FINAL BLOG ASSIGNMENT

A Final Note of Thanks and Support:

As we near the end of our Journey together, I just wanted to take the time to say thank-you to each and everyone of you, my distinguished colleagues, and especially to you Dr. Giordano.  It really has been an honor to get to know all of you both professionally and personally.  I extremely enjoyed all your Blogs, as well as the support and guidance you gave me on my own Blog.  I really feel like I have gained a lot of insight from all of you both personally and professionally.  I wish you all happiness and luck in your pursuit of your Master's Degrees.  I know you all will achieve great things both inside and outside the classroom, as well as continue to strive for excellence in the Early Childhood field and be that "Voice" for every child you encounter in the future!  Thank-you 

International Contact: 

Even though I didn't have any responses from any of my International contacts, I still feel like I gained a lot especially, from viewing all the other organizations and websites in the early childhood field, both internationally and nationally. Even though I do feel like I gained a lot of positive insights into the field, unfortunately there were some consequences of learning about the international early childhood field that resulted from the lack of contact and responses I received.  But in the end I do feel like it was a humbling and beneficial experience that only drives me more to make a difference in the field of Early Childhood studies.
  
Consequences of learning about the international early childhood field: 

1.  Throughout this whole process of learning and researching the international early childhood field, I think it has provided me with a better understand of the field globally.  Sometimes we get so caught up on what's going on in our own backyards, we forget about the rest of the world.  And I think it is just as important to helped improve the field of early childhood education and studies abroad, as it is here for us in the U.S.

2.  Throughout our research, both internationally and nationally, I have gained a stronger passion to be more involved with the families of the children we work with on a daily basis.  Especially in regards to children that come from immigrant families, and have to struggle with various issues and problems everyday,as a result of being children of immigrant families.  I know I have had some experienced with these kinds of families personally, and it is because of this research and studies in this course that my desires and passions have only grown to help these children and families as much as I can, both as an educator and a director.  


3.  It is because of our research and studies on Equity & Excellence of children, families, & EC Professionals, that my goal of becoming an effective and beneficial supervisor and director have also grown.  I know it is my responsibility as an educator and professional in this field to do all I can to have a powerful and lasting impact on the lives of the children and families I work with everyday.


In conclusion I have to say that my future goal as far as international awareness and collegial relations, to do my best to reach out to both making that contact to help establish positive and beneficial relationships.  After all it is these relationships and international contacts that will only help our field of early childhood studies, making it a broader and more of a positive and beneficial field, that will in turn do the same for all the children around the world.



 

 

GETTING TO KNOW YOUR INTERNAL CONTACTS-PART 3

Since I still have not received any responses from my international contacts I chose the alternative of viewing the webpage for the organization of UNESCO's "Early Childhood Care and Education". 

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

In reviewing the website I read an article that I felt was really relevant not only to my own professional goals, but also to what we have been discussing in class, and that is Quality in Early childhood care.  And how more programs today really need to emphasize the holistic development for young children.  "Early childhood care and education programmes should emphasise the child’s holistic development and extend beyond assisting the child’s transition to formal schooling. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness" (UNESCO).

After reviewing this article, and the website for UNESCO and looking at my own professional goals, I really realized that I gained a lot of important insights.  And that is because for the most part, a lot of my professional goals, just like the organization UNESCO, believe in that goal to better things for children, by trying to make a difference in their lives both at home and at school.  And most importantly trying to also change the Quality of care for all children in the classroom.  "The ECCE workforce is often made up of a diverse group of pre-school teachers, care workers, informal carers and other professionals. Adequate training and work conditions are essential so they can integrate the content and practice of early childhood care and education and address the transition to formal schooling. The service setting and physical infrastructure may vary greatly within countries. Regular inspection and follow-up of the service setting as well as adequate health and nutrition components are also crucial for meaningful learning to take place"(UNESCO)

References:  Retrieved from:

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

Sharing Web Resources

Back in the beginning of this course, I chose the website of the organization, The Global Fund for Children.  So now here in Week 6, I have re-visited the website.  To see if I can find any information related to our current topic, equity and excellence in early care and education and this is what I discovered:

http://www.globalfundforchildren.org/ 

In researching the the most recent newsletter of the organization, The Global Fund for Children, I read a statement that discussed a reaction to a recent controversial video, "Kony 2012", from the Lira district of northern Uganda.  "As the media focuses its lens, people everywhere are learning about Lira and the 20-year civil war that ravaged it. They are learning about the many dark truths of conflict zones: child soldiers, sex slaves, families displaced and destroyed, civil society undone" (Global Fund for Children, 2012).

