Unfortunately I still have not heard from my international contacts, so for this week I researched Harvard University's " Global Children's Initiative" website. The Global Children's Initiative focuses on three main objectives:
* To reframe public discourse about the early childhood period by educating high-level decision makers about the common underlying science of learning, behavior, and health(DevelopingChild.Harvard.edu)
* To support innovative, multidisciplinary research and demonstration projects in selected countries or regions to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track (DevelopingChild.Harvard.edu)
* To build leadership capacity in child development research and policy among individuals and institutions in low and middle class countries in order to increase the number and influence of diverse perspectives that are contributing to the global movement on behalf of young children (DevelopingChild.Harvard.edu)
The Global Children's Initiative has begun to collect information and build a portfolio in three specific domains: early childhood development, mental health, and children in crisis situations. (DevelopingChild.Harvard.edu)
As part of the the Global Children's Initiative, the Center in Brazil is launching Nucleo Clencia Pela Infancia, which in collaboration with local efforts is aimed at using the science of children's health and development to guide stronger policies and larger investments to benefit young children and families in Brazil. Together these organizations will build a scientific agenda and community of scholars centered around early childhood development, synthesize and translate scientific knowledge for application to social policy, strengthen leadership around early childhood development, and adapt the Center's existing print and multimedia resources for a Brazilian audience. (DevelopingChild.Harvard.edu)
In Zambia, the Zambian Ministry of Education, the Examination council of Zambia, UNICEF, and the Developing child at Harvard University launched the Early Childhood Development project (ZECDP) in 2009, which is a collaborative effort to measure the effects of ongoing anti-malaria initiative on children's development in Zambia. In order to measure the full effectiveness of the program, the ZECDP created a comprehensive instrument for assessing children's physical, social-emotional, and cognitive development before and throughout the school careers. After two rounds of collecting data, 1,686 children in 2004 were assessed between July and December 2010 with a follow up in 2011 of 1,250 children and another planned follow up for June-August 2012. The early stages of this project demonstrate that ongoing child assessments are possible within standard population based household surveys. The collaborators of this project hope that the outcome of the collected data will not only improve understanding of child development but also help to understand interventions towards improved outcomes in the rapidly changing world. (DevelopingChild.Harvard.edu)
In Chile, a collaborative project called " A Good Start" or Un Buen Comienzo (UBC), was created to improve early childhood education through teacher professional development. The purpose of this project is to improve the quality of education offered to four to six year olds particularly in language development. Other goals of the project were to intervene in critical health issues, improve school attendance, contribute to better social emotional development of children, and involve families in their children's education. This project received funding from the Center of the Developing Child and is an example of the integrated child development work designed by the Center's mission. The project began in 2007 with only four demonstration sites will eventually grow to reach 60 schools. The project will take part in collecting data from 60 sixty schools and be the first longitudial evaluation in early education in Latin America and will place Chile at the forefront of demonstrating the impact of high-quality early education. (DevelopingChild.Harvard.edu)
Reference:
Harvard University's "Global Children's Initiative" website. http://developingchild.harvard.edu/initiatives/global_initiative/
Friday, November 30, 2012
Saturday, November 24, 2012
Sharing Web Resources
In reviewing the Children's Defense Fund website, the information that seemed relevant to my current professional development was the quality rating and improvement systems. This system was put into place in the state I live in recently in the last few years and was actually part of the driving force for me to enter into a masters degree program in early education. With this system in place, it allows for individuals and programs in early childcare to access their programs and identify areas of improvement and in some cases apply for improvement grants that allowed for continuing education for individuals interested in pursuing professional development or even a bachelor's degree program in early education. The quality improvement systems are composed of five common elements: standards, accountability measures, program and practitioner outreach and support, financial incentives, and parent and consumer education efforts. (CDF, 2012) The goals of the program focus not only on assessing quality but improving quality by providing financial incentives, professional development, and improved information to families. (CDF, 2012) The program gives families a consistent, straightforward way to distinguish quality in early education programs and make informed first educational programs experienced by their programs. (CDF, 2012)
This program was a real eye opener to me in the fact that in early education, my degrees in molecular biology and biochemistry were not going to be sufficient if I truly wanted to provide young children with the best early educational experience I could, but with it's guidance and lots of paperwork, slowly I am completing certain aspects of my professional development with my graduate school classes along with continual professional development through the network of early education that we belong to.
