A special thanks to my colleagues

This class has been a great learning source on communication and how important it is in our lives.  I have never thought about communication in-depth as much as we have in this course but I must say it was very valuable.  The amount of communication we will endure throughout not only our social lives but our professional lives will cause for us to be as effective as we can be to ensure our colleagues, students and their parents can understand our thoughts.  We will be collaborating a lot and this course has brought us several communication skills to help us in our future sessions.  Thanks for all who commented on my posts and allowed me to do the same.  We will help each other grow strong which will allow Education in general to be just as effective in the long run.

Teamwork and Communication

The group I felt was hardest to say good-bye to was my collaborating student-teaching group.  High-performing groups to me are hardest to leave because of hw well the communication is among the group.  We bonded so well together, establishing great communication in getting to know each other during our first group session.  I think we did a wonderful job forming our identity, establishing who the group leader would be and setting reachable goals.  As professional educators we understood how important group communication is because in this profession there will be tons of collaboration moments among other educators as well as board members and families.  For groups whose project or task come to an end, there is an adjourning stage (O’Hair & Wiemann, 2012, pp. 257).  The groups I have encountered with in my master’s program adjourned by simply saying thank you and good-bye as well as complimenting from great ideas.  A simple thank you goes a long way for people and establishes great partnership down the line.

Adjourning is an essential stage of teamwork because it establishes whether or not a team wants to reassemble.  The group members reflect on their accomplishments and failures as well as determine whether the group will disassemble or take on another project (O’Hair & Wiemann, 2012, pp. 258).  Depending on the distance between the group members will determine how they can adjourn.  A nice barbeque or sit down dinner would be nice to reflect on how well the group communicated, which can lead to bonding friendships and encores for the future.  If I feel the group was a disaster, this is the time period to let it be known that this team should not come together for another project.

                                                                         

Reference

O'Hair, D., & Wiemann, M. (2012).  Real Communication.  New York: Bedford/St. Martin's.

             Chapter 9, "Communication in Groups" (pp. 251-279).

Dealing with Conflicts

In life we will some time or another engage in conflict with others.  The key is to manage the situation productively.  Conflict that is managed effectively is called productive conflict (O’Hair & Wiemann, 2012, pp.221).  It is perfectly fine to disagree with another person because we all have our own thought process so at times there will be some conflicts of issues.  At my current job one of the counselors seem to always bump heads with me.  We can never seem to agree with each other on any subject matter.   Something I have learned from this week that my co-worker and I can work on is to compromise with each other in conflictive situations.  With most compromises, both sides give up a little to gain a little (O’Hair & Wiemann, 2012, pp.241).  We have to be willing to trade some of our needs to gain interest from our counterpart.  Another great strategy to use is probing, asking questions that encourage specific and precise answers (O’Hair & Wiemann, 2012, pp.240).  In order for me to obtain information from another individual, I must ask for it.  Whenever we make requests for information, we are using the skill of Probing.  Probing can help parties explore the pros and cons of an issue, encouraging either side to consider both the positive and the negative aspects of it (O’Hair & Wiemann, 2012, pp.240).  This is how great feedback and constructive criticism can be properly used.

Reference

O’Hair, D., & Wiemann, M. (2012).  Real Communication.  New York: Bedford/St. Martin’s.

            Chapter 8, “Managing Conflict in Relationships” (pp. 219-246).

Evaluation Comparison

I really enjoyed this week’s assignments because it gave us the opportunity to not only evaluate ourselves on our communication but also to allow other perspective’s from a friend, family, or colleague.  The two people I chose to evaluate me seemed to know me very well.  I honestly believed they were going to be all over the place, especially pertaining to my communication skills.  What I perceived of myself and what they perceived through evaluation went hand in hand.  I am a much laid back person who would rather listen than speak.  Not to say that I do not speak well because my verbal communication is pretty good to my knowledge, I just listen well.  I think what surprised me the most is how accurate both evaluations came to be.  I figured they would be all over the place with their viewpoints of me but I was wrong.  My fiancé told me she knew me more than I know myself and I had to give her the thumbs up because she was accurate.

           This week I was able to understand how moderate my verbal aggressiveness is pertaining to my communication.  We are all different in our own unique ways, especially when communicating with others.  I found that I am very respectful and considerate of other people’s viewpoints.  After taking the listening profile assessment I fell in group 1 which makes me a people-oriented individual.  I definitely agree with this because I do love to listen and I am very concerned with the emotions of others. 

