Consequences of Learning about International Early Childhood   

Wow, this is our final week of class and we are moving on to the next one... I've really enjoyed Issues and Trends in Early Childhood. During this past week, we were to share our experiences of what we have learned concerning international countries. Although I didn't make contact with an international professional, I have learned a great deal on the continual issues and injustices that children in other countries face. Three consequences that I have learned concerning the international early childhood field through navigating many of the websites are as follows: 

• That poverty has no particular face when it comes to children and families. Many children as young as five years of age from many countries and many differing nationalities are subjected to a life of poverty. Children learn how to survive on the streets and learn how to find food for their families. As a result, many are severely malnourished.
• Young girls are treated unfairly. Through mistreatment, abuse, and lack of education, girls are treated as second class citizens. However, many young girls are given the opportunity to become educated. Through education, girls become aware and empowered to fight for their rights and rise above their circumstances.
• There are many resources and organizations that are in place that promote awareness and advocacy to help fight against social injustices. 

One goal that I strongly recommend is to continue to connect with an international early childhood professional.  For those of us who were unsuccessful at contacting someone, I suggest that we keep trying and hopefully we will make a connection. Getting to know others that are also passionate about the field and the causes they are fighting for is exciting and encouraging. Learning about other countries and what they go through helps to keep us thankful. I am considering a membership with ACEI and signing up for their advocacy program. This would allow me to grow even more in my field but mostly help advocate for injustices that still exist today.

I would like to extend a "thank you" and best regards to all my colleagues during this eight weeks of class. I've enjoyed gleaning from each one of you. Sending a special thanks to Dr. Horton who challenged our thinking in many different ways during these past weeks. Best regards to all!

 

Getting To Know International Contacts, Part 3 

 

We are winding down... and this is almost my last blog assignment for Issues and Trends in Early Childhood. The course has been one of my favorite thus far. This week I had the opportunity to navigate through the United Nations Educational, Scientific and Cultural Organization (UNESCO) international website and was moved by the cause that has been set into place titled, International Day of the Girl Child. The resolution and/or cause is to recognize the empowerment, rights and investment in girls. Recognition of this resolution is critical, as girls play a vital role in economic growth, achievement of all Millennium Development Goals that include the eradication of the various types of poverty, and allowing girls to participate in the decisions that affect them. Allowance of "women and girls' " participation will help break the cycle of unfair practices and injustices against them and especially where education is concerned. 

 

There are many injustices that have affected "GIRLS".   Did you know that...

 

FACT: 31 million girls of primary school age are out of school. Of these, 17 million are expected never to enter school.

 

FACT: Three countries have over a million plus girls not in school. Pakistan, Nigeria, and Ethiopia.  These countries exhibit the highest rate of inequity in education. 

 

FACT:  There are 34 million female adolescents out of school that are missing out on the chance to learn vital skills for work and life.  

 

FACT: Girls who do not complete an education are more likely to join the ranks of the illiterate women that represent two-thirds of the 774 million illiterate people in the world.

 

These numbers are astounding but with organizations and child advocates such as UNESCO that stand-up and fight for inequalities and social injustices for the voiceless, will help to put an end to these unfair barriers.   

 

“Better Life, Better Future” Campaign

 

The other insight that I have gleaned is the opportunity to become involved in the, “Better Life, Better Future” campaign.  This is an opportunity to become involved in helping women and girls become better prepared for their future. By investing in ways to help improve the lives and futures of girls and women in the most underprivileged countries and settings will be rewarding.  I believe by partnering with advocates such as UNESCO’s Global Partnership for Girls’ and Women’s Education will help provide a solid platform, bringing together UNESCO’s unique experience in education and its extended multi-sectoral network. Partnership is extended to many organizations such as government, private sector, foundations and media and others. 

 

 

 

 

Reference:

 

UNESCO’s “Early Childhood Care and Education” webpage (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-

 

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                                    Sharing Web Resources, PART 3

Sharing my blog assignment for Week 6, ACEI news...

