Getting to Know Your International Contacts—Part 2

Since I never heard back from any professional contacts I have continued to view podcasts and study websites. The goal of Harvard University’s “Global Children’s Initiative” (http://developingchild.harvard.edu/initiatives/global_initiative/) is to provide an engaging, healthy, strong, developmentally appropriate environment for children, globally, so they will grow up to be true assets to society. This means they have not only started improving the early childhood programs, but also created better services for children's mental health and children in traumatic and unhealthy environments around the world. The site has numerous early childhood resources on scientific research, policies and programs, innovative partnerships and children's mental health.

I read an article called 'Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function' on executive functioning and how it affects children's ability to learn to multitask, focus on multiple things at once, switch gears and juggle all the challenges of life. When we are born we are pretty much like a blueprint waiting to be designed. We have the ability to learn and develop a vast amount of knowledge, skills, techniques and functions but based upon our early childhood/adolescence experiences, environments and learning determines what we learn and how well. 'Executive functioning refers to a group of skills that helps us to focus on multiple streams of information at the same time, monitor errors, make decisions in light of available information, revise plans as necessary, and resist the urge to let frustration lead to hasty actions.' The paper goes on to describe more in-depth what these executive functions are such as your working memory, inhibitory control and mental or cognitive flexibility, how they relate, what they do, what factors negatively affect development and what happens when these skills are not adequately developed. The brain is a very intricate and great system that has the ability to achieve and perform a vast wealth of skills but the means in which all of this is developed determines what exactly is developed and how well.

Every aspect of a child's life shapes everything about them. A child's mental healthy is affected by many different factors. Their relationship with each and every person they cross paths with can affect their emotional, social and cognitive development. If a child lives in a very negative environment but has a strong, nurturing, high-quality educational environment the negative affects from their home environment can either be greatly lessened or overcompensated for. A child's cognitive, emotional, social development and the architecture of the brain are all interrelated and contingent upon each other and the child's environment and experiences.

Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11. Retrieved from www.developingchild.harvard.edu

Economists, Neuroscientists, and Politicians as Early Childhood Advocates

I picked the Center for Child Care Workforce (CCW) because I am looking for a more professional position in the Early Childhood field and was interested in learning more about the workforce. I would like to either create, implement or provide services, curriculum or programs that support the early childhood field. While reading over the website, in one of their newsletter i came across the article 'Strong Licensing: The Foundation for a Quality Early Care and Education System Preliminary Principles and Suggestions to Strengthen Requirements and Enforcement for Licensed Child Care.'

http://www.naralicensing.drivehq.com/publications/Strong_CC_Licensing_2011.pdf

I found this article interesting because I felt like it correlated to the overall theme of this week of improving early childhood education. The article is research based. This article really hones in on the importance of high-quality and effectively early childhood licensed programs and what needs to be done to achieve this. I agree with the article and have always known how important the first 5 years are. I remember when I was getting my A.A from 2002-2005 and how the resources then were talking about the importance of the first 5 years... why is just now really being brought to the attention at state and national levels and a deeper issue? Isn't it just obvious the better quality and higher standards that are implemented and set for the Early childhood field is obvious? 

This article not only describes the importance of high-quality licensed child care, who it serves, the issues and trends with providing high-quality child care but also goes into the policy aspect of creating higher-quality child care licensing. In order to achieve high-quality child care licensing the state,  regulations and licensing agency have to all work together and agree upon the requirements.  

http://www.ccw.org/index.php?option=com_content&task=view&id=12&Itemid=41

http://www.naralicensing.org/Strong_Licensing

Support a Poverty stricken child...

You can help a poverty stricken child.

http://www.worldvision.org/content.nsf/pages/search-for-a-child?open&campaign=11935137&cmp=KNC-11935137&ttcode=poverty#

Americans Living in Poverty

A new preliminary census formula has found that the number of Americans living below the poverty line in 2009 was higher than previously calculated, especially among the elderly and those living in the western United States.
The revised formula calculated the overall poverty rate in 2009 to be 15.7%, or 47.8 million people, a considerable increase from the official 2009 rate of 14.3%, or 43.6 million. In terms of demographic group, the largest increase was seen among Americans aged 65 and older, whose poverty rate rose from 8.9% to 16.1%. The number of adults between the ages of 18 and 64 living below the poverty line also increased, especially among whites and Hispanics. Children, blacks, and unmarried couples were less likely to be considered poor under the revised measure.
The increase can be attributed to new considerations in the formula such as adjustments for geographical variations in cost of living; out-of-pocket medical expenses; transportation, commuting, and childcare costs; and other factors. According to the revised formula, the poor are most likely to live in the suburbs, the Northeast, and the West. Indeed, nearly 20% of the population in the West is considered poor under the revised formula. However, if out-of-pocket medical costs were removed from the equation, poverty at the national level would have dropped from 15.7% to 12.4%.
The current census formula is based on the cost of an emergency food diet in 1955 and does not factor in other living costs or non-cash government aid when calculating income. The official poverty rate, which has long been criticized by economists for only including pretax cash and not factoring in medical, transportation, and work expenses, will remain unchanged. The new figures will be published as a supplement for federal agencies and state governments to use in determining antipoverty policies.

 http://pndapps.fdncenter.org/link/2041/6

Establishing Professional Contacts and Expanding Resources WEEK 3

I emailed 8 different education professionals: 6 from The Global Alliance of NAEYC and 2 from the World Forum and i have heard nothing back so I am now having to use the podcast alternative assignment. 

