Saturday 22 December 2012

CONSEQUENCES OF MY LEARNING FOR PROFESSIONAL DEVELOPMENT


COLLECTIVE GOAL OF THE EARLY CHILDHOOD FIELD

One collective and common goal I percieve as I read through the lines of the issues and trends related to tyhe field of ECduring this eight weeks is

THE FIELD OF EARLY CHILDHOOD GLOBALLY, IS INTERESTED IN MAKING CHILDHOOD EXPERIENCE QUALITATIVE FOR EVERY CHILD  AND TO DEMONSTRATE  EQUITY IN THE PROCESS OF THIS QUALITY  SERVICE TO FAMILIES AND CHILDREN.
Multicultural_people : diversity over world over white background. vector illustration Stock Photo
CONSEQUENCES OF MY LEARNING
1.  The global perspective of early childhood studies has afforded me the opportunity to learn that different locations may have their distinctive peculiarities but that generally, similar and same situations face early childhood field, irrespective of the location. A typical example is the issue of poverty. a lot of the issues that trail early childhood revolves around insufficient fund. Hawaii is so plagued with poverty that children of homeless parents take their bath in the school bathroom facility. Poverty in Nigeria makes education inaccessible to lots of young children whose parents are not able to afford to pay for the high cost of preschool and forever, such children have lost that opportunity.

2. With my education, the awareness of the value of the early years has increased and improved. the awareness of professionalism has increased with me and with all who are in my class. Early childhood filed has gained and is gaining more professionals.

3. My immediate community of early childhood, which includes families of children in our care, our workforce and children in our care will gain illumination and feel the impact of what I have learned. Already I have introduced topics like DAP, intentional teacher, language rich environment in the infant and toddler class etc in our PLC class and my early childhood colleagues are always eager to know.

 These past eight weeks have been exciting with new collaborative learning experiences. I usually look forward to our discussion forum and I enjoyed the inputs and the contributions. The blog postings were very enlightening as we saw how much support the filed is blessed with in spite of our many issues.. it is beautiful to be so far apart yet able to rapport together the way we do. One reason we can do this is our common commitment and I honestly salute every one of us. Our common goal is obvious : We seek the best for every child. Our classroom is also peculiar in that it views are global and intended for a global impact.

Thank you, everyone of you contributed and added to me. I sincerely enjoyed this class.

Thanks Jeannie & Stella, your supports in spite of your busy schedule were deeply appreciated. You are both incredible!

All learning without practice will actually not amount to anything. The EC seeks the impact of the much that we have learned, let us begin to contribute in whatever capacity we find our ability. Together, we can make the global early childhood dream of equity and excellence every child's experience.



Multicultural_people : cute little multiethnic cartoon kids holding hands around globe - high quality 3d illustration




Friday 14 December 2012

GETTING TO KNOW MY INTERNATIONAL CONTACT part 3

I feel extremely blessed to have the two professionals I have on board during this course. Their wealth of  experience and knowledge shared with me and in turn the class have definitely added to what we have. Jeannie Farr has shared a lot of insights from Hawaii and Stella Edemekong has made us known what is obtainable from Nigeria. 

Jeannie and Her very strong support
Jeannie Farr shares her aspiration from Hawaii:    



What issues regarding quality and early childhood professionals are being discussed in Hawaii ?
 There is great need for funding and training in my area.  Currently there is focus on sustainability.  Hawaii has begun to focus on building a strong infrastructure, investing in a data system and research to support a comprehensive early childhood system.  They are also working on embedding prekindergarten into the school funding formula to increase and support quality and access to those services.  Hawaii is also working towards creating a greater flexibility of funding streams to support seamless services by blending federal and state funding.  With these plans comes a need for efficiency, which is another area of focus, reducing administrative costs and ensuring equitable distribution of programs and services. 

What opportunities and/or requirements for professional development exist?

Currently in my area we just opened the Center for Early Education and Development, a grant funded Center for Early Education and Development (CEED) to provide education and training to early educators utilizing advanced technology, it now serves as a community hub as part of the new early learning system being designed by the state.  The center provides opportunities for educators to improve their levels of education and offers job-embedded training that relates to best practices in the field of early education.  The CEED provides national resources and technology to assist early educators in expanding their knowledge and expertise in providing quality learning opportunities for children.  CEED is the only facility in the islands that is specifically designed for early education.  It provides technology such as closed-circuit demonstration observing and coaching, video conferencing, web-based course/resources to ensure instructional opportunities are available for working professionals.  A demonstration Pre-K Classroom, located on the first floor of the facility, is designed to enable student teachers and researchers, whether located on campus or on a neighbor island, to observe best practices in action. The classroom was designed to support job-embedded professional development for future teachers. At the same time, the classroom provides learning experiences for up to 24 pre-kindergarten students.  The Adult Training Room upstairs has a large meeting space that can be divided into two smaller rooms to suit program and community.