The Kony, 2012 Video 

http://www.youtube.com/watch?v=DtsF4K23Zvk&feature=related

Enlight of this controversial video, the organization wanted to reassure everyone just what good they are trying to do for children everywhere.  And some good examples of this are the organization grantee partner, "Art for Children Uganda (ACU)" and the partner for "Concerned Children and Youth Association (CCYA)".


One such organization is our new grantee partner Art for Children Uganda (ACU). On a budget of only $26,000, ACU directly serves more than 5,000 children in Lira, utilizing arts education to help them heal from trauma, improve their academic performance, and build positive relationships. Kids involved in the art programs produce Dwon Ottino, a child rights magazine published in English and Luo, a local language. ACU’s co-founders both grew up in refugee camps, where they used art to cope with the uncertainties of displacement and conflict.

Our partner Concerned Children and Youth Association (CCYA) was founded by young people, many of whom lost family members or were forced to be soldiers or sex slaves during the civil war. A child service organization since 2001, CCYA adapts its projects as social and political contexts shift. When a recent assessment highlighted children with disabilities as a particularly vulnerable population in Lira, CCYA instituted a targeted education and outreach program. The organization also recently established a fruit tree nursery to provide a source of food and promote sustainability.

In reviewing the website and the latest newsletter for the organization, Global Fund for Children, and re-watching the controversial video, Kony, 2012 it really reaffirmed a lot of things for me, as well as gave me a lot of new insights.  But there is one insight that is the most important for me, and that is the realization that we in the field of early childhood, really have to help do our part for the children around the world.  And even though there are many great organizations out there like, Global Fund for Children, they cannot do it all alone, and we must all do our part.  And whether or not you believe in the controversial video of Kony or not, the bottom line is still true, and that is the fact that no child should ever have to endure what the children in Uganda have had to, NEVER!


References:  Retrieved from

http://www.globalfundforchildren.org/ 

http://www.youtube.com/watch?v=DtsF4K23Zvk&feature=related

Sharing Web Resources

Since I still haven't received any responses from my International Contacts I decided to view the current newsletter as well as review the website I received in an E-mail from The Organization Children's Defense Fund.  

 

http://www.childrensdefense.org/about-us/ 

 

In reviewing the current newsletter I also viewed some upcoming workshops and speakers for the upcoming Conference scheduled for July and presented by The Organization Children's Defense fund.  

 

http://www.childrensdefense.org/national-conference/speakers.html

 

I was am very interested in two of the upcoming workshops one presented by Cathy Grace, from Children's Defense Fund, and the other by Janine G. Bacquie, of Montgomery County (MD) Public Schools.

The first workshop entitled, What Somebody Else Learned in Kindergarten: CDF's National Campaign for Full-Day K. by Grace centers around the current situation of full or part-time Kindergarten.  "Some children in kindergarten receive 2 1/2 hours of daily instruction, while others receive five or more.  Only 10 states currently require by statute full-day kindergarten as part of the K-12 educational system and other states are rolling back kindergarten programs due to budget cuts" (Grace, 2012)

 

The second workshop, entitled, "The PreK in Third Grade Initiative: An Approach to Early Care and Education that Delivers Results", by Bacquie discusses two examples of schools and school districts involved in the preK to Third Grade Initiative.

 

I think both workshops and presenters, as well as all the other workshops sound like very interesting and informative workshops that are very helpful for educators and teachers in the Early Childhood field.

 

References:  Retrieved from:

 

http://www.childrensdefense.org/about-us/ 

 

http://www.childrensdefense.org/national-conference/speakers.html

 

 

 

 

 

 

 

Getting To Know Your International Contacts- Part 2

Since I still haven't received any responses from my International Contacts I decided to view the current newsletter as well as review the website I received in an E-mail from The Organization Children's Defense Fund.  

 

http://www.childrensdefense.org/about-us/ 

 

In reviewing the current newsletter I also viewed some upcoming workshops and speakers for the upcoming Conference scheduled for July and presented by The Organization Children's Defense fund.  

 

http://www.childrensdefense.org/national-conference/speakers.html

 

I was am very interested in two of the upcoming workshops one presented by Cathy Grace, from Children's Defense Fund, and the other by Janine G. Bacquie, of Montgomery County (MD) Public Schools.

