Sharing Web Resources

Some of the outside links for ACEI led me to the Global Child Development Group webpage.  This site provided information about their mission to promote child development for children under the age of 5 in low to middle income countries.  Their overall goal of gathering evidence to influence policy makers of the links between health, nutrition, risk/protective factors, intervention efficacy trials, and effective programs. 

              The most recent newsletter looked at how the emerging skills for preschool to kindergarten age children can lead to leadership abilities in later years and ways in which teachers can recognize these particular skills.  The website presented an informative article on Child Development in Developing Countries with featured six relevant articles. The introduction describes the conceptual framework, nature of the Multiple Indicator Cluster Survey 3, and general analytic plan of articles in this Special Section. The articles describe the situations of children with successive foci on nutrition, parenting, discipline and violence, and the home environment. They address two questions: How do developing and under researched countries in the world vary with respect to these central indicators of children’s development? How do key indicators of national development relate to child development in each of these substantive areas? The Special Section concludes with policy implications from the international findings. 

           This website presented interesting and informative facts about child development on parenting interventions in the Caribbean and how lower educational attainment, adult income and parenting can perpetuate the cycle of poverty.  The article reinforces the research that deduces that early childhood interventions are a critical strategy in breaking the cycle of poverty and promotes equity.  This information reinforces the fact that families living in impoverished areas whether here in the U.S. or other countries experience the same inequities because of socio-economic conditions.














 References:
 Child Development in Developing Countries.(2012). The Society for Research in Child Development.  83(1).  Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1111/cdev.2012.83.issue-1/issuetoc

Getting to Know Your International Contacts - Part 2

Since I have been unable to obtain information from my international source, this week I chose to respond to the Harvard University's "Global Children's Initiative which was very informative.  Their strategic objectives are to education decision-makers regarding the science of learning, behavior and health, expand global understanding about how healthy development happens and how it can be maintained and finally to build leadership capacity in child development research and policy in low- and middle-income countries to increase diverse perspectives that contribute to the global movement on behalf of young children.

This will be done in three domains: 
1.    Early Childhood Development which focuses on child development outcomes linked to malaria
       in Zambia and improving quality education in Chile;
2.    Child Mental Health in which the Center seeks to address the gaps in knowledge and service  
       delivery by looking at the state of mental health in China, evaluating family-based  strategies to
       prevent mental health problems in children affected by HIV/AIDS in Rwanda; and
3.    Children in Crisis and Conflict Situations which explores comparable approaches regarding
       child status in post-earthquake Haiti and Chile and using the science of child development to
       address acute malnutrition.

The Center's mission of education and training is at the center of it's overall mission and focus to develop opportunities and building a sustainable infrastructure.  Although it is still in a state of development, the Center's ideology and central premise the to provide information to enhance the education of policy-makers so that children everywhere will have an access to quality education.

Sharing Web Resources

The specific section(s) or information that was particularly relevant to my current profession is the work which ACEI does with children with disabilities.  In my current profession, I work with children with disabilities and oftentimes, they are not given the same opportunities for quality education as many other children, especially globally.  ACEI seeks to provide those opportunities to all children regardless of their abilities. 

Their affiliation with organizations such as The Global Partnership on Children with Disabilities (GPcwd) which through UNICEF is a network of more than 100 organizations, including international NGOs, national/local NGOs, Disabled People’s Organizations (DPOs), governments, academia and the private sector, working to advance the rights of children with disabilities at the global, regional and country levels. They promote a rights-based approach that provides a platform for advocacy and collective action to ensure the rights of children with disabilities are included and prioritized by both the Disability and Child Rights Movement.

The inaugural Forum of the Partnership (more than 240 participants) was held from 14-15 September 2012 at UNICEF House in New York, where for the first time the Partners came together to discuss ways to advocate for an inclusive post-2015 agenda; establish four task forces with the aim to influence the mainstreaming of disability rights into global child-focused agendas namely in nutrition, education, humanitarian action and assistive technology; and discuss collaboration at the country level in Haiti, Rwanda, Turkey, Azerbaijan, Malawi, Mozambique, and Bangladesh.

Their statements and resources allowed me to look at the work which is being done with children with disabilities outside of the U.S. in different ways.  I have always been a strong advocate for the rights of people with disabling conditions, but this organization has given me a more worldwide view of the work which happens with children with disabilities.

ACEI through its radio broadcast, newsletters, conferences, events and research journals provides information, proven data and opportunities for advocacy, opportunities to make recommendation for teachers, policymakers and economist on what they can do to ensure that more students have the skills and motivation to succeed in higher education.

ACEI conducts conferences, symposiums and events around the world to give people from all cultural and diverse backgrounds a chance to present research, information and events that are all used to promote quality educational opportunities for children on a global as well as local scale.

Getting to Know Your International Contacts

Although I have still not heard from my conversation partner, the website I chose to follow is that of ACEI (Association of Childhood Education International), which is an organization focused on the education, development and well-being of children worldwide.  They also seek to influence the professional growth of education and the efforts of others who are also committed to the needs of children in an ever changing society.  This programs works closely with the United Nations in making sure children in every nation will have access to quality education which helps them to become responsible citizens.

 I have long been an interest supporter of this organization because of the work which it seeks to do with children throughout the world.  They are a global organization which reaches out to children throughout the world in hopes of providing educational opportunities for all children.  Their "Love Me, Teach Me" campaign is what drew my attention at the beginning.  ACEI's cornerstones are:

1.  See Me:  The Child's Right to Identity
2.  Hear Me:  The Child's Right to Participation
3.  Love Me:  The Child's Right to Security, Stability, and Protection
4.  Teach Me:  The Child's Right to Education.

