Throughout this course I have learned a lot about international early childhood education. However, as I learned about education on a global scale, I also learned of some things that were very upsetting. Some of the consequences of learning about international education include:
1. The feeling of helplessness to help children across the globe.
2. The realization that children everywhere do not have access to a quality early childhood education, if any.
3. The increased desire to become an advocate for children who do not have a voice.
Learning about the issues other countries have with early childhood education makes me want to step up to the plate and do whatever I can to help them out. My professional goals include one day becoming a college professor teaching about early childhood education. I am hoping that when I reach that goal, I can form a group where students and myself can raise awareness about the tragedies happening across the globe when it comes to children's lack of education.
Saturday, April 23, 2011
Wednesday, April 13, 2011
Getting to Know your International Contacts - Part 3
Without ever receiving a response from any of my international contacts, I chose to explore UNESCO's "Early Childhood Care and Education" webpage at http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/ and share with you what I learned.
On UNESCO's website, I found about the E-9 Initiative. This initiative focuses on 9 high population countries - Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan- and their attempt to improve early childhood education. The basics of this initiative build on the fact that these countries populations are slowly declining. Therefore, if the keep spending the same amount of money on early childhood education that they are now, then more money can be spent on ensuring quality in education. I think this initiative is great and the facts behind it really support improving early childhood education through equity, access, and quality. With regards to my own professional goals, I would love to improve equity, access, and quality of early childhood education here at home. Through funding efforts and community work, I hope to help make early childhood learning available to all.
I also learned about Gambia's Policy for early childhood education. In it's National Education Policy 2004-15, the government announced a plan to create early childhood centers for 3-6 year olds on the premises of primary schools in the most disadvantaged areas. However, these "centers" are not really educational settings. These are playgrounds where the educator is not focused on early learning but on child-minding 'aka babysitting'. With my professional goals in mind, I could see how establishing a program like this would and could begin more as a playground/childcare center and develop over time into an educational facility. It takes time, support, funding, and staff to create a learning center and unfortunately Gambia doesn't have all of these at the moment. I do however respect their commitment to children and encourage them to continue their efforts to improve early childhood education.
Another interesting bit of information I learned involves New Zealand's home based early childhood services. In New Zealand, home based early childhood centers have grown along with the number of women entering the workforce. The Ministry of Education is currently responsible for partial funding and administration of these home care centers. The ministry is currently implementing regulations and academic requirements to help keep early learning centers safe. As far as my professional goals are concerned, I have never had the desire to start my own early learning center, especially out of my home. I do however agree with New Zealand on the issues regarding strict regulations, inspections, and academic curriculum. In a home setting, the classroom dynamic has changed, and there are more factors to consider with regards to safety. Rules and regulations need to be followed to ensure a safe, secure, enjoyable environment for children to grow and learn.
I really enjoyed researching UNESCO's early childhood website and I encourage you to do the same.
Resources
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood
Choi, S. (January 2004). Access, public investment, and equity in ecce: The nexus in high nine population countries. UNESCO Policy Brief on early Childhood Education. (number 19).
Choi, S. (September-October 2006). Bite off only as much as you can chew: Gambia's policy for early childhood. UNESCO Policy Brief on early Childhood Education. (number 34).
Podmore, V. (September 2002). Home based early childhood services: The case of New Zealand. UNESCO Policy Brief on early Childhood Education. (number 6).
On UNESCO's website, I found about the E-9 Initiative. This initiative focuses on 9 high population countries - Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan- and their attempt to improve early childhood education. The basics of this initiative build on the fact that these countries populations are slowly declining. Therefore, if the keep spending the same amount of money on early childhood education that they are now, then more money can be spent on ensuring quality in education. I think this initiative is great and the facts behind it really support improving early childhood education through equity, access, and quality. With regards to my own professional goals, I would love to improve equity, access, and quality of early childhood education here at home. Through funding efforts and community work, I hope to help make early childhood learning available to all.
I also learned about Gambia's Policy for early childhood education. In it's National Education Policy 2004-15, the government announced a plan to create early childhood centers for 3-6 year olds on the premises of primary schools in the most disadvantaged areas. However, these "centers" are not really educational settings. These are playgrounds where the educator is not focused on early learning but on child-minding 'aka babysitting'. With my professional goals in mind, I could see how establishing a program like this would and could begin more as a playground/childcare center and develop over time into an educational facility. It takes time, support, funding, and staff to create a learning center and unfortunately Gambia doesn't have all of these at the moment. I do however respect their commitment to children and encourage them to continue their efforts to improve early childhood education.