What are some of your professional goals? 
My current goal is to complete my Masters in Early Childhood Studies with a Specialization in Administration, Management, and Leadership.  I hope to become a Director of a program and in the near future an Instructor at a nearby Community College, impressing upon Adult Learners my love for Early Childhood Education.

What are some of your professional hopes, dreams, and challenges? 
My hope for Early Childhood is equity for children, families, and professionals.   It is time that the field be recognized as a Profession, and Early Educators as a Specialized field of Educators.  My hope is that we can learn, teach, and play on equal playing fields as our education counterparts.  It is my dream to have funding that exceeds our need and quality infrastructure. 
 

Saturday 8 December 2012

SHARING WEB RESOURCE

A CALL FOR EXCELLENCE IN EARLY CHILDHOOD EDUCATION

I came across this NAEYC published article which promotes accessibility, excellence and equity in early childhood. There are two important factors to note: There is a growing demand for early childhood education and care, owing to economic reasons. There is also a growing awareness of the importance of early learning. These reasons put a high demand on child care.

             The EARLY YEARS ARE LEARNING YEARS,
             EARLY CARE IS (and must be), Education. Ginsberg (2008)
                                                          

This is a wake up call to close the gap between what we know and what we practice. The Importance of the early years calls for commitment from professionals, communities, state and nations. I think it has gone beyond the primary family's responsibility. Like the African proverb says, a child is born for the whole community to nurture. Our Knowledge is gathering and and increasing, but our action needs to also increase so that our knowledge can be justified.

Young children are born learners. Although individual differences are present at birth, most set out to explore their world with unbridled eagerness and curiosity. Perhaps, more than any other time of life, early childhood is a period of never ending possibilities. (Copple & Bredekamp, 2008)

To maximise this opportunity and to promote equity, We can invest now in our children and families and enjoy long-term savings, with a more vibrant nation of healthy, achieving children and more stable families. Or, we can fail to make the investment and pay the price: increased delinquency, greater educational failures, lowered productivity, less economic competitiveness, and fewer adults prepared to be effective, loving parents to the next generation of children. Federal, state and local government, communities, parents, and the private sector must share in the responsibility of ensuring the well-being of children and families (NAEYC)

.NAEYC offers six points that can take us to the point that we need to get to. they believe

That all young children deserve excellent early care and education

That high quality early experiences make a difference in children’s lifelong academic and social success

 That these programs must be accessible to all families

That early childhood professionals must have excellent preparation, ongoing professional development, and compensation commensurate with their qualifications and experience 

That effective early education must be both challenging and appropriate to young children’s ages, individual needs, and culture 

That everyone needs to work together to build a successful future for our youngest children  

One of the greatest gifts we can give to our children is access to quality child care in the early years. This will bring us to the place of equity. Lack of access to quality programs will generate inequity both in the short and in the long term. 


THE SEED OF SUCCESS IS SOWN EARLY_  Ginsber,  (2008)


 A Call for Excellence in Early Childhood Education | National ...
http://www.naeyc.org/policy/excellence
National Association for the Education of Young Children | NAEYC .... must be guided of principles of Excellence, Access, Equity, Diversity, and Accountability.


 Mark R Ginsberg 2008,
 ginsberg_ppt.ppt


 

Saturday 1 December 2012

Gettin to Know My International contacts. Part 2

My international professional contacts have been very helpful. This week, my Hawaii contact has responded but I suspect my Nigerian contact is unable to attend to her messages because unlike her, I still have no response from Stella. 

 

These are some of Jeannie's view from Hawaii:

The greatest challenge facing early education in Jeannie's area is funding.  There is a great need to raise public awareness of how quality early learning services and programs can make a difference for young children, especially those at-risk, their families, and their communities and I could not agree with you more


Another step is providing information to parents and the political, business, and civic leaders across my state regarding funding and early education to encourage them to make informed decisions in support of children especially the way we invest our public resources. 