An issue that I struggle with as a parent and educator is kindergarten programs becoming a mandatory full day in many states. I know all of the benefits as an early educator; advances in cognitive learning, creative problem-solving and social competence. (CDF, 2012) And with the adoption of common core standards in 45 states, kindergarten students are being held to more rigorous academic standards. (CDF, 2012).
The part I struggle with is parents being forced to put them in full day programs at such a young age and having to give up nap time, at least where I live. It happened to us this year, we were registered for half day along with one of my childcare children and then the state was given a grant and the half day program went bye bye along with the bus. Both of the children have exceeded academically from my program and are doing first grade math and are both reading so that was not an issue but the school environment is not nuturing and has been emotionally stressful for both girls. I just don't feel that it should be a forced issue. Many stay at home parents are reading to their children and putting them in preschools and activities to help develop social skills and as long as the children are prepared academically, I personally just do not feel that children five years of age should be forced into full day programs. I have no issues with the standards and testing but it is my understanding that children could still attend half day programs and receive the academics they need and let parents have some say in the decision rather then having it forced upon us. I just feel like with how crazy this world can be, family time, which to me is of highest priority, is often neglected and unfortunately hard to come by and we should savor as much of it as we can when our children are young. They grow up so fast......
There are many examples of how policy makers have helped to support early education but the information I would like to share is about the early learning challenge fund. (CDF, 2012) In 2009, to try and bridge the inconsistencies between different childhood programs, the U.S. House of Representatives released a competitive grant program for the states using an innovation and evidence based practices to improve quality in early education settings. (CDF, 2012) With the creation of a coordinated system of standards to promote quality education, the hopes is that the most vulnerable children that often miss out on beneficial early learning experiences with have opportunity to enter into quality education programs without cost being an issue. (CDF, 2012) To read more about the program look at http://childrensdefense.org and under early education care, early learning challenge fund.
The new program that I have learned about is the CDF Freedom Schools Program. This program was created to provide summer and after school enrichment that helps children to fall in love with reading. (CDF, 2012) The program helps to increase children's self-esteem, and creates a positive attitude towards learning. (CDF, 2012) In this program, children are taught using a curriculum model that is centered around five central components: high quality academic enrichment, parent and family involvement, civic engagement and social action, intergenerational leadership development, nutrition, health and mental health. In the summer of 2012, the freedom schools partners served more than 11, 500 children in 83 cities and 25 states and is working hard to ensure that each child is equipped with necessary skills to grow and prosper in life. (CDF, 2012) Schools can apply to become part of this program by going to the Children's defense website, http://children's defense.org and under programs and campaigns CDF Freedom Schools program.
Reference:
Children's Defense Fund (2012) http://childrensdefense.org
This program was a real eye opener to me in the fact that in early education, my degrees in molecular biology and biochemistry were not going to be sufficient if I truly wanted to provide young children with the best early educational experience I could, but with it's guidance and lots of paperwork, slowly I am completing certain aspects of my professional development with my graduate school classes along with continual professional development through the network of early education that we belong to.
An issue that I struggle with as a parent and educator is kindergarten programs becoming a mandatory full day in many states. I know all of the benefits as an early educator; advances in cognitive learning, creative problem-solving and social competence. (CDF, 2012) And with the adoption of common core standards in 45 states, kindergarten students are being held to more rigorous academic standards. (CDF, 2012).
The part I struggle with is parents being forced to put them in full day programs at such a young age and having to give up nap time, at least where I live. It happened to us this year, we were registered for half day along with one of my childcare children and then the state was given a grant and the half day program went bye bye along with the bus. Both of the children have exceeded academically from my program and are doing first grade math and are both reading so that was not an issue but the school environment is not nuturing and has been emotionally stressful for both girls. I just don't feel that it should be a forced issue. Many stay at home parents are reading to their children and putting them in preschools and activities to help develop social skills and as long as the children are prepared academically, I personally just do not feel that children five years of age should be forced into full day programs. I have no issues with the standards and testing but it is my understanding that children could still attend half day programs and receive the academics they need and let parents have some say in the decision rather then having it forced upon us. I just feel like with how crazy this world can be, family time, which to me is of highest priority, is often neglected and unfortunately hard to come by and we should savor as much of it as we can when our children are young. They grow up so fast......
There are many examples of how policy makers have helped to support early education but the information I would like to share is about the early learning challenge fund. (CDF, 2012) In 2009, to try and bridge the inconsistencies between different childhood programs, the U.S. House of Representatives released a competitive grant program for the states using an innovation and evidence based practices to improve quality in early education settings. (CDF, 2012) With the creation of a coordinated system of standards to promote quality education, the hopes is that the most vulnerable children that often miss out on beneficial early learning experiences with have opportunity to enter into quality education programs without cost being an issue. (CDF, 2012) To read more about the program look at http://childrensdefense.org and under early education care, early learning challenge fund.
