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