ready—Establishing Professional Contacts and Expanding Resources
I sent an email trying to establish contact with other Early Childhood professionals. I chose to send an email to Egypt, Moroco, South Africa, and Asia. My email read:
Hello,
My name is Alissa Stark. I work as a Head Start teacher in Oregon and currently purse my Master's Degree in Early Childhood Education at Walden University. I would love to make contact with another Early Childhood professional from a different part of the world to share our experiences. Please email back if interested, it would be greatly appreciated.
Kind regards,
Alissa
All of the first four emails I sent came back return to sender.
I sent two more emails to Unicef in Cambodia, Australia and Costa Rica. I am waiting for responses and hopefully I will make contact with another Early Childhood professional.
I received an email back from UNICEF due to the time pressure on staff in their office they are unable to participate at this time. I only have one other email waiting for a response.
The second option for the blog assignment might be my only choice. I am going to start listening to the podcast of World Forum Radio. This will be the first time I have ever listened to a podcast, and I am very interested.
Hello,
My name is Alissa Stark. I work as a Head Start teacher in Oregon and currently purse my Master's Degree in Early Childhood Education at Walden University. I would love to make contact with another Early Childhood professional from a different part of the world to share our experiences. Please email back if interested, it would be greatly appreciated.
Kind regards,
Alissa
All of the first four emails I sent came back return to sender.
I sent two more emails to Unicef in Cambodia, Australia and Costa Rica. I am waiting for responses and hopefully I will make contact with another Early Childhood professional.
I received an email back from UNICEF due to the time pressure on staff in their office they are unable to participate at this time. I only have one other email waiting for a response.
The second option for the blog assignment might be my only choice. I am going to start listening to the podcast of World Forum Radio. This will be the first time I have ever listened to a podcast, and I am very interested.
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