Personal Research Journey

My topic is academic expectations for early childhood learners.  I was a special education teacher for the last 5 years.  As a special education teacher, I was constantly being asked to observe behavior and strategies to help improve academic growth in the kindergarten setting.  As I began observing these students’ I realized the expectations may be developmentally inappropriate for their age, therefore, causing behavior due to frustration and less academic growth because the concepts were too difficult.  Over the last five years I have watched a shift in education. Teachers are now pressured to show an increase in academic growth and data. Therefore, less time is spent teaching children based on their need and development and more time spent teaching to “the test”.   I wanted to research the benefits/implications in considering development in academic expectations.  My three subtopics are what is academically appropriate for early childhood learners, the impact of developmentally appropriate/inappropriate expectations have on behavior and the benefits incorporating play can have on academic growth. 

As I posted in my discussion in week 1, I have been intimidated by research because it is not an area of strength for me.  I struggle with reading and understanding research articles and studies.  So far this class has provided good tips on what actually needs to be read and what can be skimmed over.  It has been a long time since I have taken a class on research.  The review of terms and what to look for when researching credible sources has been helpful. I am also thankful that learning the research process has been gradual and slow up to this point.

From my peers if you have any experiences, resources or thoughts on my topic I would appreciate any feedback.  Many of the students’ I have taught were behind grade level so any information on what is appropriate for general education students’ would be beneficial. 

Final Blog Assignment

I have genuinely enjoyed learning about organizations on the international level.  When I hear the word “consequences” I immediately think of negative.  For me, most of the consequences are positive.  I have enjoyed learning about the structure of international organizations and where they are allotting their resources.  On some level, it is comforting to know that other nations are struggling with the same trends as the United States.  Since we are struggling with the same trends it is important to bridge our resources together.  I enjoyed learning about different perspectives from the organizations and what they view as priorities within the field.  The only negative consequence I found with trying to learn about early childhood at the international level was contacting individuals working in the field or for organizations. I believe this would have helped me gain a more personal understanding and different perspective of the trends within the field; however, I was unable to make contact with anyone.

One goal related to international awareness within the field of early childhood education is for the United States to not separate from other countries.  If we are struggling with the same concerns and issues, I believe we should combine our resources to make the biggest difference in early childhood.  Communicating and collaborating about what is working and what is not working will help maximize change.

Getting to know international contacts, pt. 3

Although I have been disappointed because none of my attempts to communicate with early childhood professionals around the world have been answered I have enjoyed learning about different organizations that are working to improve early childhood education. 

I explored the United Nations Educational, Scientific and Cultural Organization website this week.  This organization is working to support early childhood education by forming a foundation through policy development. One way this organization works to accomplish this is through two planning strategies.  The first is phasing.  In this strategy the organization is working to respond to the needs of young children in relation to early childhood.  The second strategy is the one that I was impressed by.  It is called partnership.  In this strategy the organization wants to work together to partner with other sectors.  For example, social and health sectors working together.  By partnering together care and education can be addressed within early childhood and for older children.

I also read about quality, access and equity within this organization.  While reading about this I kept seeing the 1990 Jomiten Declaration on Education for All (EFA) and the 2000 Dakar Framework for Action. I wanted to learn more about these policies since it was obviously important to the organization.  The EFA believes that all learning begins at birth and early childhood education and care is an important and basic part of education. The 2000 Dakar Framework for Action is based on improving early childhood education as part of its six main goals.

The UNESCO is working hard to improve early childhood education.  The website offers several resources including publications, evaluation reports, statistics, etc.  There is a lot of great information on this website.   

Sharing Web Resources

As I navigated throughout the website I found a link that had many different publications on it, however, the article I was drawn to the report for the 2011 fiscal year and the impact it has had on children. 

In 2011, child hunger was one area Save the Children stepped up their fiscal donations.  Nearly 10.5 millions children/adults were impacted by this organization.  Not only did Save the Children help worldwide but they noticed that children within the US needed help as well.  According to Save the Children 1 in 4 children go hungry and in addition have no access to early childhood programs. This leaves a four year old living in poverty is 18 months behind developmentally than children not living in poverty.  With the money they have received this year Save the Children has created literacy and education programs within 17 states.  This has helped 185,000 children learn and grow.  Save the Children recognizes how poverty affects education and has made a difference within the field of early childhood education.

 I wanted to know more details about how Save the Children was impacting early childhood.  I found information on their program, Early Steps to School Success.  This program begins with expectant mothers’ and continues through the early education years. This program offers educational services through age 5, support for families and caregivers, and ongoing training for community educators. The goal of this program is to build a strong home-school connection as well as provide parents’ with the skills and knowledge to help support academic growth while providing children with a program that meets their cognitive, social and emotional needs.

Through exploring the website further I realized that this organization recognizes that children in other countries as well as the US are not receiving adequate access to high quality programs.  They recognize the importance of providing families and children with these programs and do so through donations to literacy and education programs as well as creating their own model for school success.