Their 10 Pillar of a Good Childhood are:

1. Safe and secure places for living, with learning and access to health care, clothing, and nutritious food
2. Strong families and loving, consistent caregivers
3. Social interactions and friendships
4. Creative play and physical activity
5. Appreciation and stewardship of the natural environment
6. Creative expression through music, dance, drama, and the other arts
7. Education that develops the full capacities of the child—cognitive, physical, social, emotional, and ethical
8. Supportive, nurturing, child-friendly communities
9. Growing independence and decision making
10. Children and youth participating in community life.

Sharing Web Resources

             

The names of one of the organizational newsletters which I subscribe to for updates in the Early Childhood Education field is NAEYC ( National Association for the Education of Young Children) which is an organization with a strong commitment to the education of young children. 

It’s overall goal to me is expressed the following statement, “All children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity”.   The news release I recently received was regarding the future of Early Childhood Education and the cuts of funding provided to programs such as Head Start to provide quality education to preschool children by the President.  

The second organization which I subscribe to is ECKLC Head Start Association which is a program committed to providing comprehensive services to children and their families from ages birth to five that supports children’s cognitive, social, emotional, health, nutrition and social development.  The same article in the NAEYC newsletter was also discussed in the ECKLC newsletter about the cuts to Head Start and how it will affect the program’s ability to provide services to children and families.

The last program with I subscribe to is ACEI,( Association for Childhood Education International), which is a worldwide organization dedicated to educating children around the world and to promoting social and global change by advocating for the rights of children through cultural diversity.  The most recent article which caught my attention was one in the Winter Quarterly regarding homework for preschool children.  This article wanted to determine if homework for preschool children was developmentally appropriate and could it be used as a tool for more family engagement in education in helping to ensure children are school ready.  It is a very controversial subject which has strong arguments on how to shorten the gap between home and school by engaging parents more in the learning process for their children.

References:

NAEYC. Retrieved from:  http://www.naeyc.org/academy/primary/updates.

ECKLC.  Retrieved from:  http://eclkc.ohs.acf.hhs.gov/hslc.

ACEI.  Retrieved from:  http://acei.org.

 

My Supports

When I think about my supports, it brings to mind so many different things and people.  I must first begin with who I believe is my biggest support and the one who helps me get through so many things in my life and that is God!!  He is where I get my strength to go on even when I want to give in.  Next I have to give thanks for family.  My mother and children without whom I would not be where I am.  Their continued support and encouragement is why I am currently pursuing my educational goals.  I am a single parent and it gives me so much joy to hear my children say how much I inspire them to never give up and to realize that they can have whatever they desire because of what I am doing.  We have undergone some really tough times to get to this point.  Some of them would make most people give up, but I realized that it made me stronger and more resilient. 

The people I work with are a great support system for me because when it comes to team work, I feel that we invented the word.  We have so many different programs operating within our agency, but because we work as one, the programs are seamless.  We help when and where we are needed in order to get the job done.  It is because of our Executive Director who doesn't mind getting in there and doing whatever it takes whether it's in the classroom or board room and sometimes in the bathroom.  She has not only been supportive but also my mentor.  I know her as my Supervisor, friend and Pastor. This is what helps me daily when things get overwhelming and I feel as though I cannot do anymore, she lets me know that I can because there's still so much left to do.  I work with children with special needs and their families.  I work long hours, travel quite often, spend a lot of time doing community work, attending meetings and going to school.  When I'm not doing this, I spend a lot of time in church and working with those who need my services there.  My friends, co-workers and family constantly tell me that they don't understand how I can do so much but without their constant support and encouragement, I couldn't and I often let them know this.  If it were not for prayer, love and the overwhelming support of those close to me, I don't know where I would be.

We must all realize that knowing that someone is there for you and cares, makes a difference in your life, but just as they are giving and supportive of you, you also must be just as generous with others.  I learned that a word, gesture, lending a hand or just being there can make all the difference in the world to a person no matter what state of mind they are in.  It helps to know that you're not alone and that someone believes in you.   

My Connections to Play

It is in playing, and only in playing, that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self.

D.W. Winnicott
British pediatrician
1896–1971

 

You can discover more about a person in an hour of play than in a year of conversation.

Plato
Greek philosopher
427–347 BC

When I think about my childhood and play in my neighborhood, I remember my grandmother and my babysitter.  Mrs. Mathis was my babysitter and she always made sure we spent as much time outside playing as inside learning.  I can remember always having a ball because kickball and dodge ball were my two favorite games.  We did not have a lot, but we were happier than at any other time in my life. Parents actually made their children go outside and play in order for them to work off excess energy and because it was all the entertainment most of us had during that time. The innocence that goes with being young and enjoying life with your friends reminds me of good times, being carefree and never worrying.  We didn’t need a lot to feel that we had everything.  Today’s children still have that innocence.  The difference between our play and the play children engage in today is that there is less time and emphasis placed on its importance in the lives of children.  It is no longer important that children have recess or that that spend quality time outside engaging in play.  We did not have the luxury of spending our days watching television, playing video games or texting on the phone.  Children would rather spend time playing and looked forward to that time each day before the “sun went down” and we would have to go inside.  In the State of Mississippi, we have the highest obesity rate of any state in the nation.  A lot of this is not just because of our eating, but also because of the lack of exercise our children get because they spend more time sitting in a classroom than on a playground.  We spend more time stressing the importance of math, English, and science that on a child’s health and proper exercise and nutrition.  As a child, play allowed me to develop socially and physically and has helped me today when it comes to working with our children in the classroom, on the playground or engaging them during a counseling session.  We must look at helping the whole child and that means not overlooking the importance of play.  It is as important in the development of a child as their social, emotional and cognitive skills.  A healthy child is a happy child and play is a vital part of that happiness.