Consequences of Learning about International Early Childhood Issues & Trends

As we round the eighth and final week of this course, it is important to reflect on the assignments that dealt with international contacts and issues. One of the first things that the previous assignments helped me to see are the similarities and differences in the early childhood field among different countries. For example, early on I researched the country of India; a country that faces high populations living in poverty and forces children to work rather than focus on education
(http://www.childhoodpoverty.org/index.php?action=countryo#11).  Poverty is also relevant in the United States as more and more families struggle with affording quality childcare. One does not realize the similarities between countries until researching the issues more closely as we have in this course.

Secondly, researching international policies regarding early childhood can help one make important professional contacts to work together with. Although I did not have any luck in hearing back from international contacts, I look forward to pursuing this in the future in order to gain more knowledge about the issues in our field. It is my opinion that one can never have TOO MANY resources in our field as there is always something new to learn about.

Finally, international resources can help the United States to improve the quality of education. Using other countries' guidelines and standards may help the U.S. to find solutions faster to the problems the country is currently facing. It can always help to look at other studies especially in the creation of standards for improving early childhood education. To look at the similarities in what the NAEYC requires versus other countries might help to create more thorough standards on a national level.

One goal for the field of early childhood regarding international issues would be to visit another country and attend a workshop or conference to identify and relate to others in the field. It would benefit educators to see how others respond in the field to issues that we have learned about in this course. For example, how do European countries provide affordable early childcare to the families that may be experiencing close to poverty conditions? These are questions that could be looked at on an international level and researched as well. 

International Contacts - Alternative Assignment (Part 3)

As we draw near to the end of this course, we continue to reflect on issues and trends in the early childhood field. This week, those of us that chose the alternative assignment are exploring the webpage that links to the United Nations Educational, Scientific, and Cultural Organization (UNESCO).

As we studied throughout this course, we learned that one of the major problems in the field of early childhood is inequity. So as I explored UNESCO’s webpage, I found a link to a movement entitled “Education for All” or EFA (http://www.unescobkk.org/education/efa/). In this program, a global commitment has been made to provide quality basic education for all children, youth, and adults.  Over 100 governments have agreed upon the goals of this movement and they hope to achieve them by 2015. The EFA hopes to meet the following:

1. Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
2. All children, particularly girls, children in difficult circumstances, and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of high quality.
3. Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.
4. Achieve 50 percent improvement in levels of adult literacy, especially for women, and equitable access to basic and continuing education for all adults.
5. Eliminate gender disparities in primary and secondary education and achieving gender equality in education, with a focus on ensuring girls’ full and equal access to and achievement in basic education of high quality.
6. Improve all aspects of the quality and excellence of education, so measurable learning outcomes can be achieved by all, especially in literacy, numeracy, and essential life skills.

The webpage also pointed out resources that the organization is promoting throughout different countries. I explored a page out of Bangkok’s UNESCO office, and learned how the organization was targeting the Asia-Pacific Region to help parents and schools become better aware of the needs of children under 3. A conference was held in November 2011 and attended by representatives from 28 different countries to discuss the diverse needs of children throughout the region. The launch of the “Resource Package for 0-3” was a highlight in this conference. The package aims to aid policy makers, practitioners and parents by presenting a range of information on early childhood development for the under 3 age group. Hands-on workshops were also provided, along with resource materials, and policy consultations on post-2015 development and an education agenda between experts and delegates, were conducted.

More information about the Bangkok office can be found here: http://www.unescobkk.org/news/article/solutions-on-early-childhood-development-in-the-asia-pacific-region-discussed/

UNESCO describes the importance of early childhood care and education here: http://unesdoc.unesco.org/images/0021/002152/215271E.pdf   This is an important resource for parents and educators to be aware of the effects that early childhood care has on the development of children. According to UNESCO (2012), learning begins even before a child walks through a classroom door. Comprehensive early care and education fosters healthy growth, development, and learning of children birth through age 8. There are so many research studies that show children in high quality early care programs do better in school. We, as educators, need to advocate and support parents and families as they try to improve their child’s chances of success in the school-age years.

