Sharing Web Resources:

One of the outside links I explored was Advancing ECE2 Policy: Early Childhood Education (ECE) and its Quest for Excellence, Coherence, and Equity (ECE). It led me to several issues relating to the need for excellence, coherence, equity, quality and culture. As I searched I found out that nearly 50 years of experience with a federal role in early education has produced important lessons about what works to guide future policy. 

While the goals of early education policy have veered from equity to excellence, and from equal opportunity to school readiness, I have learned from experience and research how the goals of excellence, coherence, and equity should guide effective early childhood policy. 

Some of the new information I received was the NCLB, (The No Child Left Behind Law). Though the NCLB legislation itself made few explicit demands on early childhood educators, its impact has been great. The law has fostered intense pressures to raise levels of quality in early childhood programs so that they can close the “readiness gaps” among children who differ by race, ethnicity, and socio-economic status, as measured by cognitive scores (Lee & Burkam, 2002). In particular, the law has motivated policy efforts to:

(1) bolster the academic skills of young children and develop accountability systems through early learning guidelines;

(2) increase the competence of the early childhood workforce; and

(3) improve early literacy instruction.

“The No Child Left Behind law, was a response to persistent demands for excellence in public education and a need to close the achievement gap among children of different backgrounds. With increasing concern, policymakers also noted the differences among children in their readiness for 15 kindergartens (Lee & Burkam, 2002). Even so, while NCLB took dramatic steps to increase the federal role in public education, little in the law directly concerned preschool education, with the exception of the three following components.

1.      First, the law’s heavy emphasis on testing and accountability evoked a new focus on early childhood accountability and, with it, concerns regarding the “trickle down” of inappropriate curriculum and testing for young children.

2.      Second, NCLB’s focus on improving the quality of teachers affects early childhood educators in two ways.

3.      Third, NCLB significantly increases funding for Early Reading First (a program for children from birth through preschool age) and Reading First (a program for children from kindergarten through third grade), with the goal of helping children read proficiently by third grade.

There is a great deal of information that adds to my understanding of equity and excellence in early care and education. One particular bit of information is in order to promote greater consistency across the states, guidelines should be established that specify what children should know and be able to do, how teachers should be qualified to teach young children, and what foundational elements of quality should characterize early childhood programs.

The new insights about issues and trends in the early childhood field I gained, is that there is a great amount of change has occurred in the last 10 years. Here are some of the current trends that have had the greatest impact:

1.      Emphasis on learning standards – Head Start outcomes, common core & state Early Learning Standards.

2.      Increasing linguistic and cultural diversity (need to more effectively serve Dual Language learners).

3.      Structured activity in children’s lives (obesity crisis)

4.     Increasing role of digital media at home & in schools, and in professional development

Early childhood programs have the potential for producing positive and lasting effects on children, but this potential will not be achieved unless more attention is paid to ensuring that all programs meet the highest standards of quality. As the number and type of early childhood programs increase, the need increases for a shared vision and agreed-upon standards of professional practice.

Making this vision of excellence a reality will require a commitment from and a partnership among the federal, state, and local governments, business and labor, private institutions, and the public. As we stand at the beginning of a new millennium, we must join forces to advocate and implement the policies at the appropriate federal, state, and local levels that will lead to excellence in early childhood education programs.

Resources:

Kagan, S.L. & Reid, J.L. (2008), Advancing ECE2, Policy: Early Childhood Education (ECE) and its Quest for Excellence, Coherence, and Equity (ECE), Retrieved on April 11, 2014 from:

http://policyforchildren.org/wp-content/uploads/2013/07/American-ECE-Policy-Final-2.10.091.pdf

Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.