The new program that I have learned about is the CDF Freedom Schools Program. This program was created to provide summer and after school enrichment that helps children to fall in love with reading. (CDF, 2012) The program helps to increase children's self-esteem, and creates a positive attitude towards learning. (CDF, 2012) In this program, children are taught using a curriculum model that is centered around five central components: high quality academic enrichment, parent and family involvement, civic engagement and social action, intergenerational leadership development, nutrition, health and mental health. In the summer of 2012, the freedom schools partners served more than 11, 500 children in 83 cities and 25 states and is working hard to ensure that each child is equipped with necessary skills to grow and prosper in life. (CDF, 2012) Schools can apply to become part of this program by going to the Children's defense website, http://children's defense.org and under programs and campaigns CDF Freedom Schools program.
Reference:
Children's Defense Fund (2012) http://childrensdefense.org
Saturday, November 17, 2012
Childhood Poverty in China
I am sorry to say that I have not heard from the contacts that I have tried to make but I am still hopeful so I used the childhood poverty link to view childhood poverty in China.
At the current time, 4.2 Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions.(childhood poverty.org) During the 1990's, the proportion of children living in paverty has declined. Education and health levels in China are higher than many other countries with a life expectancy at birth being 71 years. (childhood poverty.org) Recent studies have shown that new reforms in health and education are reducing poor families'access to vital health care services and it was discovered that in Beijing, China's richest city, poor families could not afford education costs , while 50 percent of poor families in Shanghai had no medical insurance and were unable to acquire coverage with it's high cost. (childhood poverty.org)
Due to structural changes in the economy, the social security system in China had to adapt to portect families from different forms of poverty. Only people without work, no savings, and no family members to depend on were elligible for any times of assistance (childhood poverty.org) In 1997, China developed the minimum living standards which were too small go meet the most standard needs for families basic needs such as food, clothing, health, and shelter. (childhood poverty.org)
Anti-poverty programs have been in place since the 1980's but mostly focusing on rural areas but shifts in government policy have given new hope for community antipoverty initiatives but only on smallest level of priority at the current time. (childhoodpoverty.org)
Reference:
Childhood Poverty Research and Policy Center. Retrieved from http:/www.childhoodpoverty.org/
At the current time, 4.2 Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions.(childhood poverty.org) During the 1990's, the proportion of children living in paverty has declined. Education and health levels in China are higher than many other countries with a life expectancy at birth being 71 years. (childhood poverty.org) Recent studies have shown that new reforms in health and education are reducing poor families'access to vital health care services and it was discovered that in Beijing, China's richest city, poor families could not afford education costs , while 50 percent of poor families in Shanghai had no medical insurance and were unable to acquire coverage with it's high cost. (childhood poverty.org)
Due to structural changes in the economy, the social security system in China had to adapt to portect families from different forms of poverty. Only people without work, no savings, and no family members to depend on were elligible for any times of assistance (childhood poverty.org) In 1997, China developed the minimum living standards which were too small go meet the most standard needs for families basic needs such as food, clothing, health, and shelter. (childhood poverty.org)
Anti-poverty programs have been in place since the 1980's but mostly focusing on rural areas but shifts in government policy have given new hope for community antipoverty initiatives but only on smallest level of priority at the current time. (childhoodpoverty.org)
Reference:
Childhood Poverty Research and Policy Center. Retrieved from http:/www.childhoodpoverty.org/
Saturday, November 10, 2012
March 2011 Children's Defense Fund
In researching the Children's Defense Fund's website, I came across a newsletter from March 2011 that just instilled in me the fear of what young children can encounter given the wrong environment, the wrong influences, not enough supervision, or just the bad luck of being in the wrong place at the wrong time. The newsletter entitled, " How many children must die?" (CDF, 2011) was the result of a study released by the U.S. Centers for Disease Control and Prevention along with the state of America's gun laws and addressed the issue of gun control and violence in young children and teens in America. The results were extremely saddening to me. In the years 2008 & 2009, 5,740 children and teens were killed by guns, one child or teen every three hours, eight every day, 55 every week for two years. (CDF, 2011) If these children were alive today, they would fill 229 public classrooms. (CDF, 2011) The article goes on to address more staggering statistics. More children and teenagers were killed by guns in those two years then the total number of U.S. personnel killed in Irag and Afghanistan and the number of preschoolers was double the number of law enforcement officers killed in the line of duty in 2008 and 2009. (CDF, 2011)