Here are some current statistics

ONLY 1 out of 5 kindergarten classes have the majority of their students entering school with essential reading and math skills.
LESS THAN ½ of Hawai‘i’s public school kindergarten students attend preschool before starting school (2011).
A child is born into poverty every 5 hours.
1 out of 3 children are not reading at 3rd grade level.
A child is abused or neglected every 4 hours.
A child dies before his or her 1st birthday every 3 days.

We can do better with spending
Every $1 spent on quality early childhood services in Hawai‘i produces $4.20 return on investment in reduced spending on social welfare services.

Early identification of special needs can save schools more than 50% per child, saving taxpayer dollars.

Where tax dollars are currently spent
Hawai‘i currently dedicates less than 3% of its resources to young children and their families.

The state spends almost $40,000 on prisoners, just over $11,000 on children in school and much less for children under the age of five.


Overall, I feel that funding can further support early childhood in developing well qualified teachers, compensating well qualified teachers who are then capable of meeting standards through developmentally appropriate practices.  Funding further supports the school readiness gap through support of infrastructure.  Here locally many families opt out of paying for preschool as they cannot afford it and instead elect to have family members care for their children.  Child care subsidies are available in my state however you must qualify by income and must be employed.  Many who do not have jobs find it hard to find gainful employment without guaranteed childcare.  Also, as your pay increase you risk losing childcare and therefore, eventually you could lose your job for lack of childcare.  So , many young children are being cared for by grandparents here.  Head Start provides free half day preschool programs for those families who qualify.  Again, middle income families do not qualify and with the high cost of living here often times find themselves sacrificing preschool for rent or car payment.

My Views:  

 More money is put into prisons than into schools. We are going to build a lot more prisons if we do not deal with the schools and their inequalities.  —Jonathan Kozol, American educator and activist



It is so sad that children who ought to be our pride and hope are this marginalized.

I would vote for more children and raise my voice to speak on their behalf as much as lies in my power.  The field needs to enlighten the professionals on how to do advocacy with results.

I used to think that poverty was a third world's business. Right now, I see that collectively we need to fight poverty because it is the remote cause of eery inequity. 

Saturday 24 November 2012

SHARING MY WEB RESOURCE

The NAEYC is  a site that requires membership commitment to access some of their materials while some can be viewed without such commitment.

tyc_logo_link Current Issues, November 2012 featured The role of relationships in early childhood education.

This is relevant to my current professional development because I am constantly interacting with young children and also working with those who work directly with young children. How to I ensure quality in this relationship is in a lot of ways my responsibility. So I seek opportunities to learn.

The article caught my interest and it focuses on NAEYC’s Technology and Young Children Interest Forum’s Resources for Teachers and Families.

Technology makes our world of work easier and a topic as this is a must read as there are obvious  disadvantages to the issue.  The article offers teachers guidance on making informed decision on the use of technology and interactive media tools with young children, and considers both benefits and challenges of implementation.

It stresses that any tool whose usage is not properly guided can cause imbalance and technology tools are very good examples .Teachers and caregivers have raised and are raising concerns on the facts about how they might use these gadgets considering that there are issues already on with regards to how it is anti developmental for children to sustitute building relationships with ordinary tech instrument.

Early childhood professionals make decisions “to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child” and responses were given by key organizers like Technology in Early Childhood (TEC) in collaboration with the Technology dept of YC, (Tech &YC). They supplied websites that can help with such resources.
(www.ecetech.net)
(www.techandyoungchildren.org)
www.techandyoungchildren.org/children.html
www.techandyoungchildren. org/educators.html


This Idea about technology being  a form of relationship is a new dimension to supports for young children.

In relation to the issues of how economists, neurosciences and politicians support the field of early childhood, there is a need to meet the needs in the life of children even if the nation want to build its future economy. To develop strong brain architecture, babies and toddlers require consistent quality  relationships in their lives. An attempt to look away from the essence of childhood, fun, play, and learn all in stimulating environments, is a misnomer because the quality adulthood that we seek may never form.

Relationship should be integrated and promoted in a child's life because they are his TRUE SUPPORTS and they are what will guide the child in quality nurturing to the quality adults that the economist and the politician seeks. The field of neuroscience has provided evidences in research based evidences in support of what makes quality childhood into adulthood.