Getting to Know Your International Contacts – Part 2

The insights and information I have gained from my conversation with my international contacts is that early childhood is a critical time to help children develop the literacy and math skills that will ensure their academic success; to close achievement gaps before they emerge; and to set children on the path toward developing what have been called the social, or executive, skills of working with others, following directions, completing assignments and communicating effectively. These skills are particularly important for the development of a high-quality workforce that can successfully compete in a global economy. In response to the political and social revolutions that shook Europe in 1989, education and early childhood systems in the region embarked on an extended period of reform and innovation, drawing together ideas, evidence and practices from around the world. In the process, early childhood services have changed dramatically. This year's conference will bring together practitioners, researchers, experts and policy makers to explore the transformation of early childhood services over the past 25 years looking at the challenges of articulating such services that both fulfill the rights of all children and their families, and empower early childhood professionals and paraprofessionals as agents of social change.

Evidence from neuroscientists, economists, educators and child development specialists continues to reinforce the critical importance of the early years in establishing an individual’s lifelong trajectory. Yet few countries around the world can boast universal and comprehensive systems and services that support children’s optimal development in. At the same time, childhood institutions have not been static. Over the past 25 years increasing poverty, migration and disparities have challenged early childhood systems to scale-up and innovate to meet the needs of more diverse children and families. Those countries that embrace democracy focus on ensuring access, inclusion, equity and quality for all children, especially the most vulnerable.

The additional information that I acquired about issues of equity and excellence from my international sources is that by the time children enter primary school, the gaps in achievement between the most disadvantaged children and majority children are almost insurmountable. Yet, research repeatedly demonstrates that the most disadvantaged children make the greatest gains in high quality early childhood services. Prioritizing services for the most disadvantaged, thus, is one way of reducing or eliminating gaps in equity that form in the earliest years of life.  Reaching and supporting all children in the earliest years, particularly the most vulnerable, is one of the greatest challenges of early childhood systems. The most effective programs start in the prenatal period, promote responsive, stimulating interactions and are sensitive to the diverse needs of families. 

ISSA promotes inclusive, quality care and education experiences that create the conditions for every child to be happy and reach his or her full potential. The organization does this through three different pillars of action: ensuring equal access for all children; promoting high-quality and professionalism in early year’s services and supporting parents and communities to take part in their children’s development and learning.

Remember the challenge that President Obama issued: to ensure that every child has access to a complete and competitive education from the day they are born to the day they begin a career. The future demands that we work collaboratively across sectors to strengthen our educational system. This means providing excellent early childhood education as a strong foundation for learning, healthy development and longer term school success. 

Resources: 

                                                     

http://www.issa.nl/events

http://www.idra.org/IDRA_Newsletter/February_2013_Curriculum_Quality/Access%2C_Equity_and_Excellence_in_Early_Childhood_Education/#sthash.E6d8vThm.dpuf

Shared Web Resources

The one section I find particularly relevant to my current professional development is the New Report on Early Childhood Education and Care Includes a Case Study on ISSA. The article has to do with children who are at a greater risk of poverty. During the past twenty years, child poverty has increased significantly in most European countries, with younger children facing a higher risk of relative poverty than any other group. Children particularly exposed to the risk of poverty include those from large, low-income families; households with a migrant background; Roma children; street children and those who are exposed to a series of social risks such as homelessness, violence and trafficking.

The impact of poverty on early development and education can be severe. Children born into severe poverty are disproportionately exposed to factors that impede their psycho-motor development, socio-emotional growth and cognitive processes (Shore, 1997, Fraser Mustard, 2002, McCain et al. 2011). Their socio-emotional development can be undermined when in the first years of life they experience high stress on a daily basis: (Greenspan & Shanker, 2004, Shanker 2011). A recent longitudinal study from Sweden on the 1950 birth cohort (Bäckmann & Nillson, 2010) identifies long-lasting periods of poverty in childhood as being most detrimental for future educational and social achievement. When linked with deprived or neglectful family backgrounds and poorly educated parents, poverty becomes the single greatest barrier to educational achievement.

This really makes me think long and hard about the issues relating to poverty and that it is more severe than we may think. There really needs to be a change and effective public policies to make work pay for low-income parents and to provide high-quality early care and learning experiences for their children can make a difference. Investments in the most vulnerable children are also critical.

