Research that Benefits Children and Families—Uplifting Stories

I have a personal story of how research has benefited my life and the relationship I have with my youngest child.

In the 1950’s Mary Ainsworth conducted research using mothers and infants 12-18 months old to study mother-child interaction with the intention to predict behavior later in life based on attachment. This research has been important to the field of physiology in order to help children and families understand parent-child interaction. Identifying what type of attachment an infant has to their caregiver and/or parent is important. Professionals in the field of education have also used the information from this research to help strengthen their relationships with children in the classroom and understand how to help families if there are behavior issues stemming from attachment.

I first heard of attachment theory while in a graduate class for my teacher certification. When the infant mental health specialist that was presenting to the class described attachment theory it really hit home. This research is important to me because when my daughter was an infant we had attachment issues. If Mary Ainsworth had not developed the strange situation used in her attachment research I don’t know if I would have been able to get help for my daughter and I. When we did see an infant mental health therapist she conducted the strange situation with us.

In 1954 some people might have thought it was terrible for Mary Ainsworth to leave an infant in the room alone with a stranger and let them cry until their caregiver return. Obviously she was able to convince mothers why this research was important in order for them to want to participate.

Our therapist videotaped that first session and two more during our work together. I am proud of the growth my daughter and I developed and the bond we share today. Our therapist is now a professor at a leading university with a renowned social work department. Our work, story, and videotapes live on helping students become professionals that will work with children and families as well as conduct research that are relevant and important like the research of Mary Ainsworth.

Research Simulation

My chosen topic for the research simulation is how parental involvement impact children’s education in the classroom. I have chosen three related subtopics are to determine how parents can become involved with their child’s education:

·         Whether home visits by teachers influence parents;

·         What type of support do parents need to become involved;

·         What are some of the barriers parents have in becoming involved in their child’s education?

I chose this topic because I believe that the involvement that is required by federal and state preschools benefits parents and children by including them in the educational process. Involvement such as home visits, field trips, parent workshops and meetings. I believe that if those same strategies to include families were implemented throughout grade levels the education of children would be positively impacted. This research can benefit early childhood programs, schools, educators, and families to further explore parental involvement and its affect on children’s education.

I am concerned that the topic may be too broad. Does anyone have any further suggestions to narrow the scope?

WK 8 Final Blog

Learning about the international early childhood field has reinforced the feeling and belief that we are connected as a human race. I believe all parents want the best for their children, despite where they live in the world, what ethnicity they are, or how much education they possess; parents want their children to grow and develop healthy. Although we would like this desire to be attainable for all young children and families the reality is it is not. Poverty is a huge barrier for many people throughout the world. Inadequate and low quality childcare is another barrier for healthy development in young children. In addition, many countries are struggling to implement programs that provide the information and education that parents need to help their children develop properly in the first few years of life.

After studying the international websites, listening to podcasts, and exchanging ideas with colleagues we have a responsibility to stay informed of issues that affect young children all over the world. 

One goal for us all within the early childhood field is the need for professional development and awareness in meeting the needs of the diverse population and changing demographics that we are presented with. As early childhood professionals we must gain the knowledge needed to educate parents and children that may be different from ourselves. Meeting people were they are and accepting what they bring to the table is a skill needed in a global society.

Sharing Web Resources

On the National Black Child Development Institute (NBCDI) website I explored a recent post of a copy of the letter sent to members in the U.S. legislature in support of the reauthorization of the Elementary and Secondary Education Act (ESEA) by the NBCDI CEO, Carol Brunson Day. In the letter she spoke of a “P-20 pipeline” that would support students from preschool to their college years. The NBCDI is also in support of an “early learning fund” where money is set aside to fund early childhood programs and keep them connected to elementary schools.  The position of the NBCDI and the language used to convey their support of the ESEA and the changes that should be implemented is related to our study of equity and excellence. The NBCDI believes that equity in early childhood programs and excellence can be achieved by including teachers in professional development, maintaining pre-k programs in elementary schools, and rewarding states for providing high quality, successful programs.  

I agree with the NBCDI position. In the state of Michigan there are too many different requirements, standards, and inconsistencies as it relates to early childhood programs. If preschools are state funded and in a school there is one set of standards; for example, teachers have to be certified with a ZA endorsement. Independent centers and federal Head Starts are allowed to have “teachers” that have a two year degree (CDA) only.  That discrepancy effects equity because of the type of staffing.