Shokoff (2009) articulated it well when he said:
 Exciting new discoveries at the intersection of the biological, behavioral, and social sciences can now explain how healthy development happens, how it is derailed, and what society can do to keep it on track. It is well established, for example, that the interaction of genetics and early experience builds a foundation for all subsequent learning, behavior, and health. That is to say, genes provide the blueprint for building brain architecture, but early experiences determine how the circuitry actually gets wired, and together they influence whether that foundation is strong or weak. Families and communities clearly play the central role (and bear most of the costs) in providing the supportive relationships and positive experiences that all children need, yet public policies that promote healthier environments for children can also have significant positive effects. 
 Relationship is to be nurtured and cherished in children. We cannot afford to treat them as mere data or commodities

References
.

  
 Technology and Young Children Interest Forum’s Resources for Teachers and Familieshttp
//www.naeyc.org/yc/files/yc/file/201211/OnOurMinds1112.pdf

Shonkoff, J. P. (2009). Mobilizing science to revitalize early childhood policy. Issues in Science & Technology, 26(1), 79–85.
http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1992254101&sid=1&Fmt=3&clientId=70192&RQT=309&VName=PQD

The role of relationships in early childhood                                                                             http://www.naeyc.org/yc/currentissue



Saturday 17 November 2012

Getting to Know my International Contacts - Part 1





 My FIRST CONVERSATION PROFESSIONAL PARTNER:
 JEANNIE FARR, shares about poverty in Hawaii.
Jeannie holds an associate degree in Early Childhood Education and a BA in Family Resources
 She is currently enrolled for her Masters degree. Most importantly, Jeannie has been contributing to the field of early childhood since the past 16 years.
She presently work as a head start teacher.

Hawaii is a very beautiful place that I look forward to visiting hopefully in the future.
Hawaii is a state with wonderful sites  to visit and explore, so it is a tourist attraction for holiday lovers .
In the midst of these, however, it is so sad to note that children are suffering from the impacts of poverty which has hit their parents to a helpless state.

Child Poverty in Hawaii
One child in five in Hawai`i lives in a family with income below the federal poverty threshold. When the high cost of living is considered, a truer picture is obtained of nearly one child in four being in poverty.
The major reason for child poverty in Hawaii is high cost of living. This should be because of the fact that the state is a tourist attraction. Another reason is that, goods arrive at Hawaii over the cost of shipping, owing to the fact that it is an island and consumers have to pay for this as the cost is added to the costs of the goods. Thirdly, the cost of accommodation is so so high.
The majority of the population find it hard to meet up with this standard of living and the outcome is joblessness, homelessness, poverty and child poverty. Most of all is that the children are robbed of viewing a future to look forward to.


The homelessness in Hawaii is alarming:

Homeless in Hawaii
The following statistics are quite discouraging:
         Statewide, 12-15,000 people are homeless at some point of the year.
         At least 6,000 are homeless at any given day.
         Children make up 23.5-39% of the homeless.
         17-42% of Hawaii's homeless are employed full-time.
         37% of the homeless are of Native Hawaiian ethnicity.

People live on the beach. Good enough that the government offer tuition free school to the children at no cost inclusive of free meals, however, some parents get to bath their children in the school's facility and get them ready for school early enough there. 

Families do multiple jobs ( global recession is causing job cut)
Families trade time together to meet basic needs. 
Families are rendered homeless.    
While low-income people have been suffering, the more privileged sectors of the community have continued to prosper. During the recession, Hawai`i continued to rank near the top in the number of millionaires per capita; in fact, the number actually increased by 18 %
 Jeannie's feedback:

Concerns I have for poverty in terms of the world is that poverty in itself is a great problem that leads to even greater problems; social exclusion and inequality.

Of greater concern is addressing, reducing and even eliminating poverty,  its causes and consequence on the health and development of young children and their families.   We play an instrumental role in advocating for children and families.

                                                                                                                                                                                                                       
My SECOND CONVERSATION PROFESSIONAL PARTNER:

 STELLA EDEMEKONG, shares about poverty in Nigeria.
Stella holds a B.ED degree  and a BA in English Language
 Most importantly, Stella   has been contributing to the field of early childhood since the past 17 years.
She presently works as the Educational Coach with the Nursery, Primary and Highschool depts of the Obiye Academy here in Port Harcourt, Nigeria. e mail: starekong@gmail.com
Stella Edemekong's profile photo

Stella said:


How poverty affects young children and their families.