Colleagues Cultural Diversity

Communicating with people who are different from you is something you likely do every day (Beebe, Beebe, & Redmond, 2011, pg. 86).  Even our family and friends are dissimilar in things we may know nothing about.  There are things I talk about with my friends that I do not speak about with say a family member.  Things we share amongst each other come about differently depending on the setting or group of people we are with.  Being motivated to establish positive relationships with others who are different from us is a key aspect of communicating in interculturally competent ways (Beebe, Beebe, & Redmond, 2011, pg. 107).  There are always going to be communicating differences, even amongst our friends and families.  On settings when I am just hanging out with the fellows, we communicate about sports, our relationship with the girlfriend or wife, and just silly things that we can all sit back and laugh about.

Three good strategies to help us communicate more effectively with people would be for starts to create an atmosphere of openness.  When speaking with an individual or in a group setting, avoid objects that create barriers such as desks or cubicle walls.  Try to sit in an open area, and elude loud places.  We should also find places where the conversation is doubtful to be disturbed.  Another great strategy is to be an active listener.  A great communicator never tries to dominate the conversation.  As communicators we should allow our listener to provide their thoughts and listen courteously.  A third good strategy could be to actively engage in conversation.  When we are communicating with someone else they can tell when our minds are in another stratosphere.  We must express honest concern for the subject matter and show complete attention.  The person or people we are communicating with need to know that we are involved in the discussion.  There needs to be good eye contact shown and good non-verbal signals such as shacking your head as if agreeing with the person or just showing great posture.     

Reference

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011).  Interpersonal communication: Relating to

            others (6^th ed.).  Boston, MA: Allyn & Bacon.  Chapter 4, “Interpersonal Communication

and Diversity: Adapting to Others” (pp. 85-114)

Observing Communication through Television

The television show I chose to view was “Criminal Minds”.  I have had opportunities to watch this show but did not because I thought it was trying to be much like one of my favorite shows “Law & Order, Special Victims”.   From watching Criminal Minds with the sound turned off was very tough because having volume is important when it comes to really understanding things.  I listen very well so I can actually be doing something else without paying attention to the screen and understand what is going on.  The vibe I got from watching the characters on this episode pertaining to their relationship to communicating amongst on another was very good.  No one seemed snappy or rude or bigger than another person.  Based on the nonverbal behavior I observed, seems as if they have intense feelings on cracking the case.  Everyone seems to be about business, going off of the looks on their faces.       

In this episode, the assumptions I made about the characters and plot based on the ways in which I interpreted the communication I observed are they actually communicated very well.  Eye contact was always made and body languages seem to be at a respectful stage as far as the investigation team represented themselves.  In the FBI, communication is valuable and non-verbal communication has to be used a lot in order to get the job done correctly without getting anyone hurt.  In this episode I viewed one of the agents nodding his head to another agent pointing in a direction for him to go in and the communication was picked up well.  This communication was perfectly executed because the guy was able to sneak around the side to grab the young boy before he shot anyone.  I believe my assumptions would have definitely been more correct if I had been watching a show I know well.  I say this because from past episode I would know the characters and understand how they communicate and what would possibly happen before it even happens.  I actually do that a lot when it comes to “Law & Order”, a show I watch pretty much every day.

          What I learned from this experience about communication is that we have to learn how to pick up on people’s actions by understanding non-verbal signs.  In the early childhood field children are going to come to us with mixed emotions and we have to understand what they are feeling because most of the times children will not speak about it, especially if the child is shy or do not speak much at all.  

A Great Communicator

A person who comes to mind when talking about great communication skills is my Aunt who is a professional early childhood teacher.  She always presents herself in a great manner and prides herself on being respectful and knowledgeable to make herself a better communicator.  She possess great confidence when speaking, head always held high and speaks with no stutter as well as with a strong voice.  It always seems as if she knows everything because her words are never blank.  I love that she always looks a person in the eyes when speaking, making sure that person is grasping every knowledgeable detail she has to offer.  I personally model every communication skill I can from her because she goes about her business in a professional manner.  It seems as if everyone looks up to her and she does not shy away from the center of attention.  She is the epitome of a great leader and who I would love to be like in the means of being a great leader and communicator to others.

Professional Hopes and Goals

When I think about working with children and families who come from diverse backgrounds I hope to gain as much knowledge about their background as I can to ensure they feel comfortable in my setting.  When people are comfortable they are more prone to express themselves in positive ways.  I hope I have the necessary tools to help guide them toward success as well as an understanding that I care about their needs and want to see them grow strong not only in the new culture they are surrounded by but also where they come from as well.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to have patience, leadership qualities, and a positive attitude toward everyone I come into contact with professionally.  I expect to learn more about diversity, equity, and social justice and see within something that I have never seen to get a better understanding of the three.

