Final Post EDUC 6162

While researching international early childhood organizations, I learned the importance of EC professionals gathering to exchange ideas, strategies, and perspectives that promote the well-being of ALL children and their families around the world.

The World Forum Foundation is an example of an international early childhood organization with members from more than 80 countries who collaborate on a wide range of issues impacting the delivery of quality services for children and families globally. Currently the WFF is launching global projects on AIDS and young children, nature education, peace education, teacher education, and immigration and young children. (WFF)

UNICEF is another organization that believes nurturing and caring for children are the cornerstones of human progress (UNICEF). The global obstacles of poverty, violence, disease, and discrimination are prohibiting millions of children from gaining the healthy foundation they need and deserve in life. It is our responsibility as early childhood professionals to help build a world where the rights of every child are realized. (UNICEF)

By becoming a member of an international early childhood organization, EC professionals are invited to join conversations and become involved as advocates for young children and their families around the world. I am a new member of both the World Forum Foundation and UNICEF and look forward to receiving information on the most important global issues and trends facing the field. By becoming aware and involved, we can intentionally plan a brighter future for our children and world.

References

UNICEF, Retrieved from: http://www.unicef.org/

World Forum Foundation, (WFF) Retrieved from:

http://www.worldforumfoundation.org/

UNESCO's "Early Childhood Care and Education" webpage

UNESCO believes the foundations of human development are laid in early childhood requiring an integrated approach to every child’s care, development and learning. (UNESCO) “UNESCO leads the international policy drive for an integrated early childhood care and education system that encompasses both the well-being and holistic development of the child. Their mission is to support early childhood policy development with the aim to build a solid foundation for a child’s lifelong learning” (UNESCO).

One of UNESCO’s main responsibilities is to advocate for the right of every child and young adult to quality education throughout life- regardless of the setting. (UNESCO) “Education is a basic human right and is essential for the exercise of all other rights. Yet there are still 774 million illiterate in the world and 58 million children are still out of primary school, and many more young and adult women and men are not learning what they need to know to lead healthy fulfilling lives” (UNESCO). Many factors including poverty, gender inequity, geographic isolation and minority status continue to make quality education a distant dream. (UNESCO)

            UNESCO coordinates an international movement in support of Education for All (EFA) and organized the first World Conference on ECCE in September 2010, which led to the “adoption of a global action for ECCE called Moscow Framework for Action and Cooperation: Harnessing the Wealth of Nations” (UNESCO). Working together in partnerships with Member States and other stakeholders, UNESCO encourages timely and effective implementation of the Moscow Framework so that all children are able to develop their full potential. (UNESCO)

In a recent article titled “Key milestones reached for new education goals”, UNESCO reports on the progress being made to finalize the Muscat Agreement draft, adopted by over 250 delegates at the Global Meeting on Education for All (GEM 2014) held in Muscat, Oman. The Muscat Agreement outlines the overall goals and a set of seven global targets for education post-2015. (UNESCO)

“The Muscat Agreement is based on the notion that education must claim an explicit, stand-alone goal in the new development framework after 2015, as well being a cross-cutting theme across the broader development agenda” (UNESCO). Advocates of the agreement represent over 300 organizations from around the world and pledge to continue mobilizing and increasing support for education both in and outside of the education community. (UNESCO)

It sounds like the field of early childhood is being redefined all over the world. I agree that an integrated approach (bringing the many facets of early childhood together) to form a new development framework will help our field. It’s exciting to see all of these organizations working together for the wellbeing of ALL children!

References

UNESCO’s “Early Childhood Care and Education” webpage, Retrieved from:

http://www.unesco.org/new/en/education/themes/strengthening-   education-systems/early-childhood/

Sharing Web Resources

This week I chose to research quality and equity of care and education for immigrant children on the NAEYC website. It didn’t take long to find a very interesting blog entry titled “Supporting Diverse Young Children Takes a Diversity Team” (Nemeth, K. N., 2014). Karen Nemeth explains that supporting the cultural and linguistic needs of diverse children and families can be a challenge. Many successful early childhood programs are meeting this challenge by developing Diversity Teams- “A team of interested volunteers, staff and family members to ensure that families of all backgrounds feel welcome” (Nemeth).

            Early childhood programs interested in developing Diversity Teams can begin with a small group of interested staff, and gain effectiveness by including family members, board members and community members. (Nemeth) The main goals of the Diversity team should be to help build relationships with families who speak different languages, to locate appropriate books, music, and other various learning materials for the program, and to provide information to help the program build a deeper understanding of different cultures or lifestyles. “Most importantly, having an active, engaged Diversity Team is like a circle of support for all of the children, families, and staff” (Nemeth).

