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.
Tuesday, February 21, 2012
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.
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