           To everyone in the course, I wish you all the best of luck in your future journey.  Thanks to all the comments and posts as well as allowing me to gain knowledge of diversity, equity, social justice, and great scenarios.  This course has really opened my eyes to the world around and makes me look at how I present myself, making sure I show no signs of microaggressions.  You all have been such great support and guidance and I really appreciate the great comments.

Welcoming Families from around the world

The country of origin in which the child has come from is Nigeria.  One way I will be culturally responsive to the family is by committing to knowing the child well.  I am going to learn about the child’s culture, family, and what interest him or her.  A second way of being responsive is by building on the child’s life experiences.  I want to dig deep inside the child to see what he or she has been through so that I can understand what the child may like to do for fun or what may not be of any interest to the child.  A third way I will be culturally responsive to the child is by giving the child an opportunity to learn about my background.  A lot of times giving a person a chance to ask questions really opens that person up and makes them feel of importance.  A fourth way I would be responsive is by showing respect toward the child and their family origin.  A final way I will be culturally responsive is by understanding my own cultural identity, and its consequences.  I must rigorously examine my cultural behavior patterns and be myself, honest, caring, and my undivided attention.

I feel these preparations will benefit both me and the family because it will allow both parties to get in-depth with each other.  I love the saying “we learn something new every day” and this quote fits well in being culturally responsive with someone of a different country of origin.   We are all born, raised and surrounded in culture, and it is vital to learning.  Being culturally responsive notifies how we touch basis with one another, the way we obtain things from our source and lends a hand in outlining the thought development of families and individuals.

The Personal Side of Bias, Prejudice, and Oppression

   A good memory of an incident when bias or racism came into play was with my girlfriend.  She told me about a time when she was cheerleading back in high school and something that has never left her mind even until this day.  She explained it was only her and another girl the only African Americans on the squad, the rest of the girls were Caucasian.  After a cheerleading competition her team went out to eat at cracker barrel restaurant.  The restaurant was not all packed but she said they waited for about an hour before being seated with other big groups coming in around them.  No one thought anything of it so they waited patiently until finally being seated.  My girlfriend sat at the table with the other African American girl and two other Caucasian girls from the squad.  Everyone was waited except my girlfriend's table.  Again no one thought anything of it until one of the Caucasian girls from my girlfriend's table noticed everyone getting their food and their table has not even been seen.  New customers were coming in getting their order taken care of and it was getting ridiculous.  The girl who took notice went and told their coach who confronted the manager.  My girlfriend said she broke down in tears so frustrated at what was happening because she said she never encountered anything like this before.  The manager told them that he apologize and will take care of the waitress.
  This incident diminished equity by the waitress refusing to serve a table because of the color of two girl's skin.  Everyone should be treated the same no matter their race and it was just not right to pass on their table because of them being African American.  Every time I think of this incident I get a disgust feeling because I feel those days of being racist, prejudice and even bias should have never even began.  It is not right to treat people any kind of way.  I have a zero-tolerance of this kind of behavior and I am all for teaching our young generation the right ways of going about our society.  In order to change this incident into an opportunity for greater equity the world itself needs to be constructed upon.  It starts by properly educating the early childhood community to ensure they understand how to treat people with respect and value each other's culture and differences.

Practicing Awareness of Microaggressions

One example of microaggression I detected this week is from Dr. Sue.  A lady asked him where he was born.  Dr. Sue replied that he was born in Portland, Oregon.  The lady responded by saying “No, no, no, where were you born?”  Dr. Sue, with a confused look on his face replied that he was born in Portland, Oregon, almost doubting himself.  The lady persisted then asking what country was Dr. Sue born in of course his reply being that he was born in the United States.  The lady then left with a confused look on her face, in my assumptions, not believing Dr. Sue could possibly be born and raised in the United States.  The type of microaggresssion in this case is microinvalidation.  This lady had no idea she was engaged in such an interaction of microaggression as most wrongdoers do not.  The microaggression happened when the lady re-asked Dr. Sue the question of where he was born after he had told her several times.  In this situation I felt like the lady was being stereotypical.

 
         This week I have learned the importance of how to approach people in a cultural way.  Most people who engage in microaggressions are not even aware of doing so.  This week has helped me realize how stereotyping can be very disturbing for people on the other side of the words.  I am a person who believes everyone should be treated the same and stereotyping has never been a part of me.  From learning about microaggressions has helped me to see perspectives from both ends of the deal and to think more in-depth from both situations. 

Perspectives of Diversity and Culture

The first person I asked their definition of culture and diversity is a teacher who works at the same facility as I do.  She is from Thailand and definitely has different cultural beliefs than myself.  She believes culture to be the existing appearance of a specific society’s established beliefs.  Basically peoples way of life and how they do things.  She explains diversity of knowing every person is distinctive, and identifying our individual dissimilarities.