Economist, neuroscientist, and politicians support the early childhood field by working to make changes in legislation to ensure that children from disadvantaged backgrounds. There are many initiatives for children at risk are taking place all over Europe. A first concern is that several independent agencies consider that current efforts in Europe to combat child poverty and to improve access for at-risk children to early childhood services remain very inadequate. They are also working to identify weaknesses in country commitment to reducing child poverty and provide many country examples of disregard for social issues and children’s well-being.

The insights I gained is that poverty is a real issue that needs to be addressed and changes put in place. Poverty is the state for the majority of the world’s people and nations. Why is this? Is it enough to blame poor people for their own predicament? Have they been lazy, made poor decisions, and been solely responsible for their plight? What about their governments? Have they pursued policies that actually harm successful development? Such causes of poverty and inequality are no doubt real. But deeper and more global causes of poverty are often less discussed.

Resources:

New Report on Early Childhood Education and Care Includes a Case Study on ISSA, (2013). Retrieved from: http://www.issa.nl/sites/default/files/ecec-report_en.pdf

Shore, R. (1997), What have we learned? In: SHORE, R., Rethinking the brain: New insights into early development, 15-55. New York: Families and Work Institute

Mustard, J. Fraser (2002) “Early Child Development and the Brain – the Base for Health, Learning and Behavior Through Life” in Investing in Our Children’s Future: From Early Child Development to Human Development Mary Eming Young ed. Washington DC: World Bank

McCain, M. et al., 2011 Early years study 3, Toronto, McCain Family Foundation

Greenspan, S. I., and Shanker, S. (2004) G. The First Idea: how symbols, language, and intelligence evolved from our primate ancestors to modern humans, Cambridge, MA, Da Capo Press.

Shanker, S. (2011) Lectures given at RECI Roundtables in Bucharest and Belgrade, London, Open Society Foundation.

Bäckmann O. and Nillson A. (2010), “Pathways to Social Exclusion - A Life-Course Study” in European Sociological Review 

Getting to Know Your International Contacts – Part 1

My conversation partner is Gerda Sula who is the Director of The International Step by Step Association in Albania. What I have learned is that Albania is one of the poorest countries in Europe.

                                                        Poverty in Tirana Albania

                                                          Albania Capital Tirana    
                                                               

Despite recent years of economic growth, poverty persists in Albania as a result of continuing low employment and low income levels, particularly in rural mountain areas. Many small scale farmers lack access to market outlets for their produce, particularly in mountain areas. Without these outlets, farmers cannot increase their income and standard of living. Their problems are compounded by a scarcity of market information, lack of compliance with food hygiene and safety standards and inadequacies in packaging and labeling, which makes their products uncompetitive.

Farm production and productivity are hindered, markets are distant, there is a lack of financial services and the farming population is composed mainly of women because men migrate in search of employment. Unless processing industries are stimulated to act as catalysts in supply networks, opportunities for Albanian farmers will remain underexploited, and commercially oriented farming will remain a sporadic and unorganized activity.

I have found that having the exchange of information is a great resource. It gives me the opportunity to find out exactly what is going on in other countries. Something as simple as having enough food, secure shelter, good health, and access to education are the most basic needs rights every child should enjoy but these are well out of the reach of many children in Albania. In addition, violence against children in Albania is an area of concern.

The majority of adults maintain that physical and psychological violence are needed, both at home and in schools. One out of every two children at home, and one out of nearly three children in school, acknowledges that violence exercised against them is necessary. Poverty is weakening family bonds, causing the increase in the number of children living with one parent and one of those placed temporarily under the care of relatives or social welfare structures. You get to see that poverty not only exist where you live but other countries as well and in some cases more extreme.

The new insights I have gained is that poverty exist more than I thought and in many many countries. It is so extreme that it effects a child's growth and development as well as their education. Many of them have no where to turn to and the governments are not moving fast enough to put a end to poverty.