Another interesting bit of information I learned involves New Zealand's home based early childhood services. In New Zealand, home based early childhood centers have grown along with the number of women entering the workforce. The Ministry of Education is currently responsible for partial funding and administration of these home care centers. The ministry is currently implementing regulations and academic requirements to help keep early learning centers safe. As far as my professional goals are concerned, I have never had the desire to start my own early learning center, especially out of my home. I do however agree with New Zealand on the issues regarding strict regulations, inspections, and academic curriculum. In a home setting, the classroom dynamic has changed, and there are more factors to consider with regards to safety. Rules and regulations need to be followed to ensure a safe, secure, enjoyable environment for children to grow and learn.
I really enjoyed researching UNESCO's early childhood website and I encourage you to do the same.
Resources
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood
Choi, S. (January 2004). Access, public investment, and equity in ecce: The nexus in high nine population countries. UNESCO Policy Brief on early Childhood Education. (number 19).
Choi, S. (September-October 2006). Bite off only as much as you can chew: Gambia's policy for early childhood. UNESCO Policy Brief on early Childhood Education. (number 34).
Thursday, April 7, 2011
Sharing Web Resources Part 2
I have fallen in love with the National Institute for Early Education research website at www.nieer.org. Over the past few weeks, I have found so much information regarding the current issues in early childhood education. This website has made me a more informed teacher and citizen of this great country. This week our assignment involves expanding our inquiry of our website.
1. Follow some of the outside links that you have not yet explored. Where do they lead?
In the news and events section of NIEER's website, the latest headlines keep me up to date with current early childhood education issues. This section of the website lists newspaper and journal articles from around the country that are related to pre-school/early childhood education. I like being able to see what is happening in other states and having all of this information right at my fingertips is very convenient.
2. Thoroughly search one area of the site. What do you find?
The state yearbook tab on the website offers a plethora of information about early childhood education. You can download the pdf file of the full 2009 report. You can also search by state and find facts and figures regarding early childhood education in that area. This is a wonderful resource if you are writing a research paper or if you are looking for specific numbers regarding EC. This is one of my favorite sections of www.nieer.org.
3. If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available?
I received the current edition of NIEER's e-newsletter two days ago in my inbox. This particular newsletter focused on "Closing the Vocabulary Gap in Chicago Pre-k." There was a link posted underneath this article : http://www.pbs.org/newshour/. I followed the link and watched the video on closing the vocabulary gap. On this website I also discovered an immense amount of teacher resources. I clicked on the teacher resources tab and found a website dedicated to providing educational news from around the globe. You can search for educational news in the U.S., around the globe, and also educational news regarding science, economics, health, and art/media. They also have a "Teacher Center" that has lesson plans available for download and corresponding video clips. If you want to check it out go to http://www.pbs.org/newshour/extra/.
4. Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education?
Absolutley! The main focus of their newest newsletter is on the difference between students who attended preschool and those who didn't. It reiterates the fact that inequality in education is a global issue. I enjoyed this video as it opened my eyes to what some educators are doing to promote early childhood education.
5. What other new insights about issues and trends in the early childhood field did you gain this week from exploring the website and/or the e-newsletter?
I didn't per-say discover any new insights this week. I did however learn more about current pre-k programs and their efforts to make it available to more children. Educators are fighting the fight but not winning the battle.
By continuing to explore NIEER's website, my view on early childhood education becomes more set. Early childhood education should become public and be made available for all children. We are dis-servicing the children of America by not providing pre-school programs to all. The benefits of a quality early childhood education far outweigh the costs that be involved with making pre-school available to the masses. NIEER has done an excellent job of providing me with facts, figures, and resources to support my beliefs. I will continue to explore NIEER and gro as an educator as long as I am in a classroom. Thanks NIEER!