The first workshop entitled, What Somebody Else Learned in Kindergarten: CDF's National Campaign for Full-Day K. by Grace centers around the current situation of full or part-time Kindergarten.  "Some children in kindergarten receive 2 1/2 hours of daily instruction, while others receive five or more.  Only 10 states currently require by statute full-day kindergarten as part of the K-12 educational system and other states are rolling back kindergarten programs due to budget cuts" (Grace, 2012)

 

The second workshop, entitled, "The PreK in Third Grade Initiative: An Approach to Early Care and Education that Delivers Results", by Bacquie discusses two examples of schools and school districts involved in the preK to Third Grade Initiative.

 

I think both workshops and presenters, as well as all the other workshops sound like very interesting and informative workshops that are very helpful for educators and teachers in the Early Childhood field.

 

References:  Retrieved from:

 

http://www.childrensdefense.org/about-us/ 

 

http://www.childrensdefense.org/national-conference/speakers.html

 

 

 

 

 

 

 

Sharing Web Resources

For this week's Blog Assignment I chose to share the Web Resource for the organization 
Save the Children:

 http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6176631/k.3EAF/Look_Whos_Helping_Save_the_Children.htm

Save the children is an organization that helps children all around the world.  "Save the Children is the leading independent organization creating lasting change in the lives of children in need in the United states and around the world.  Recognized for our commitment to accountability, innovation and collaboration, our work takes us into the heart of communities, where we help children and families help themselves.  We work with other organizations, governments, non-profits and a variety of local partners while maintaining our own independence without political agenda or religious orientation" (Save the Children Website).

I also posted a link on my Blog which is a segment that was highlighted on the Today Show, in regards to Early Childhood Education specifically pre-schools.  The segment centered around the organization, "Save the Children", who visited one of my own agencies Head-starts here in California, Yucca Valley Early Head-start.  The interview segment was also presented by Actress Ambassador for "Save the Children", Jennifer Garner, who stressed the importance of Early Childhood Education and pre-schools today.

http://today.msnbc.msn.com/id/26184891

/vp/44670244#44670244  

References:  Retrieved from: 

Save the Children website Retrieved from:  

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6176631

/k.3EAF/Look_Whos_Helping_Save_the_Children.htm

The Today Show Retrieved from: http://today.msnbc.msn.com

/id/26184891/vp/44670244#44670244

Getting to Know Your International Contacts

Since I haven't received any response from my International Contacts yet, I chose the alternative to go to the website of the Childhood Poverty Research and Policy Centre's page and read about childhood poverty in one specific country.  I chose China, and was very surprised to find out the recent changes and declines in the overall poverty rates.


China:  I gained many insights in regards to poverty in China, especially the recent changes among the western and eastern parts of the country.  

• Much of this decline in poverty is due to far-reaching processes of economic and social transition  However, economic growth has been slower in Western China, leading to higher poverty rates. For example, in 1988, a person in the West was 3 times as likely as their Eastern counterpart to be poor; by 1998, they were 6 times more likely to be poor.⁵ This figure shows the enormous rise in inequality in China in recent years - from one of the most equal societies in the world to one of the most unequal.⁶ Furthermore, the national poverty line is low by international standards, meaning that many more people live close to poverty.
    

There has definitely been a decline in poverty rates since 2000, which is definitely due to economic and social transition.

•  China's transition from a centrally planned to a globalised market economy has helped reduce chronic poverty and disadvantage, but also created new forms of vulnerability and poverty. Eastern China, in particular, has clearly benefited from controlled liberalisation, and carefully used foreign investment - China receives more foreign investment than any other country in the world except for the US.⁷  At the same time, throughout the country, adapting to the market and preparing for joining the World Trade Organisation in 2001, has had enormous implications for employment and wellbeing. 

There has also been an significant decline in Childhood poverty in recent years.

• 4.2 million Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions.⁹  Both the absolute numbers and proportion of children living in poverty have declined over the 1990s. Education and health levels in China are higher than in many countries with equivalent incomes  - life expectancy at birth is 71 years, and 85 per cent of the population aged over 15 are literate. However, improvements in these areas have slowed down over the 1990s and there are major regional differences. For example, in 1999 the national child mortality rate was 32 per thousand but 47.9 in the West.¹⁰  While 80 per cent of Western Chinese children complete primary school, this is 9 per cent fewer than the national average and 15 per cent fewer than in Eastern China.
  
  Summary:
  
  In recent years in China there has been a definite decline in poverty rates, including childhood poverty.  But what I discovered was that even though there has been a definite decline overall in regards to poverty rates, there still is many differences among the Eastern and Western parts of China.  So while the Eastern parts of the country has benefited from foreign investments, Western China's poverty rates have grown significantly.  As far as childhood poverty rates, overall since the 1990's poverty among the very populated country have greatly declined for the children.
  
  
  References:  Retrieved from:
  
  http://www.childhoodpoverty.org/