I was unaware of the terminology “P-20 pipeline” and “early learning fund.” The research, early childhood websites, and video presentations that have been presented emphasize the need to advocate for quality education beginning at three years old and collaboration between families and schools for supporting children during their early years.

The NBCDI does not have any outside links and I haven’t received an e-newsletter yet.

http://nbcdi.org/

Getting to Know your Internation Contacts Pt 2

I examined the website www.Developingchild.harvard.edu to gain additional knowledge about early childhood systems around the globe.

Last year the UNESCO held a conference, WCECCE in Moscow, to highlight brain research and how it impacts early development in children. According the information on the website the goal was increase action by members of the UNESCO. “According to a UNICEF report in 2006, more than 30 governments had established national early childhood development policies, and over 70 countries had some type of national commission to coordinate such programs across ministries and sectors” (www.developingchildharvard.edu). That number is surprising to me; since 2006 there are probably even more governments and/or countries that have established some type of initiative or policy but there are still so many problems that persist and challenge early childhood development and education.

In Santiago, Chile there is an initiative called “A Good Start” with the goal of improving the educational opportunities for 4-6 year old children. It hopes to impact early childhood education through teacher training and eventually 60 schools. This reminded me of the work we read about previously that trained parents in providing a safe, healthy, educational environment for their young children at home. Continuous training is needed for educators or parents in order to provide young children with the opportunities they need for emotional, social, and educational development. That is something that is common nationally and globally. All children deserve the best education that is inclusive to their mental and physical health.

The research developed at Harvard for the Center on the Developing Child is important to global issues that affect young children. The research that is generated in the U.S. is used to further initiatives across the globe; such as developing mental health strategies for children affected by HIV/Aids in Rwanda or how children in post-hurricane Haiti are recovering.

There is a vast disparity on the equity for early childhood education across the globe. Although all children deserve to grow up healthy and given the best experiences and opportunities to develop it is an inequity that still exists and must be changed

Getting to Know your Internation Contacts Pt 1

Initially I contacted Ms. Michele Berthelot, a regional specialist in education, from the Santiago, Chile office of the United Nations Education, Scientific and Cultural Organization. She responded within a few days informing me that she worked with adult education. She forwarded my contact information to her colleague and told me I could contact her. I wrote to Mrs. Rosa Blanco, the regional specialist in Inclusive and Early Childhood education, concerning the issue of poverty and how it impacts the work she does for the UNESCO and its population but I did not hear back from her yet. I am still holding out hope that I will be able to establish this contact and use it for future assignments.

I examined the website of the Childhood Poverty Research and Policy Centre’s page (http://www.childhoodpoverty.org/) and read about the child poverty in Kyrgyzstan. I learned:

·         The funding for CHIP has been depleted but the website is still available for use by organizations and individuals for policy and advocacy purposes.

·         CHIP also coordinated with the Save the Children organization to help eradicate childhood poverty.

·         “Over 600 million children world-wide live in absolute poverty - an estimated 1 in 4. In many countries, rates are much higher with over 60 percent of children living in households with incomes below international poverty lines. Over 10 million children under five still die every year from preventable diseases - the vast majority of them in developing countries” (http://www.childhoodpoverty.org/)

·         The CHIP website includes a photo gallery, case studies, and video clips of the four countries highlighted on the website.

Poverty, especially for young children, is far reaching. The statistical information given on the website is shocking. The fact that so many children suffer from being poor which contributes to malnourishment, lack of vaccinations, and low educational attainment is sad. One thing that I have taken away from exploring the websites is how important advocacy is and policy changes are needed in order to protect the youngest population.

Sharing Web Resources

I chose the National Black Child Development Institute, which has a local chapter in my city. This organization addresses issues concerning young children, specifically issues related to African-American children. However, the information is beneficial to all young children. The NBCHI website addresses the organizations initiatives which are literacy, child welfare, education, nutrition and health.

The current NBCHI newsletter has an article on autism that contained some statistical information I did not know. There was an article on speaking to young children about unemployment and the current economic situation in our country. It gave suggestions on what to say by the developmental age/stage of the child. That article related to the changing demographics and diversity because of families becoming more transit with the economic recession.

I read a position paper that the organization issued on protecting the benefit of pre-k programs by strengthening the transition to elementary school. After the third grade the educational gap between children that attended a quality preschool program and those that did not disappears. It is the position of NBCHI that school districts should structure elementary schools to have full day programs for preschool and kindergarten, and then transition families through the other grades to build on the foundation established.

Current NBCDI Newsletter