Resources:
www.nieer.org
www.pbs.org/newshour
National Institute for Early Education Research. (April 5,2011). Closing the vocabulary gap in chicago pre-k. National Institute for Early Education Research e-newsletter, 10(11). Retrieved from http:http://nieer.org/resources/newsletter/
Saturday, April 2, 2011
Getting to Know Your International Contacts- Part 2
Unfortunately, I was never able to make contact with anyone outside of the U.S. to discuss early childhood education in their country. Instead, this week I chose to explore Harvard University's "Global Children's Initiative" website and share with you what I learned.
The Global Children's Initiative was founded in 2006 with the goal of helping children reach their full potential and engage in responsible and productive citizenship. Recently, UNESCO (United Nations Educational, Scientific, and Cultural Organization) held a "Global Gathering" in Moscow which put the spotlight on early childhood issues. This gathering was held September 27-29, 2010 where they discussed the progress of nations meeting their Millennium Development Goals (MDG) for 2015. These goals are eight anti-poverty goals including universal education for all children. The hope is by 2015, every child will be able to complete a full course of primary schooling. (United Nations website).
Dr. Jack Shonkoff, Director of the Center on the Developing Child at Harvard University was the key note speaker at the gathering and discussed the "brain science" behind early childhood development, similar to what we discussed last week in class. Also discussed were policy challenges, innovative strategies, and integrative across sectors. The goal of this conference was to initiate action by UNESCO member states by showing that early childhood education and care is the foundation for the development of children. This gathering gives off the impression that leaders around the world are beginning to understand the importance of the early childhood years and the affect these years can have on the rest of someone's life.
Something else I found interesting on the Global Children's Initiative website was information about a program in place in Santiago, Chile. Un Buen Comienzo, "A Good Start", is a collaborative project to improve early childhood education through teacher professional development. The goal is to improve quality education in language development from four to six year olds. This project also aims to intervene in critical health care issues that improve school attendance and familial involvement. The project began in 2007 and has received funding from Harvard University's Center on the Developing Child.
This is a wonderful website with inspiring information about changes taking place around the globe. I will be checking back often for updates.
Resources:
http://developingchild.harvard.edu/initiatives/global_initiative/
http://www.un.org/millenniumgoals/education.shtml
The Global Children's Initiative was founded in 2006 with the goal of helping children reach their full potential and engage in responsible and productive citizenship. Recently, UNESCO (United Nations Educational, Scientific, and Cultural Organization) held a "Global Gathering" in Moscow which put the spotlight on early childhood issues. This gathering was held September 27-29, 2010 where they discussed the progress of nations meeting their Millennium Development Goals (MDG) for 2015. These goals are eight anti-poverty goals including universal education for all children. The hope is by 2015, every child will be able to complete a full course of primary schooling. (United Nations website).
Dr. Jack Shonkoff, Director of the Center on the Developing Child at Harvard University was the key note speaker at the gathering and discussed the "brain science" behind early childhood development, similar to what we discussed last week in class. Also discussed were policy challenges, innovative strategies, and integrative across sectors. The goal of this conference was to initiate action by UNESCO member states by showing that early childhood education and care is the foundation for the development of children. This gathering gives off the impression that leaders around the world are beginning to understand the importance of the early childhood years and the affect these years can have on the rest of someone's life.
Something else I found interesting on the Global Children's Initiative website was information about a program in place in Santiago, Chile. Un Buen Comienzo, "A Good Start", is a collaborative project to improve early childhood education through teacher professional development. The goal is to improve quality education in language development from four to six year olds. This project also aims to intervene in critical health care issues that improve school attendance and familial involvement. The project began in 2007 and has received funding from Harvard University's Center on the Developing Child.
This is a wonderful website with inspiring information about changes taking place around the globe. I will be checking back often for updates.
Resources:
http://developingchild.harvard.edu/initiatives/global_initiative/
http://www.un.org/millenniumgoals/education.shtml
Thursday, March 24, 2011
Sharing Web Resources
Through out this course, I have been studying the website for the National Institute for Early Education Research (NIEER) at www.nieer.org. This week, we are to answer the following questions about our particular website:
- What specific section(s) or information seemed particularly relevant to your current professional development?
- Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?
- What information does the website or the e-newsletter contain that adds to your understanding of how economists, neuroscientists, or politicians support the early childhood field?
- What other new insights about issues and trends in the early childhood field did you gain from exploring the website or e-newsletter?
