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