Resources:
International Step by Step Association, Quality Care and Education for All: Retrieved on March 22, 2014 from: http://www.issa.nl/

Shared Web Resources

The early childhood organization I selected was “The National Black Child Developmental Institute” (NBCDI) which I am currently a member of. The (NBCDI) works on behalf of children of color. NBCDI is the only national organization today that is dedicated exclusively to the success and well-being of Black children. NBCDI along with their Affiliates have been a powerful and effective voice on issues that relate to the education, care, and health of Black children and their families.

With a specific and relentless focus on the strengths and needs of our communities, and a lens of cultural competence, we serve as a national resource agency providing programs, publications, advocacy and trainings related to early childhood care and education; K-12 education; health and wellness; literacy; family engagement; and child welfare.

The publication that caught my attention was “Being Black Is Not a Risk Factor a Strength Based Look at the State of The Black Child”. Being Black Is Not a Risk Factor is designed to further this mission and challenge the prevailing discourse about Black children. While recognizing the challenges our children face, this report does not overemphasize their limitations and deficits; rather, contributors from the worlds of research, practice and policy celebrate the considerable strengths, assets and resilience demonstrated by our children, families and communities. 

This caught my attention because even many years’ later African American children are still faced with many challenges and find it very difficult to succeed in today’s society. The challenge for African American families is to prepare children for current realities without limiting their ability to succeed in the larger community. That is what this book is about. While it inventories the challenges facing African American children and families and the failure of various systems to address their needs, it also tells the story of resiliency in the face of despair. It is about the risks and the successes of Black families who love and protect their children to the best of their ability. It is also about what African Americans and the larger society can do to ensure a better tomorrow. What is provided here is a handbook for families and community helpers such as teachers, librarians, coaches and policemen, giving them the information they need to recognize the strength of the community and to design services that build on those strengths. This publication also talks about the strengths of African American children and families and the ways in which they can be best supported so that they can succeed in life and reach their goals and dreams.

As I learn and study, I am finding out that there is a host of information and resources available not only on this topic but just about anything you want to learn about.

Resources:

National Black Child Development Institute, http://nbcdi.org

Getting Ready – Establishing Professional Contacts and Expanding Resources

“Establishing Professional Contacts”

The two early childhood professionals I chose to establish contact with is Albania and Singapore. The steps I took to communicate was very simple because this is something I have done in the past. My means of communication will be through email because I found out that phone calls would be very expensive.

What I found out this far is that The International Step by Step Association (ISSA) is a membership organization that connects professionals and organizations working in the field of early childhood development and education. ISSA promotes equal access to quality education and care for all children, especially in the early years of their lives. Established in the Netherlands in 1999, ISSA’s network today stretches across the globe from Central and Eastern Europe to Central Asia, Asia, and the Americas. While ISSA offers general membership and information-sharing to all interested individuals and organizations, ISSA’s core members are the 31 nongovernmental organizations, located primarily in Central/Eastern Europe and Central Asia, that implement the Step by Step Program initiated by the Open Society Institute (OSI) in 1994. Within its network, ISSA supports a wide array of programs that collectively provide a comprehensive set of educational services and advocacy tools intended to influence policy reform for families and children, with a special focus on the years from birth through primary school.

OMEP's aim is to promote the optimum conditions for all children, in order to ensure their well-being, development and happiness, both within their family unit and the wider communities in which they live. This involves OMEP's assistance in any undertaking which will improve early childhood education in its wider interpretation.

“Expanding Resources”

The early childhood organization I chose was the The National Black Child Developmental Institute (NBCDI) that I am currently a member of. Since I am a current member of this organization my ability to establish communication was simple. The National Black Child Developmental Institute is a non-profit organization, located in Washington, DC in the United States, whose mission is to improve and protect the lives of African American children. The organization was established in 1970, and its current president is Carol Brunson Day.

Its mission is to improve and protect the lives of African American children, by focusing on the health, child welfare, education, and family support services and parenting. The NBCDI believes that African American children should experience having good health, a safe environment, support from family, to build a positive self- image, and to be proud of the African American culture. The NBCDI achieves this by having trained professionals and parents to be helpful to the African American children, by giving children more resources and tutoring to accomplish success, giving parents and human-service providers more resources to help the children.