You can also find a copy of the UNESCO publication entitled “Parenting Education Guidebook”:
http://issuu.com/ashimakapur/docs/parenting_education_guidebook-final_printed/11

This is a great resource for families to learn how community, school, and family work together to support a child’s learning experiences. 

International Contacts - Alternative Assignment

     Since I still have not had the pleasure of getting in contact with an international professional in the early childhood field, I have chosen the alternative assignment once again. For this week, we were asked to review the "Global Children's Initiative" as seen on the Harvard University's Center on the Developing Child web page.
     As I reviewed the website further, I found more in-depth information about the program's commitments to early childhood development. Currently they are working on trial assessments in countries like Zambia to measure assessments that are linked to malaria control. They are also trying to effectively assess children programs on a diverse level which includes expanding preschool programs in Chile. 

     The Global Children's Initiative has specifically designated faculty that focus on issues in early childhood development, child mental health, and children in crisis and conflict situations. This is important as it relates to our current discussions in class about equity and excellence in early childhood programs. The Global Children's Initiative is helping to support low-income areas by providing more access to preschool programs (such as the program in Chile), as well as researching how disease affects child development (as in Zambia's studies). Organizations like the Global Children's Initiative help educators to provide the best learning environments based on the needs of the children. 

References:

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

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

My Connections to Play

Quotes that Summarize My Play Experiences:

"Those who play rarely become brittle in the face of stress or lose the healing capacity for humor."

~Stuart Brown, MD

Contemporary American Psychiatrist

"Play, while it cannot change the external realities of children’s lives, can be a vehicle for children to

explore and enjoy their differences and similarities and to create, even for a brief time, a more just world where everyone is an equal and valued participant."

~Patricia G. Ramsey

Contemporary American Educational Psychologist

Both quotes found at: http://www.thestrong.org/about-play/play-quotes

Some favorite childhood toys:

My mom always said I was an early reader. I don't attribute it to being "forced" to learn how to read, but by having play experiences that encouraged it. The Teddy Ruxpin had a cassette player in the back that would read stories aloud. The bear would also move its head, eyes, and mouth.

Mega bloks were also a childhood favorite. I grew up with 4 sisters and we had numerous colors, sizes, and shapes of these blocks. It was always fun to create a princess castle or fort. We would also use them in pretend play to build a hairbrush to play salon. I remember my mom getting right into the play action with us as well. She never told us that it wasn't okay to use our imaginations.

The Strawberry Shortcake ragdoll was one of my most prized possessions growing up. I am sure in my play experiences that I was a "Mommy" to her and she became a baby that I took care of when I was three to four years of age. My mother tells me I didn't like to leave the house without her. This experience was partly because I would copy my mom and what I saw her do in the house while she took care of my sisters and I. 

My Play Experiences Were Supported By:

My parents: They always encouraged my sisters and I to play outside, with each other, and with friends. We engaged in various activities - pretend play such as house, sports like softball, kickball, hide and seek, tag, and other games. 

My grandparents: Grandma frequently took my sisters and I to playgrounds and story-telling and sing-alongs at the library. My DziaDziu or Grandpa always made it a point to play with us at his house - on the swing set, in the yard, helping us learn to ride bikes, and playing with our Powerwheels cars. I always remember both grandparents encouraging our play experiences and still learning at the same time. 

Preschool Teacher: Mrs. Hidde was my Pre-K teacher when I was four years old. I attended a half-day program. Reflecting upon her program, there is not one thing I would change about how she structured the learning versus play time. All activities encouraged play whether it was creative play with shaving cream at the table or building in the blocks area with different materials. Activities supported her curriculum theme, yet never took away the importance of children playing. 