The most relevant section on NIEER's website to my current professional development is the "News and Events" section. I visit this section the most because it keeps me up to date on current events happening in the education field. It also includes the latest headlines about the advancements in early childhood education.
There was a recent news article, "District Playing it Safe, Cuts Pre-K Program", by Kathie Bassett from The Telegraph newspaper in Alton, Il., listed on NIEER's website. This article discusses the temporary cut of the pre-kindergarten program in the Roxana School District. "With funding no longer guaranteed by the state, the Roxana School District has opted for a fiscally conservative stance by at least temporarily cutting its pre-kindergarten program next year." The state of Illinois is now requiring that any school district with a pre-k program apply for a grant to receive the necessary funding to keep the program up and running. After this week of discussing how policy makers are going to invest in early childhood development such as pre-k programs, I was surprised to see that the opposite is actually happening. With all the talk about improving early childhood education and preparedness for school, the exact opposite is happening. Funds are being cut across the board and these programs are closing their doors to the future generations of our country. We need to see results that coincide with our leaders viewpoints, not that oppose it.
In the most recent e-newsletter from NIEER I received on March 21, 2011, the proposition by the U.S. House of Representatives to reduce Head Start funding by 22% is discussed. This proposition by the House has generated an outpouring of support from experts saying "This is no time to reduce funding." These supporters emphasize positive findings regarding Head Start's long-term impact. Also mentioned in the newsletter is a news piece from the New York Times discussing how early childhood education affects the future and a brief from the Hechinger Institute titled "Business Leaders and the New Educational Agenda: Investment in our Littlest Learners". With all of these articles about early childhood investment, it is clear that NIEER is keeping up to date with the current ideas of scientist, economist, and politicians.
By exploring NIERR's website, I was able to learn more about the fiscal crisis effecting Ohio and New York. I live in Ohio and am very aware of all the changes happening in the education field here at home but it was nice to compare our financial crisis to New Yorks and see how their education system is being affected.
Resources:
Bassett, K. (2011, March 22). District playing it safe, cuts pre-k program. The Telegraph.
National Institute for Early Education Research. www.nieer.org.
National Institute for Early Education Research. (March 21,2011). Head start is forced to play defense. National Institute for Early Education Research e-newsletter, 10(9). Retrieved from http:http://nieer.org/resources/newsletter/
Saturday, March 19, 2011
Poverty in Kyrgyzstan
After two weeks of attempting to make contact with EC professionals outside of the U.S. with no responses, I have redirected to the alternate assignment. In my search for information about poverty in a certain country, I came across some startling facts and figures that where heartbreaking.
In Kyrgyzstan, which was part of the Soviet Union until 1991, the majority of the population, nearly 60%, make their living from agriculture. After they declared their independence and broke free from the Soviet Union, the percentage of people living in poverty rose to over 60%. By 2001, 47% of the population lived below the government poverty line, with 13% living in extreme poverty.(Childhood Poverty Research and Policy Centre, 2011) Unfortunately, poverty brings along with it a decline in school enrollment. More children are working instead of attending school in attempts to make money. It is estimated that nearly 24% of children work full or part-time jobs. (Childhood Poverty Research and Policy Centre, 2011)
Due to the increase in poverty over the past decade, organizations are working hard to reduce poverty in Kyrgyzstan. The government has created both a 15 year plan and a 3 year plan to reduce poverty. These plans include promoting economic growth and creating a fair society.
After studying the information about poverty in Kyrgyzstan, I have been awakened to actual amount of poverty there is in this world. Before, I could just turn a blind eye and think that things really weren't so bad because I did not see them where I live. However, after learning more about poverty and it's massive stronghold around the world, I have realized that this is a major problem that is continuing to grow.
Growing up in a middle class household, I got a job when I turned 15, lifeguarding. I worked because my Dad said I needed to learn responsibility, and because it gave me money to go to the mall with my friends. I could not imagine quitting school to work full time, at an age even younger then 15, to try and put food on the table or provide the basic necessities for survival. These children are courageous and strong, taking on a task that many adults in our own country cannot seem to handle, while sacrificing their education.
It is heartbreaking to see that enrollment in schools is dropping, because the only hope to come out of poverty is education. With more children dropping out of school, poverty continues to grow. When these uneducated children grow up to be adults and parents who are still living in poverty, the cycle continues and grows with each generation.