The second person I asked a definition of culture and diversity is my Aunt who is also a teacher.  She believes culture is the features of a certain cluster of individuals, clarified through many things such as: Language, religion, habits, and etc.  Her definition of diversity is in a nutshell the inclusion of cultural and individual differences of others.

The third individual I asked to define culture and diversity was my good friend and old college professor.  He sees culture as a shared inheritance passed on from one generation to another and shared, composed of skills, beliefs, knowledge and products that are generally joint by tons of individuals and transferred to children.  His definition of diversity is the differences in racial and ethnic, socioeconomic, environmental, and educational backgrounds.  Diversity in his mind is basically the openness to differences among people, cultures and viewpoints.

From talking with my friends and relatives I was able to grasp a comparison of what I have learned in the course so far on culture and diversity.  The word culture refers to how particular groups of people live (Derman-Sparks & Edwards, 2010).  The idea of culture alone is commonly measured as many noticeable actions like the food people eat, music listened to, celebrations, holidays, dance, and even dress attire.  Each of the individuals I talked with basically defined culture in this term of thought.  Society is a structured group of people.  It involves individuals who hold a different and constant living style.  From what I have learned about diversity it is all about including other cultures and accepting the difference of other people.  Everyone is different in their own unique way.  “We must respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs” (Gonzalez-Mena, 2008, pg. 12).

As far as the three people I talked to definition of culture and diversity nothing really changed of my thoughts and views because it is how I see the two as well.  Both definitions are so broad that many different things can be put into them that are correct.  Just looking at diversity, I believe it combines people from many circumstances that hold essential skills that simulate organizational competitiveness and growth within society.   

References

Gonzalez-Mena, J.  (2008).  Diversity in Early Care and Education (5^th ed., pp. 8-13).  Boston,

            MA:  McGraw Hill.

Derman-Sparks, L., & Edwards O. J.  (2010).  Anti-Bias Education for young children and

            Ourselves.  Chapter 5, “Learning About Culture, Language, & Fairness” (p. 55-60).

My Family Culture

If I had to choose 3 small items that represent my family culture it would start with grabbing my family picture book.  Before I was even born every family reunion, pictures would be snapped and added into the book, from funny and silly photos to generational pictures.  A second item I would bring would be my Ipad.  It has music, pictures, and tons of games I love.  This would definitely keep me entertained, especially being that I love music.  A third item I would choose is my old dusty Florida State Seminoles ball cap.  My Great-Grandmother gave it to me and I have always kept it around sitting on my desk in memory of her.  She use to keep me all the time and was such a special person in my life.

I am a person who sticks to myself a great bit so my mind wonders a lot.  From the present to the future and even the past have me thinking just how great life is and was even back in the good ole days.  These 3 items mean a lot to me and I have learned from my Great-Grandmother to always cherish what I have because everything is not promised.  Holding on to things gives us a chance to think back, for example, my hat.  I can remember this like it was yesterday.  I had just received my hat and my Great-Grandmother told me not to take it to school in which I did and got it taken up.  I had to wait a whole two weeks to get it back for being so hard headed.

If upon arrival, I were told that I could only keep one personal item and have to give up the other two, I would feel pretty upset because these items are mine and great memories of my life.  Having someone give an option of this magnitude is tough but it is life and things happen.  There is one thing for certain and that is they can retrieve the hard copy of items but can never take my memories away.

When I think of research

I want to first take the time to thank all of my colleagues for the wonderful advice and great information I have gained from you all.  This class has really helped us benefit to what research is all about and as we continue further into our future, we will be able to forward this information to others as well. 

Some insights I have gained about research from taking this course is that it is all about uncovering and enabling the emergence of new understandings, insights and knowledge (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010, pg. 3).  Research is all about improving or developing new methods.  I have also learned that there can be challenges to researching.  When people research it is not as simple as they may think; it is somewhat misleading how the Internet shows it to be easy.  Research involves reading, understanding, and examining fresh material.  This emphasis on a challenging task is tough for some students and families to grasp.  I have gained some great knowledge on proper websites to view.  It is all about accuracy and objectivity.  With its rising openness, the Internet has become a dynamic source for research.  It is suitable to use and the information confined is lavish.  Yet, not all of information is exact or even reliable.