The different programs that NBCDI have are Love To Read which helps children with literacy skills of an African American child at an early age. Another program is Parent Empowerment Project which it helps to educate, motivate the parents to be their child’s first teacher. Entering The College Zone is another program that NBCDI offers, it helps students and their parents by providing many skills and resources that will help with the college application process.

Historically, NBCDI has built a strong reputation for its work in early care and education and child welfare.  Over the years, our mission has benefited millions of children and their families.  As a leading organization working on behalf of children of color, NBCDI’s future is about growth and sustainability, forging new boundaries and promoting strengths-based programs and policies that lift up our children in the context of their families, communities and cultures.

Resources:

International Step By Step Association, http://www.issa.nl/network/albania/albania.html

Singapore Committee OMEP, http://www.omep-sgp.org/main.html

National Black Child Development Institute, http://nbcdi.org

“My Supports”

“My Supports”

The factors that within my daily environment that are supportive to me is my husband as well as my family. My husband provides support financially, emotionally, physically, and more. He is very supportive in helping around the house with chores, doing the grocery shopping, laundry and seeing to it that the bills get paid. I receive emotional support from him and my family when I may be going through a difficult time because of health issues. I think support from families especially is extremely important. We all have that moment in our life from time to time where we need that shoulder to cry on or just someone to talk to. I have that support from my husband and other members of my family. I even have a select few of girl friends that I consider to be real supportive and true friends no matter what. I see these benefits as very important to me in my life. I tell my husband all the time I don’t know what I would do without him. He is the backbone and the one who keeps me going no matter what. I am thankful each and every day to have him in my life. It is very difficult for me to imagine what I would do if he was gone. We have known each other since we were 10 and 9 and married for 31 years. So he is my life and my support. He would be very difficult to lose any of my support systems. I would have to start all over again and I guarantee things would not be the same. When I think about some of the tasks I have to do they are right there with me if I need help. You don’t find many people like that today.

The challenge I chose would be what if I could not walk. This is something I could never imagine and it would indeed be a challenge for me. I like to keep moving and I love playing tennis, bowling, roller skating, jump rope, baseball and working with children. Not being able to walk would limit me in many ways. I would need supports like a wheel chair, crutches, or even some accommodations would definitively have to be made to my home. I would probably need some assistance in others area as well with dressing and grooming. What about cooking? I can cook but can I cook the way I am used to. As I look around the house I say to myself I am fortunate and it teaches you a lesson. The lesson is you now have a disability and you need support services.

Even though it may be a challenge I can still see my husband, family and friends being supportive and making themselves available to assist. We have had to do this on other occasions and so it is a part of life for us. They would see to it that I have received whatever support services I need. In addition they would put their lives on hold to make sure I am taken care of. We all do it all the time and that is to give of ourselves. They help, with cleaning, cooking, doing laundry, grocery shopping, paying bills, picking up medication, bathing and whatever chores need to be done. They even will come and just spend time with me talking, laughing, joking, playing card games and just spending some quality time. I have eight brother and sisters and a mother and father so we have always been a support system for one another. My husband’s family is the same way so this just carried over into our marriage. Having these supports is something to help you get through the challenges and to know you have folks there for you. I simply cannot imagine not having them.

Not having these supports again would be a challenge and I would have to rely on others. That is a feeling I would not want to think about or experience. It would make me have some trust issues. If it came down to it I would get the supports I need to help me focus, live from day to day and survive in society.

“Having supports in my life is something I need”

Having social support systems are an important part of my life. These systems include anyone I can trust and can go to for help, advice, or any other type of emotional support. My social support system may be made up of my friends and family members and others. The people that support me have their own support systems. My support systems include:

• Family members
• Friends
• Health care providers
• Co-workers
• Social workers
• Teachers
• Anyone else who I trust

I find that having good social support systems can also be fun! I can call on members of my social support system when I want to participate in an activity or just talk about what is going on in my life. Without friends and other social supports I feel lonely, bored, and isolated. So that doesn't happened I make sure I have the right support systems in my life.