Play Today Versus Play of My Childhood

In my childhood years, I do not recall ever being told "there wasn't time to play." However, in today's society, there is such a push for academia in the early childhood years that play is becoming extinct. Even in my own classroom, I find myself debating over when to stop the children's play because we have to follow the curriculum and daily schedule. There are days when the children are playing so well that I will skip a circle time just to prolong the interactions that the children are engaging in. A teacher shouldn't have to produce an art project to show learning, so I have been taking pictures of the children's play experiences and writing about the activities to tell parents what the children are learning about through those experiences. As I learn more through my studies in the Early Childhood Studies Masters program, I am finding more information that supports letting children play and learn from those experiences, as opposed to worksheets or mandatory art projects.  I want children to be able to explore and discover in their own element just as I was able to twenty-four years ago.

The Role of Play Throughout My Life

As I reflect on the role of play as I grew into an adult, I think of all the years I played and interacted with my younger siblings. It was through these interactions that I encouraged their creativity and learning and they supported mine. By being a playmate, we built stronger relationships and supported each other's development. 

As an adult, I need to do this for my preschoolers. By getting down to their level and playing in the centers with them, I encourage their play experiences as well as model them. These play experiences will help build children's self-esteem as they will continue playing games or toys that they know about and can succeed at. It will also help build social skills as children learn turn-taking, expressive and receptive language, and how to play well and empathize with others (Dixon, 2011). 

Reference:

Dixon, E. (2011). Importance of play in child development. Retrieved November 25, 2011 from  
     http://www.child-development-guide.com/importance-of-play.html

Thank You

To Everyone that has contributed to my learning experience in my first course with Walden University. I truly appreciate all the positive feedback and ideas that you have contributed to the field of Early Childhood Education. 

Professionalism, Advocacy and Leadership: Code of Ethics

There are many ideals that the NAEYC and DEC outline to help guide early childhood professionals in their services to colleagues, children, and families.


1. (taken from DEC) Professional Practice: I - 2 states: We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work. 

• This statement reflects being professional in every daily occurrence with co-workers, families/parents and the children we work with. It is our responsibility as educators to be positive role models for the children and put our best foot forward. 

2.  (taken from NAEYC) Ideal-1.5 states—To create and maintain safe and healthy settings
that foster children’s social, emotional, cognitive, and physical development and that respect their dignity
and their contributions.

• This statement reflects being an advocate for children by maintaining a safe environment for them and contributing to the development of children in all areas. It also means that all children need ro be treated equally regardless of differences. As educators we need to address all the needs of the children and modify the environment accordingly.

3. (taken from NAEYC) I-3C.4—To encourage and support continual development of employees in becoming more skilled and knowledgeable practitioners.

• This ideal guides leaders within the field on how to interact with their employees and provide opportunities for continuing their education. Over the past few weeks I have learned how important it is to stay up-to-date with the current issues in early childhood as that will help me to become a better leader within the early childhood field. 

References:

Article: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved August 11, 2011, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved August 11, 2011, from
http://www.dec-sped.org/

Sleep Loss in Children - links from the NAEYC Newsletter

http://www.sciencedaily.com/releases/2011/06/110614101122.htm

This article was recently posted in an NAEYC newsletter. It discusses the possible effects of sleep deprivation in the early years leading to ADHD symptoms later on in life for children.

You can subscribe to the NAEYC newsletter by clicking here: http://www.naeyc.org/newsroom/enewssignup

The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections

http://www.amazon.com/Hundred-Languages-Children-Childhood-Education/dp/0893919330

"This is a great book that provides a comprehensive exploration of the Reggio Emilia approach. This approach fosters children's intellectual development through systematic focus on symbolic representation, as children are encouraged to explore their environment and express themselves through words, movement, drawing, painting, playing, and other natural modes of expression." -Amazon description about the book. I also own the second edition after attending a Reggio-inspired workshop. 

The Importance of Play

"It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them."
-Leo Buscaglia


This is such an important statement as I have learned in my teaching toddlers that children learn through experience and a majority of their daily activities focus on hand-on play centers.