As far as my thoughts or ideas on the nature of doing research, nothing to me has really changed because I have been doing research for a while and understand how difficult it can be but also how valuable and important it is to find reliable sources.  Being able to assess the reliability of information is a significant ability used not only in school but work and day-to-day life.  Lessons I have learned about planning, designing, and conducting research in early childhood is that when it comes to gathering data it is important for researchers to really brainstorm and carefully develop a plan before beginning, especially when dealing with children.  Listening to children is always useful and their views are even more important than teachers and other adults (MacNaughton, Rolfe, & Siraj-Blatchford, 2010, pg. 240).  The significance to listening to a child and getting them to speak out is to basically not say much at all.  It is important to use small sayings that encourage and induce more exchange.  This is mainly vital at the start of the process for researchers in that they need children to grasp a point where it is easy to let out any thoughtful information needed.

Some of the challenges I encountered was coming up with a solid research question and variables to my design.  I have great thoughts rumbling through my mind but just could not put everything together in a correct way.  I met this challenge by simply asking for guidance from our wonderful professor.  I was actually heading down the wrong path but got immediate directory and was able to get my question somewhat close to where it needs to be.  I am continuing to work on it for this final project we have due but I know with hard work and dedication, I will beat this challenge. 

Resources

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010).  Doing early childhood research:

International perspectives on theory and practice (2^nd ed.).  New York, NY:  McGraw-

Hill.  Chapter 1, “Research as a Tool” (pp. 3-9).

MacNaughton, G., Rolfe, S.A., & Siraj-Blatchford, I.  (2010).  Doing early childhood research:

            International perspectives on theory and practice.  (2^nd ed.).  New York, NY:

            McGraw-Hill.  Chapter 14, Interviewing young children, pg. 239-256.  Chapter 18, Direct

            observation, pg. 309-324.

Research Around the World

Hello everyone,

The link I have chosen comes from the early childhood Australia website which is equivalent to the U.S. based NAEYC which I believe is a great website for early childhood education.  Early childhood education is not just present in the U.S. but other nations as well and when everyone comes together to make education one huge success, the future becomes much brighter for our young children.

This Australian website gives some great international research topics.  One topic I explored, Belonging, Being, and Becoming is aimed to help specialists apply the Early Years Learning Framework (EYLF) which was permitted by the Council of Australia Governments (Early Childhood Australia, ECA).  There is still a lot of work to be made from this but it will deliver useful care to early childhood education like preschools, to implement the EYLF.  Another good topic I explored is School readiness and children’s transitions.  This provides excessive resources to support parents and educators in assisting children make the change from child care to preschool, and from preschool to above (ECA).  Parents and educators need assistance like this to ensure everyone is on the same page and striving toward the same goals in education.  The links and resources on school readiness and transitions are quality-assured by Early Childhood Australia (ECA).

From viewing this international website I found that the ECA has a number of quality-assured resources which deal with the issues of childhood obesity and child health.  These two related aspects of early childhood care and education have been the focus of attention throughout the world being that technology is steadily increasing and recess times are being taken away to try and build up education amongst early childhood.  Basically, poor eating habits, lack of understanding of or access to food/nutrition information, and lack of fitness and physical exercise are all factors which contribute to what is becoming known as the obesity epidemic (ECA).  The ECA website provides quality resources available that look at the issue of childhood obesity:

Start them right - a parent's guide for healthy eating for under fives

There's more to food than eating: Food foundation for children birth to eight years

Eat right, don't fight: A practical guide to feeding children from birth to the preschool years

Everyday learning in the kitchen

Early Childhood Australia's early childhood magazine, Every Child

Resource

Early Childhood Australia:  A voice for young children.  Retrieved from

            http://www.earlychildhoodaustralia.org.au/

Research that Benefits Children and Families--Uplifting Stories

When it comes to positive effects of research, even young children can contribute if appropriate methods are used (Whiting, 2009, pg. 32).  Children and families need to contribute to the research manner, especially when the outcomes could help or hurt everyone as a whole.  It is valuable to use study implements in which will ease their commitment to propose major influences to create an understanding which is exceptional to the likeness of desires.  Provided the research is well planned and appropriate, it is possible to involve children from a very young age as well as adults who may not be as knowledgeable (Whiting, 2009, pg. 35).  Recommendations of children and families can notify parts of the process, guaranteeing relevance of information materials, permission forms and techniques.  Of course there are difficulties dealing with participation of children and families when it comes to research, nevertheless with cautious preparation, these are manageable.  Children and families can benefit through the development of new skills and being able to express themselves (Whiting, 2009, pg. 33).  It is about going through things the correct way.  Families must understand there are manipulating procedures out that can bring a negative effect on research so it is vital to have precautions on what is going on and provide family assistance if needed.