            I found a similar article in the NAEYC September 2014 issue of Young Children (YC) titled “Engaging Families in Diverse Communities: Strategies From Elementary School Principles”. Amy Shillady interviews two school principles who share their experiences (both challenging and successful) with engaging families from many cultures who speak several languages and have a wide range of life experiences. (Shillady, 2014) Peter Moran, the principal at Glenallan Elementary School in Maryland has a “bilingual parent-community coordinator” who coordinates parent involvement meetings, facilitates and helps plan family events, and establishes links with community services and resources to help meet families’ needs. In addition the teachers at Glenallan work together to host family partnership events to learn more about each other’s cultures. (Shillady) Katie Charner-Laird, the principal at Cambridgeport School in Massachusetts has a “family liaison” whose “main role is to be accessible to all families in ways that support children’s academic achievement and help foster communication and a welcoming school climate for all families” (Shillady).  Sound familiar? These two school principals know “the importance of commitment and perseverance, personal connections, teamwork, and deep respect for children and their families” (Shillady).

            As an early childhood professional, I often find myself overwhelmed while reflecting on the number of young children who do not receive the opportunity to experience quality and equity in early care and education programs. While discussions and public policies are meant to help, often they take too long and valuable time is lost for our most vulnerable population. The great thing about Equity Teams is they can start anywhere today. All that is needed are a few willing individuals who believe in the value of making children and their families feel welcome by getting to know them and supporting their cultural and linguistic needs. Let’s get started! 

References

Nemeth. K. N., (2014) Supporting diverse young children takes a diversity team,

retrieved from: http://www.naeyc.org/blogs/supporting-diverse-young-children-takes-diversity-team

Shillady, A. (2014) NAEYC Young Children (YC) Engaging families in diverse

communities: strategies from elementary school principals. Vol. 69 No. 4, September, 2014 

Center on the Developing Child- Harvard University

This week I chose to research the website for the Center on the Developing Child- Harvard University. Fortunately, research backed by science “tells us that early experiences are built into our bodies and that early childhood is a time of great promise and considerable risk” (Center on the Developing Child).

The mission of the Center on the Developing Child “is to leverage that rapidly growing knowledge to drive science-based innovation that achieves breakthrough outcomes for children facing adversity” (Center on the Developing Child).

The Center is specifically committed to:

·      Building a unified science of health, learning, and behavior to explain the early roots of lifelong impairments;

·      Leading the design, implementation, and evaluation of innovative programs and practice models that reduce preventable disparities in well-being;

·      Catalyzing the implementation of effective, science-based public policies through strategic relationships and knowledge transfer; and

·      Preparing future and current leaders to build and leverage knowledge that promotes the healthy development of children and families and brings high returns to all of society. (The Center on the Developing Child)

The Center on the Developing Child website is extremely interesting and user friendly. I was able to quickly navigate through tool bars including key concepts, activities, resources, faculty and staff, and news and events. Key concepts include articles on brain architecture, toxic stress, and innovation where the Center explains that the science of child development is a compelling but largely untapped resource for making a huge impact on the lives of young children and their families. “Attempts to improve the quality, access, and coordination of services are vitally important, but the cumulative burdens of low family income, limited parent education, and social exclusion can overwhelm even the best of programs. We can and must do a better job, and science can point the way” (Center for the Developing Child).

The Interactive Features tab presents web-based interactive slideshows that describe and explain key concepts in the science of early childhood program evaluation research. A chart titled “Five Numbers to Remember About Early Childhood Development” explains that getting things right the first time is easier and more effective than trying to fix them later. (Center for the Developing Child)

In the Activities tab, I found the Global Children’s Initiative very exciting. This global initiative is building an integrated international approach to child survival, health, and development in early childhood. “The Center’s commitment to global work represents both an acknowledgement of moral responsibility to meet the needs of all children and a critical investment in the roots of economic productivity, positive health outcomes, and strong civil society in all nations, from the poorest to the most affluent” (Center on the Developing Child).

I feel the Center on the Developing Child does an exceptional job of explaining the importance of equity and excellence in early childhood. The fact that they use science-based innovation to achieve breakthrough outcomes for children and families is promising. While the field of early childhood sometimes lacks the respect it deserves at the public policy level, science is always taken seriously. The Center on the Developing Child is getting the attention they need and deserve to create change that will benefit children and their families around the world..   

                       

References

The Center on the Developing Child, Retrieved from:

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