America is the world leader in gun violence and in a study of 23 industrialized nations, 87 percent of the children under age 15 killed by guns lived in the United State. (CDF, 2011) What sad statistics for the country that we call home? The article goes on to address that in 2008 & 2009, gun homicide was the leading cause of death amongst Black teenagers 15-19 years while for White teens 15-19 years of age, the leading cause of death was motor vehicle accidents followed by gun homicide and gun suicide. (CDF, 2011) And in 2009, these statistics showed that Black males were eight times as likely than White males to be killed in a gun homicide. (CDF, 2011)
It would interesting to look at where these studies originated and to see if in the more prominent areas of violent occurrences there is more or less diversity, lower income, and less opportunity for better education or the availability for a moral, healthy, happy start as in part of the mission statement for the Children's Defense Fund. (CDF, 2011) This article caught my attention for the reason that I felt it addressed unfortunate and preventative issues that affect our children as well as addressing differences in diversity of children researched. For more information on this newsletter or others from the Children's Defense Fund, the webiste address is:
http://childrensdefense.org/
Reference:
Children's Defense Fund (2011). How many Children Must Die? Retrieved from http://cdf.childrensdefense.org/site/MessageViewer?em_id=27441.0&div_id=0
America is the world leader in gun violence and in a study of 23 industrialized nations, 87 percent of the children under age 15 killed by guns lived in the United State. (CDF, 2011) What sad statistics for the country that we call home? The article goes on to address that in 2008 & 2009, gun homicide was the leading cause of death amongst Black teenagers 15-19 years while for White teens 15-19 years of age, the leading cause of death was motor vehicle accidents followed by gun homicide and gun suicide. (CDF, 2011) And in 2009, these statistics showed that Black males were eight times as likely than White males to be killed in a gun homicide. (CDF, 2011)
It would interesting to look at where these studies originated and to see if in the more prominent areas of violent occurrences there is more or less diversity, lower income, and less opportunity for better education or the availability for a moral, healthy, happy start as in part of the mission statement for the Children's Defense Fund. (CDF, 2011) This article caught my attention for the reason that I felt it addressed unfortunate and preventative issues that affect our children as well as addressing differences in diversity of children researched. For more information on this newsletter or others from the Children's Defense Fund, the webiste address is:
http://childrensdefense.org/
Reference:
Children's Defense Fund (2011). How many Children Must Die? Retrieved from http://cdf.childrensdefense.org/site/MessageViewer?em_id=27441.0&div_id=0
Saturday, November 3, 2012
Professional Contacts & Expanding Resources
I have attempted to make two professional connections this week by email from the UNICEF organization. The first is Dr. Lisa McClean-Trotman, she is the communication for development specialist at the UNICEF office for the Eastern Caribbean Area, which was found in the UNICEF.org website under Latin America and Caribbean. Their website is http://Unicef.org/barbados/ The other contact that I have attempted to make by email is Nikita White, she is the advocacy officer for Ireland, which was found under the industrialized countries of UNICEF. The website is http://www.unicef.ie/Leadership-Staff-25.aspx
The website that I have chosen to study is the Children's Defense Fund, the link is http://www.childrensdefense.org/index-1.html. I have read so many wonderful things about the organization including their mission statement , No child left behind and to give each child a healthy, head, safe and moral start. (Children's Defense Fund) I also have great admiration for their president, Marian Edelman Wright and all of the great work. Her most recent post is about scholarship receipient Maggie Hobbins and how she overcame diversity from a life of child of a alcoholic mother, lost her father, was homeless, and dyslexic to becoming an overachiever with AP courses and a 4.0. It was truly inspiring and I cannot wait to read more about the other wonderful things the organization is doing.
The website that I have chosen to study is the Children's Defense Fund, the link is http://www.childrensdefense.org/index-1.html. I have read so many wonderful things about the organization including their mission statement , No child left behind and to give each child a healthy, head, safe and moral start. (Children's Defense Fund) I also have great admiration for their president, Marian Edelman Wright and all of the great work. Her most recent post is about scholarship receipient Maggie Hobbins and how she overcame diversity from a life of child of a alcoholic mother, lost her father, was homeless, and dyslexic to becoming an overachiever with AP courses and a 4.0. It was truly inspiring and I cannot wait to read more about the other wonderful things the organization is doing.
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