Reference

Whiting, L. (2009).  Involving children in research.  Pediatric Nursing, 21(5), 32-36.  Retrieved

from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=5d9a2da8-554f-4cef-bf4e-0820878e4961%40sessionmgr4001&hid=4104

My Personal Research Journey

   Hello everyone today I would like to introduce to you my chosen topic for the simulation which is providing families with resources and support.  I believe this is an important matter to help further a child's education.  There needs to be ample support not only from the professional educators inside the system, but from outside sources as well, being families.  It is up to the professional educators to help guide these families in by providing resources and support systems to ensure they are able to assist.  In my opinion if families are to work with schools as partners in their child's education, school systems should offer chances and support needed to become associative.  During my student teaching time last year I had the opportunity to provide parents with ample chances to come in and make a difference in the classroom for all the children by reading and telling inspirational stories about their jobs.  So many times these systems anticipate families doing everything and visa versa.  I am all about the two coming together for the better of the children because that is what it is all about, out children.  Producing valuable collaboration with families entails that staff generate a setting that endures families and inspires them to elevate questions and propose worries as well as to contribute suitably in figuring out certain choices.  Constructing teamwork involves organizations providing information and training parents need to ensure they are involved and that they stick their necks out to parents with invitations to take part in their child's education.
   If anyone has any resources on this topic to help gain better knowledge I would greatly appreciate it.  I really feel the most important part of a child's life is their education but to get the best out of a child, teamwork needs to be brought out from both educators and families.

Here are a few articles from my research:

http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

http://search.proquest.com.ezp.waldenulibrary.org/docview/197637257

http://search.proquest.com.ezp.waldenulibrary.org/docview/228412131?accountid=14872

 

What I have learned internationally about the EC field

During this course I have had the opportunity to learn about the field of early childhood education and care in other countries.  I have had the opportunity to analyze resourceful websites.  Here are three consequences of learning about the international early childhood field from my knowledge:

One consequence is establishing mutual communication opportunities with professionals not just in the U.S. but worldwide.  With the growth of technology, collaboration should be no problem at all because of what the internet and computers can provide for professionals.  Thanks to this course I was able to find tons of information internationally about how their early childhood programs work.  It is vital to understand how things work all over because pointers can be given both ways and no matter where we are, education is still one huge stem and we have to make sure that stem is developing successful flowers (children). 

Another consequence is professional opportunities.  In learning about the international early childhood field I was able to view other places to see how much better or worse their systems are run.  For example, Japan is really strict about who they bring in to teach because they are all about quality of their children.  Early childhood education is number one on their list so becoming a teacher their takes some real talent.  In saying that, I love it because I am all about getting the best out of every child as well as myself and other professionals around me.

A final result of learning about the international early childhood field is just simply being able to compare our system with others internationally.  In Africa, there is a significant need for early childhood educators.  Children are not getting the education they need because of the lack of professional educators.  Having the opportunity to research and network is great to really see how some countries need help.

My future goal:

I believe the international early childhood field will grow strong and put valuable educators in place to ensure success amongst our children.  Early childhood leaders and professionals worldwide will continue to come together to communicate issues and approaches needed to achieve the best care and education so that our worldwide flowers bloom to high hopes.

Getting to Know Your International Contacts—Part 3

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) promotes for Early Childhood Care and Education (ECCE) programs that attend to health, nutrition, security and learning which provide for children's complete development.  UNESCO works in partnership with member states, partners and other sponsors to inspire suitable and efficient operation of the Moscow framework so that all youths progress their potential to the max.  The UNESCO also brought about the Big Push workshop to increase early childhood care and education in Africa (UNESCO, 2013).  Africa is of importance for UNESCO and education is vital to the region's progress.  UNESCO's Regional Bureau for education in Dakar and 15 field offices serving sub-Saharan Africa work to keep education high on the agenda of governments and development partners (UNESCO, 2013).  

The ECCE is having a hard time in Africa.  Only a little more than one out of four African child aged between 0-8 get a shot to attend some kind of pre-school activity (UNESCO, 2013).  This is sad and I personally believe something needs to be done about this situation quickly.  The types of ECCE programs currently being operated in many African settings are neglecting the cultural values and practices of their societies.  There is no country that should ever have to suffer this type of neglect.  Education is very important not just in our nation but worldwide as well.

Some other vital information I found is the International Institute for Educational Planning (IIEP) office in Buenos Aires recently launched a new website in the framework of the Sistema De Informacion De Tendencias Educativas En America Latina (SITEAL) initiative:  Sistema de Informacion sobre la Primera Infancia (SIPI) organizes material on engagements targeting at satisfying the rights of early childhood in Latin America and assesses the notch of success.  This system delivers efficient information on the guidelines and policies in 19 countries of the region and proposes statistical signs.  All information can be retrieved by country or by group of rights (UNESCO, 2013).