The situation is Kyrgyzstan is becoming one of the norm rather than the exception. Working together with organizations such as UNICEF and The Children's Defense Fund, we can make a difference, even if it is just a little bit at a time. If we lose hope for the people suffering from poverty, then they have lost hope for themselves. Become informed and do your part to help our neighbors around the world. Together we can make things happen!
Resources:
Childhood Poverty Research and Policy Centre, 2011 www.childpoverty.org
In Kyrgyzstan, which was part of the Soviet Union until 1991, the majority of the population, nearly 60%, make their living from agriculture. After they declared their independence and broke free from the Soviet Union, the percentage of people living in poverty rose to over 60%. By 2001, 47% of the population lived below the government poverty line, with 13% living in extreme poverty.(Childhood Poverty Research and Policy Centre, 2011) Unfortunately, poverty brings along with it a decline in school enrollment. More children are working instead of attending school in attempts to make money. It is estimated that nearly 24% of children work full or part-time jobs. (Childhood Poverty Research and Policy Centre, 2011)
Due to the increase in poverty over the past decade, organizations are working hard to reduce poverty in Kyrgyzstan. The government has created both a 15 year plan and a 3 year plan to reduce poverty. These plans include promoting economic growth and creating a fair society.
After studying the information about poverty in Kyrgyzstan, I have been awakened to actual amount of poverty there is in this world. Before, I could just turn a blind eye and think that things really weren't so bad because I did not see them where I live. However, after learning more about poverty and it's massive stronghold around the world, I have realized that this is a major problem that is continuing to grow.
Growing up in a middle class household, I got a job when I turned 15, lifeguarding. I worked because my Dad said I needed to learn responsibility, and because it gave me money to go to the mall with my friends. I could not imagine quitting school to work full time, at an age even younger then 15, to try and put food on the table or provide the basic necessities for survival. These children are courageous and strong, taking on a task that many adults in our own country cannot seem to handle, while sacrificing their education.
It is heartbreaking to see that enrollment in schools is dropping, because the only hope to come out of poverty is education. With more children dropping out of school, poverty continues to grow. When these uneducated children grow up to be adults and parents who are still living in poverty, the cycle continues and grows with each generation.
The situation is Kyrgyzstan is becoming one of the norm rather than the exception. Working together with organizations such as UNICEF and The Children's Defense Fund, we can make a difference, even if it is just a little bit at a time. If we lose hope for the people suffering from poverty, then they have lost hope for themselves. Become informed and do your part to help our neighbors around the world. Together we can make things happen!
Resources:
Childhood Poverty Research and Policy Centre, 2011 www.childpoverty.org
Saturday, March 12, 2011
National Institute for Early Education Research
www.nieer.org
The National Institute for Early Education Research has a fantastic website with lots of tools and information to help anyone in the Early Childhood field. This website focuses on Preschool and hot topics in the early childhood field. Their are features for teachers, special education, English language learners, and an entire archive of publications and videos.
I have subscribed the their e-newsletter that is published three times a month. In the most recent publication, an article titled Selling Our Children's Birthright, discusses the nations extreme fiscal crisis and the proposition of cutting more funding for the early childhood field. The author, Steve Barnett, the -director of NIEER, references Thomas Paine's Common Sense, which "encouraged the populace to do the right thing in the face of dire threats to the Republic."
I enjoy this website for the no-nonsense attitude towards those who don't see the purpose or the future of Early Childhood education. We need organizations to stand up for us and fight for our children's right to a quality education.
The National Institute for Early Education Research has a fantastic website with lots of tools and information to help anyone in the Early Childhood field. This website focuses on Preschool and hot topics in the early childhood field. Their are features for teachers, special education, English language learners, and an entire archive of publications and videos.
I have subscribed the their e-newsletter that is published three times a month. In the most recent publication, an article titled Selling Our Children's Birthright, discusses the nations extreme fiscal crisis and the proposition of cutting more funding for the early childhood field. The author, Steve Barnett, the -director of NIEER, references Thomas Paine's Common Sense, which "encouraged the populace to do the right thing in the face of dire threats to the Republic."
I enjoy this website for the no-nonsense attitude towards those who don't see the purpose or the future of Early Childhood education. We need organizations to stand up for us and fight for our children's right to a quality education.
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