Getting to know international contacts, pt 2

This week I researched the Global Children’s Initiative. The initiative is built on three foundations: early childhood development, mental health and children in crisis and conflict situations. Within the area of early childhood development the goal is to educate, research and communicate effectively to policymakers the importance of investing in early childhood education within the United States and around the world (Center on the Developing Child, 2012).  The second area I learned about was mental health. This area of child development needs to be in the spotlight more.  In order to do that the Global Children’s Initiative has launched three projects around the world.  They are addressing the mental health system in China, developing family based strategies to prevent mental health concerns within families dealing with HIV/AIDS in Rwanda and addressing mental health concerns and child maltreatment in the Caribbean (Center on the Developing Child, 2012).  Finally, the Global Children’s Initiative is addressing children within crisis and conflict situations. The goal of this is to work collaboratively with other organizations which bring together a science based and developmental approach to assessing and managing children in man made or natural conflicts (Center on the Developing Child, 2012). 

Within the website I also came across an article, “Targeting Toxic Stress in Children”, that discusses the impact that toxic stress can have on children. Several of the questions mention the importance of having a stable environment. This stable environment helps children feel a sense of security and learn to cope with the stress (Weintraub, 2012).

I believe the Global Children’s Initiative and the article address the issues relating to equity and excellence within the early childhood field.  First, the Global Children’s Initiative is striving to provide equal and excellent programs for children across the globe.  They are educating, researching and communicating to policymakers the importance of investing in early childhood programs and the benefits that can come from the investments.  Second, the article discusses the importance of having a stable environment for children.  If children aren’t receiving this within their home generally the school setting is where children feel the most stable and secure.  Therefore, it is essential that funding and policies be in place that support children developmentally rather than focus on a monetary gain.

References:

Global children's initiative. (2012). Retrieved from http://developingchild.harvard.edu/activities/global_initiative/

 Weintraub, K. (2012, February 27). Targeting toxic stress in children. Boston Globe. Retrieved from http://www.boston.com/lifestyle/health/articles/2012/02/27/targeting_toxic_stress_in_children/

Sharing Web Resources

I have explored the purpose and the principals of Save the Children. However, this week I dug deeper into the taking action section of the website which focuses on advocating for children through legislation. This section defined advocacy, gave tips on effective advocacy. It also discusses aid effectiveness and ways to structure finances to make the biggest impact. This section also provides information on current legislation on specific topics.

Within the aid effectiveness tab there is a link that provides a brief about Save the Children’s thoughts and recommendations to the Obama Administration in regard to providing aid to other counties.  I know the importance of advocacy; however, writing letters to the Presidents’ Administration is out of my own personal comfort zone, therefore, I find it to be a bit controversial.

Last week the topic of poverty struck a personal cord with me. This week I have enjoyed reading about the different ways to advocate, fundraise and make a difference in children’s lives. I realize in order to make an impact on my community I need to step out of my comfort zone. It has been inspiring to read about how others’ are making a difference and the ways I can too.

Childhood Poverty

Unfortunately, I was unable to make contact with any early childhood professionals outside of the United States, therefore, I was forced to do the alternative blog assignment.  I was able to listen to the most recent pod cast from the World Forum Radio.

I listened to Susan Lyon talk about her progression from being intrigued to how children think and perceive things to creating the Innovate Teacher Project in California.  Susan Lyon brought the “100 Languages of Children” exhibit to San Francisco  after being intrigued by a small child’s perception of the word “city”.  During this process she was interested in seeing how children viewed things around them. She visited several schools in her area.  Once the exhibit came to San Francisco she worked with Italian education and created several professional development trainings.  She wanted to advocate by listening to children and using/creating a environment that children thrive in.

After bringing the “100 Languages of Children” exhibit to San Francisco she created the Innovative Teacher Project in 1994.  This project encompassed a net of works.  Each month teachers’ were able to attend a round table and present there school and walk the environment.  She wanted to show that qualify work can happen in public schools.  Susan is now working to create the first full immersion Italian preschool program.

I also explored the website http://www.childhoodpoverty.org/.  This website offered a lot information about childhood poverty. One thing I learned is that poverty is cyclical.  Children living in poverty today have a higher chance of living in poverty as adults.  It is often passed down from generation to generation.  When thinking of poverty this is in the back of my mind, however, reading the facts makes it more true to me.  However, attempting to eliminate childhood poverty is one way to stop this cycle.  An international community has developed the Millennium Development Goals which aims to cut poverty in half, cut 2/3 of deaths of children under age 5 and provide all children with at least a primary education by 2015 (CHIP: Knowledge for tackling childhood poverty).

References:

Lyon, S. (Performer) (2011, April/May). World forum radio. World Forum Radio. [Audio podcast]. Retrieved from http://www.worldforumfoundation.org/wf/radio.php

Chip: Knowledge for tackling childhood poverty. (n.d.). Retrieved from http://www.childhoodpoverty.org/