     ACEI is the website I chose during the beginning of our class assignment. We were asked to follow some of the outside links. One link I chose to follow was titled, "Country Liaison Program". This is a site in which ACEI's Country Liaison program encourages the development of a network of ACEI volunteer liaisons from various nations around the world. Some of the nations that are part of the liaison is Africa, America, Asia, Europe and Oceania. Once you click on the country there are sub countries that will also come up to show other countries that part of the liaison. Its sole purpose is to gather information about childhood education practices and policies in various nations, and to share this information with members and non-members, provide information to support the development of association programs, and promote international and intercultural understanding (ACEI, 2015). 
     Another site that I navigated was the ACEI international affiliates. This links provides names of international countries that are part of ACEI.

     One of the areas that I have thoroughly researched is the link to the "Advocacy" page. This site focuses on education advocacy by promoting Education Diplomacy. This can best be described as the ability to understand how ones work impacts an entire system. The mission is to catalyze education reform and human advancement. It is an approach to the education profession that requires continuous knowledge gathering, creation, and sharing; an awareness of oneself as much as an appreciation of relationships with others; and sensitivity to the contextual and cultural complexities to theory and practice in the field. On a professional level the education diplomacy requires the ability to, understand how one's work impacts an entire system, connect broad global trends with their direct or indirect effects on education, and utilize knowledge, tools, and cooperative initiatives to facilitate achieving one's goals as an educator. If professionals are interested in becoming part of the diplotersmacy there is another link directing individuals to the Center for Education Diplomacy. (ACEI, 2015).

     I have not subscribed to any newsletters from ACEI but I  have navigated through their Global News and found an article, Disparities in Access, which reconfirms the disparity regarding children's access to pre-k programs. The article provides stats on the low numbers of four year olds enrolled in these programs. It also validates the reasons why it is so important for early learners to attend pre-k programs. Reading this article helps me to understand even the more why access to pre-school and pre-k programs must be increased for children. These beginning years are crucial in their developing appropriate skills in their learning.

     Another insight I've gleaned is that adequate amount of funding is not provided to support the needs of the programs that need to be in place. There are so many children that are not able to attend preschool/pre-k because the funding is not appropriately allocated throughout.  Unfortunately, in the past, many cuts in early education has been applied. As additional research and policy makers continue to lobby and promote the importance of early childhood, funding may be increased to help support and meet the needs of the children.


Reference:
http://www.acei.org

 

Getting to Know Web Resources -Part 2

 

The Global Children's Initiative is an awesome website filled with information and research on child development in every aspect. One insight found is there is an organization called, Grand Challenges Canada, Saving Brains, which its focus is to improve the outcome of children that are living in poverty through intervention that nurtures and protects the early child brain development for the first 1000 days of a child's life. The program's objective is to bring together mentors and experts in the field of early childhood development, innovative systems and learning communities. The program's is spearheaded by the Center on the Developing Child.  Their primary focus is to enhance the collective impact of the Saving Brains program.

Another insight found, the NCPI is an organization that seeks to apply scientific knowledge to inform new strategies that will improve the well-being and life outcomes of vulnerable children in Brazil, while also supporting sustainable social and economic development in the country. The website offers collaborative work regarding practice, policy and research within the Brazilian community that impacts the Brazilian early childhood. This program seems to be significant within it self as it has helped to improve the lives of many children living in Brazil.

 

Another insight is that the website offers training modules as professional development opportunities. In particular, Building Brain Architecture: The Foundations of Lifelong Learning, Health and Achievement. This is actually connected to the Frontier of Innovations. This online professional development module communicates the science of development to adults whose decisions affect children, youth, and families. It has four distinct sections, which provide a basic overview of how early child and brain development happens, how it can be derailed and supported, and what effects early development can have on lifetime health and learning.  

The Global Children's Initiative is a great resource and has many affiliates within the website. Other links that also scientific and research information is , the National Scientific Council on the Developing Child, National Forum on Early Childhood Policy and Programs, Frontier of Innovation and Scientific of Adversity and Resilience.  All links support the health and well-being of children.

Reference

http://developingchild.harvard.edu/initiatives/global_initiative/),