I listened to the podcast of TJ Skalski who is the Principal of The Mother Earth’s Children’s Charter School (MECCS). I learned that their are 13 charter schools in Canada. Ms. Skalski never saw herself being a teacher or principal but loves her job. She was greatly influence by her grandmother, who always told her she was a teacher at heart. The schools vision is about reinvesting in the kids, creating a community where culture and language are essential. This is a place where children from all worlds can learn and grow. Its the only native charter school in Canada (Alberta). I found it interesting that 'MECCS believes that there are four needs that must be met for every child to be able to succeed.  Every child feels the need:

• for Belonging (I mean something to you),
• for Mastery (I am good at something),
• for Independence (I have power to make decisions), and
• for Generosity ( I have a purpose in life).

I believe this rings true and while we do support this in our education practices, i think it needs a bigger role. The school implements the culture of the Alberta history and culture. They learn the language of the native land, the gifts the land has to give, and the culture of the people in conjunction with the knowledge needed all subject areas.

http://www.meccs.org/site/

Since I have been unable to establish any contact with any professionals I went to the Childhood Poverty Research and Policy Centre’s page (http://www.childhoodpoverty.org/) and read over the site. The country I picked to learn more about is China. China is the worlds most populated country, there are 1.27 billion people recorded in 2001. China has made some strides in reducing poverty but at the same time created new poverty issues. In the Western part of China the poverty level is still relatively high because economic growth and social transition. There are 4.2 mullion children that live in deep poverty and 8.7 million children that live in poverty like conditions. In Western China the chances of living past childhood, finishing school and obtaining health insurance is severely lower then in the Eastern part of China. Even in Beijing, which is China's richest city, half of the lower income families could not afford all the costs of their child's education and families in Shanghai cannot afford health insurance. Since the economy and social structure has changed over the years so must some of the services, supports and government policies that are in place. 

Even the most populated and well developed countries suffer from poverty, under-development and lack of sufficient means to achieve a proper education, health care and career.I am shocked at the high level of poverty in China as well as the U.S and other well-developed countries. There are so many different areas that need money such as unemployment, education, health care for low-income families, etc I dont know how all of the issues can be resolved. We as early childhood/education professionals need to know and understand all the different issues and diversities that children experience because when they come into a classroom or any educational setting or service they bring all that 'baggage' with them and we need to be able to help them overcome it and rise above it.

Issues and Trends: Web Resources

After reviewing several different sites last week I decided i was most interested in learning more from:

Center for the Child Care Workforcehttp://www.ccw.org/ (Newsletter: http://www.ccw.org/index.php?option=com_content&task=blogcategory&id=78&Itemid=72 )

I picked this site because I am currently trying to find a more professional job in the EC field and I though this site would give me a general look into the workforce, how it prepares children and advocacy for children.  

 The CCW site is a collection of resources and information on a variety of topics on children in the early childhood field as well as the professional aspect. There are resources available on topics such as oral language, developmental milestones from 3 months-5 years, how to support children, families and the community, etc as well as professional wages, development and advocacy. The goal of this organization is to help EC professionals prepare children to become all they can, to create policies and advocate for children and creating quality child care. 

In the March/April edition of the newspaper I was interested in reading about the research and resources done on The Head Start Child Development and Early Learning Framework. This blurb contained a link to the Child Development and Learning Framework: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework.pdf

 This article discusses the improvements and revisions made on the framework. its the practices the program will use to ensure that children in the program ages 3-5 will receive an effective and high-quality education in a safe, child-centered environment. This framework is the basis for what is to be implemented, how, the benefits for children, assessing children, the role it plays in developing/implementing curriculum and assessment, and the domain elements. 

Establishing Professional Contacts and Expanding Resources

Part 1: Establishing Professional Contacts

As of Wed 6/29 I emailed three early childhood professionals living in Ireland, Germany  the Philippines. I hope to hear from them soon!!

OMEP Irish National Committee
Nippa - the Early Childhood Organization
Siobhan Fitzpatrick

German National Committee for Early Childhood Education
Mrs. Eva-Hammes-Di Bernardo

OMEP Philippines National Committee
Center for Early Childhood Care & Development
Blesilda Rios

Part 2: Expanding Resources

I reviewed several different resources:

National Association of Child Care Resource & Referral Agencieshttp://www.naccrra.org/  (Newsletter: http://capwiz.com/naccrra/mlm/signup/ )

 Pre[K]Now: A Campaign of the Pew Center on the States
http://www.preknow.org/ (Newsletter: http://www.preknow.org/signupform.cfm )

Society for Research in Child Developmenthttp://www.srcd.org/ 
(Newsletter: http://www.srcd.org/index.php?option=com_content&task=view&id=238&Itemid=543 )

I found each to be insightful and interesting in their own way but I picked the website http://www.ccw.org/ to be my main reference for more Early Childhood resources. The web site offers you information on improving the overall quality for early childhood, professionals, children, programs, services, etc. Its main focus is the EC professional workforce. The site gives you all kinds of information on teaching, raising, educating and helping children grow and develop appropriately. There is different research and resources available such as the benefits of high-quality childcare, what these programs include, and individual States' Child Care licensure regulations. One of the other resources we had to pick from Zero To Three: National Center for Infants, Toddlers, and Families, I already subscribe to.