Young children from poor families lack basic amenities such as portable water for drinking, basic healthcare facilities, good means of transportation, shelter in hygienically conducive environment, proper items of clothing and food to mention but a few. Such children feel deprived and are often depraved.

 Some of them are exposed to many forms of childhood abuse like if left alone without adult care at home while the parent go in search of daily bread, may be sexually harassed by depraved adults in the vicinity. Some are exposed to child labour and hawking. Some still are drafted too early into child marriage; the girls are often victims here.  A well to do elderly man approaches the poverty-stricken family and for some huge sum of money, a under aged little girl is sold out (without her consent) into marital gloom.

Poverty could result into illness that can cause the early demise of a parent or both parents. This in turn could mean no sure means of sustenance for the young child and there is no governmental provision to cater for such children. Few of them may have access to NGOs that could provide basic care for them.
Most poor families can barely afford the basic needs of food, clothing and shelter for themselves.
What are the impacts of poverty to the field of early childhood in our local community?
Our local community is a predominantly fishing settlement, Amadi Ama, in Rivers State, Nigeria. The middle class settlers are non-indigenes while majority of the indigenes are low-income earners and fishermen Below are a list of the very obvious impacts of poverty to early childhood programs within this environment: 
Absenteeism
o    Regular attendance at school is important for educational success. Absenteeism has a negative effect on academic achievement in reading, math, and general knowledge. Research has found that among poor children, chronic absenteeism in kindergarten predicts low achievement levels. Poor families' lack of resources such as transportation, food, and clothing may prevent children from attending school regularly. Illness is another significant factor to consider with regard to absenteeism since about 20 percent of low-income infants and toddlers do not have necessary health attention from Government Health Centre which are often over populated while the private clinics are certainly way out of reach of the poor.
Emotional Impact
o    Poverty's effects on the emotional development of children has a negative impact on education. According to the Connecticut General Assembly, research shows that children from poor families experience emotional problems more often than non-poor children. As explained on teach-nology.com, emotions are connected to memory, which affect the capacity of children to grasp ideas, think and learn. This lack of emotional development interferes with language development, further preventing the development of higher-order thinking skills that assist with independent problem solving. Children living in poverty may be fearful, which can be converted to aggression, irritability, and apathy, all of which have a negative effect on learning.
Low Academic Performance
o    Poor cognitive development affects academic performance. Children who live below the poverty line are 1.3 times more likely to have developmental delays or learning disabilities compared to non-poor children. Research indicates that nutrition impacts children's cognitive ability and that poor nutrition retards physical growth, brain development, and cognitive function. Chronic stress from lack of nutrition and a poor environment inhibit the growth of dendrites and limit interconnections among neurons. Poor children who attend school hungry perform more poorly on standardized tests compared to non-hungry children.
o    Poverty also increases the risk for lead poisoning, which lowers IQ and causes speech and hearing problems.
School Unreadiness
o    A significant effect of child poverty on education is school unreadiness. School unreadiness is seen in low-income children, who enter kindergarten lagging behind their peers and by fourth grade do not meet reading proficiency standards. Children in poverty may not be ready for school because they miss out on things that help with the development of academic skills, such as computers, visits to zoos and museums, preschool programs, and having access to literature and educational reading materials.
High Cost of Early Childhood School Programs
o   Most poor families cannot afford the cost of sending their children to early childhood schools as some have more children than they can financially cater for and these school programs are run by private persons who do not get subvention or any form of aid from the Government. These need to raise funds to raise enough funds to pay their employees and meet up with the running cost of their institutions.
The list of the impact of poverty to the field of early childhood in our local community is inexhaustible.
  

My view on the above encounters:
I was definitely unaware of the impacts of poverty on children. It is so enormous what children are faced with in the face of poverty. 
I always never knew that a state like Hawaii had families displaced and now it is seen as part of their lives.  

I am aware of the issues associated with poverty in Amadi ama, but the detailed outlining of Stella gives me a bigger and more exhaustive detail of how poverty is ruining the present lives and the future lives of children.

The new things I have learned is that children are being deprived of childhood experiences and we as professionals have to live up to our commitment. We have to take up the tool we have and use it.  I learned that there is no option out of ADVOCACY for everyone who works with children. Also I have seen that poverty can be found in any part of the world, as long as there are children, and that when the Government of intervenes, it goes a long way to ameliorate the effect. 

I also have learned that the impact of poverty always hit children hard and we need to understand that so that we can know how to meet all learners needs.