Final Blog Assignment

I was unable to contact international colleagues. I was disappointed hoping to hear back from the Canadian early childhood  colleagues.
I was most appreciative of classmates that shared their information. The information was a wonderful insight to other educators. It was interesting to hear some of the struggles with communication.
I feel that the world is getting on board with Early Childhood.
A few weeks back I read about the opportunity in Zambia. It is wonderful to know that children around the world have the opportunity for early education.Poverty

Previously I chose Kyrgyzstan, It is sad to think that young children are working in mines to support their families. Their mother's hope as any mother wants better for her children. I work with families living in poverty daily. I am glad that we have child labor laws in place that young children do not have to have jobs like many children around the world. Children shouldn't have to worry about providing for their families.

Resource: 

Center on Developing Child. 2010. Harvard University, Zambian Early Childhood Development Project retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/

education.http://www.childhoodpoverty.org/index.php?action=casestudy&id=137

Getting to Know International Contacts- Alternative

There is so much information on this site: 

 Global Action Week is a worldwide annual campaign organized by the GCE to raise awareness of the importance of Education for All. UNESCO actively supports the campaign by organizing activities at global, regional and national levels and by mobilizing networks and encouraging Ministers of Education and all EFA partners to participate.

 

 

Education for All Goals

Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015.
 

Goal 1
Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Goal 2Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.

Goal 3
Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

Goal 4
Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Goal 5
Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

Goal 6
Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills

 

.http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/

 

 

Quality is defined as programs that focus on the whole child. The need for high quality care is much as we have discussed most important to low income children. Early childhood services promote motivation, confidence, good cognitive and linguistic development and school readiness.

 For quality in programs materials should be many, culturally and developmentally appropriate and focus on child-centered interaction ( UNESCO, 2013).

 

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

Sharing Web Resources

I really enjoy everyday exchange. http://www.childcareexchange.com/eed/

April 2, 2013 When not to intervene.

http://www.youtube.com/watch?v=0TMNu4lEHYs&feature=youtu.be

We do want to help, so when do we stop and let them figure things out for themselves. This video shows that children can be persistent. It uses language and problem solving skills.

April 9, 2013
Helping Families Belong
I loved this quote:

"When you orient new families, do you focus on things you want them to do: finish the paperwork, send extra clothes, sign in and out? Or do you use this opportunity to launch the profound work of seeing that child and family with clarity and appreciation?" (Everyday Exchange, 2013)

When working with families we do need to find out where they are at? What are their hopes and dreams? What goals do they have for their family and for their child?

I really enjoy daily emails from everyday exchange. They fit in my busy day!

Getting to Know Your International Contacts—Part 2- Alternative

I have had no luck in reaching an International contact. I chose Zambia as my article to read, a church that I attended right before I moved has two mission trips planned to Zambia. The Zambian Early Childhood Development Project (ZECDP) was launched as a collaborative effort by the Zambian Ministry of Education, the Examination Council of Zambia, UNICEF, the University of Zambia and the Harvard University Center on the Developing Child in late 2009. I am so excited when some many different agencies cooperate to better serve children. This project involved over 100 people. Research on the assessment of cognitive development has been taking place in Zambia for over 30 years, largely by, or under the direction of, Dr. Robert Serpell through the Psychology Department at the University of Zambia, Lusaka. The main objective in this project is to determine the effect of early childhood environment, health and education a children’s development before and throughout their school years. Testing was in Fine Motor Skills, Language Development, Non-Verbal Reasoning, Information Processing, Executive Functioning and Social Emotional. .Zambian children today continue to be threatened by a high burden of ill health in general and infectious diseases in particular. There were many difficulties though with hard work the promising news from this project is that comprehensive child assessments are clearly feasible within standard population based household surveys. Despite the increased interest in child development at the international level, representative data on child development is still remarkably scarce; given this, we hope that the results of this study will both encourage and facilitate future child development assessment efforts (Center on Developing Child, 2010). 

Resource: 

Center on Developing Child. 2010. Harvard University, Zambian Early Childhood Development Project retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/