Reference

United Nations Educational, Scientific, and Cultural Organization (2013).  Early childhood care and education.  Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Sharing Web Resources Con't

        This week I would like to share from the International child resource institute (ICRI), their working with Nepal on supporting international non-governmental groups build up a step by step preparation for sheltering and supporting children with confined parents.  The ICRI states "Mr. Ken Jaffe, Executive Director of the International child resource institute, traveled to Nepal so he could extend technical assistance to help the groups reach their mission" (ICRI).  This support and notice ensures the labor of the "Network on Children, Prisoners and Dependants (NCPD).  ICRI in Nepal assists the structure of this association of popular organizations running to support convicts and their children.  "We have remained deeply involved with the organizations and with its efforts to improve the well being of families impacted by Nepal's prison system."  "In recent years, ICRI in Nepal and the NCPD have received funding from the United Nations Development Program to implement HIV/AIDS prevention, vocational training, and psychosocial support programs in Nepali prisons" (ICRI).

        The ICRI of Nepal has overpowered the leadership of the National Center for Learning Resources, a modern reach to pre-primary and early education, instructors' preparation and school enhancement curriculums.  THe curriculum guides young children to progress their education success by having school resourceful and significant.  Problems are all over the world and organizations such as the ICRI continue to improve early childhood education and families across the board.  Stated by the ICRI, over 38 traditional ECD and primary classrooms have been restructured, reorganized and converted into child-friendly environments (ICRI).

Resource

International Child Resource Institute (ICRI).  Retrieved from http://www.icrichild.org/nepal/

Getting to know your international contacts--Part 2

After viewing the Center on the Developing Child at Harvard University (CDCHU, 2010), I found a piece on Zambian early childhood development project.  A great amount of revisions have examined the effects of early childhood proficiency on children's growth, health, and learning results in established nations, rather a small amount of proof is existing on early childhood expansion in sub-Saharan Africa.  In an effort to improve this matter, several organizations proposed the Zambian early childhood development project (ZECDP) in 2009which is a collaborative effort to measure the effects of an ongoing anti-malaria initiative on children's development in Zambia.  So that capacities are made on the anti-malaria campaign on Zambia's human capital development, the ZECDP made a fresh complete tool to assess children's physical, socio-emotional, and cognitive progress before and during education professions, the first evaluation tool its kind in Zambia.  The evaluation links current child improvement actions with up-to-date established tools so there can be a provision of wide-ranging evaluations of kids of preschool age in the Zambian environment.

          As part of its Global children's initiative, the CDCHU propelled Nucleo Ciencia Pela Infancia.  This is a joined force among the David Rockefeller Center for Latin American Studies at Harvard University and the faculty of medicine at the University of Sao Paulo, its first importan stage internationally.  In joining with known professionals, the task shoots to bring about the science of child health and development to monitor sturdier procedures and greater savings to assist the people in Brazil, especially the early childhood education (CDCHU, 2010).
           There are also contributions made to the rise of the Global Children's Initiative by the Mother Child Education Foundation of Turkey (ACEV).  This foundation actually provided as a collaborating link for planning.  The Center on developing child and ACEV strives to group a powerful idea in the command of science to enlighten global early childhood growth and value the balancing understandings each organization presents to carry children and families worldwide. 

Resource

Center on the Developing Child at Harvard University.  (2010).  Global children's initiative.  Retrieved

     from http://developingchild.harvard.edu/index.php/activities/global_initiative/ 

Sharing Web Resources

     While viewing the International child resource institute (ICRI) I came to find some relevant information on child advocacy.  They provide a page to learn more about advocacy through a book, “Six Steps to Successful Child Advocacy: Changing the World for Children.”  The guide is to give important talents through a confirmed method which has been brought about to educate child supporters and generate common modifications world-wide.  The approach is appropriate for less support for one child, moderate encouragement for a society or collection of kids, and a huge support at a local, national, or international level.  The useful content gives skill-building activities and contains suitable subjects for example, how to use social media for encouragement.

     Child homelessness and poverty in the U.S. is a much unnoticed crisis, and countless civilians of the U.S. cannot seem to comprehend how frequent it is.  ICRI provides information on “Invisible Child” which shows data, pointing out that 1 in 5 American kids are now living in poverty, bringing the United States to be the highest child poverty rate of any nation excluding Romania (ICRI).  Child poverty and homelessness is not a difficulty referring to rising nations; it is occurring in our own cities and communities.  Tons has been made of the behind test scores of students from the U.S., mainly when contrasted to the added strong scores ordinary across Europe and East Asia, and the poverty rates of children in the U.S. is surely a provider to these struggles.  Statistics show the effect poverty has on students’ test scores, and as already expected, the scores of children in poverty, who have a lot more to worry about than standardized test, are lower than those of their more wealthy peers.  This brings up questions about the course the U.S. is headed toward, and the world we are moving in.  How can we expect to the lead the world in our children’s education when the most vulnerable sect of our society is not being taken care of (ICRI)?

Reference

International Child Resource Institute (ICRI).  Retrieved from http://www.icrichild.org 

Getting to know your International Contacts

Again I was not able to come in contact with any professional educator so went the alternative route.  The website www.childhoodpoverty.org does not come up as an official website.  I was able to view an article from the child poverty action group [CPAG].  The child poverty action group shows there are 3.5 million children living in poverty in Great Britain today (CPAG).  Labor does not offer a certain path out of poverty in Great Britain.  Two-thirds of children growing up in poverty live in a family where at least one member works (CPAG).

People are unfortunate for various reasons.  But clarifications which put poverty down to drug and alcohol reliance, family breakdown, poor parenting, or a culture of unemployment remain not supported by the realities.  Child poverty scars a child's upbringing.  Being raised in poverty for say, freezing, starving, unable to link in leisure's with peers.  Statistics show that 61% of families from the bottom income would like, but cannot afford, to take their children on holiday trips for one week a year (CPAG).  Child poverty has lifelong effects.  By 16, children getting free school meals achieve 1.7 grades lower than their wealthier peers (CPAG).

Child poverty inflicts a cost on larger civilization, projected to be at least 29 billion a year (CPAG).  Governments waive future revenues as well as obligate themselves to offering services in the future if they do not bring to halt child poverty in the present and future.  Child poverty dropped intensely between 1998 and 2011 when 1.1 million children were elevated out of poverty (CPAG).  This decrease is recognized in large part to measures that increased the levels of single parents working, as well as real and often major increases in the level of benefits paid to families with children (CPAG).  Under current government policies, child poverty is likely to increase from 2012/12 with an anticipated 600,000 more children living in poverty by 2015/16.  This upward trend is expected to continue with 4.7 million children likely to be living in poverty by 2020 (CPAG).

What I have learned so far from on poverty is it does not seem to be getting any better.  Several organizations out there are attempting to decrease the number of children and families in poverty but it is so much greed from the upper class I do not see a decrease happening anytime soon.  It is just not fair for these children because of how the system is ran.  Poverty is a huge deal and there are tons of families out there who really need assistance and guidance to a better life.  I know for a fact I was in that low-income group as a child and still struggle at times by myself as an adult.  I have no children and it is hard for me to make ends meet based on my salary, I know it is hard out there for single parents to work for nothing basically and try to provide for a plural amount of children.  Poverty has been chopping at the bits for a while now and hopefully it will decrease as the future comes along.  

Reference 

Child poverty action group (2000-2013).  Fighting the injustice of poverty.  Retrieved from
     
        http://www.cpag.org.uk/child-poverty-facts-and-figures

Sharing Web Resources

The organizaton I chose was the International Child Resource Institute [ICRI] found on http://www.icrichild.org/ website.  ICRI work to develop the lives of children and families.  They concentrate on early childhood care and education, children's rights, empowerment of women and girls, maternal/child health, and grassroots community development.  Their programs progress local leadership and encourages public teamwork.  Since ICRI was founded in 1981, they have created or worked over 300 programs in over 50 countries, having the aim to empower the community to educate children.  They are a highly entrepreneurial organization, and always open to collaborations with other organizations or partners interested in supporting early childhood care and education.  In some occassions this organization is able to offer fiscal sponsorship to emerging or organizations that serve children and families.  They provide volunteer opportunities for those able to demonstrate a strong level of cultural sensitivity and awareness of local culture and willing volunteers for at least a 3 month period.

Something that caught my attention is ICRI has implemented early childhood education centers and teacher training in Ghana that is having a powerful effect throughout.  ICRI has taken over many operations and brought along success.  One for example is the Heart Leap School.  This Berkeley child care center has been recognized both locally and internationally as a model early childhood program.  Hearts Leap utilizes a discovery-based emergent curriculum.

Getting Ready—E stablishing Professional Contacts and Expanding Resources

Hello everyone,

In this weeks's blog assignment there are two parts to tackle in learning about someone's different educational experience in another country.

For part 1, I was not able to get into contact with anyone so I am choosing to take the alternative route and listen to archived and subscribe to current podcast's.  I believe I will retrieve valuable information for myself and others to take in as well in a timely fashion.

For Part 2, the organizations website I chose was the international Child Resource Institute.  After viewing the website it caught my attention and I figured it was a great place to find good sources.  As the weeks progress, I will be finding out as much information I can to share with everyone, so please come on by and view my blog to see how great the International Child Resource Institute is.