Saturday, August 20, 2016

Final Blog


Hello class we have finally made it to the last week of class. Like I have said before the blog assignments are my favorite, and I have really enjoyed reading the blogs of each and every one of you. I really wish that I could have talked to an early childhood educator that was from another country. It would have been amazing to hear about how early childhood education is in their country and how they are going about making it better. In lieu of talking to an early childhood professional I did like exploring the different websites that gave wonderful information and insights; on early education other countries. I found it interesting that most of their early childhood education programs were similar to ours, and how they struggle to make the importance of early education known as we do here in the America.

It was awesome learning about the international early childhood field for my professional development. It made me be more open to the way that other countries run their early education systems. It also made me want to bring some of their ideas to the table for my colleagues to consider to see if we can better our program for the families and students. Lastly it made me realize that even though the international childhood early childhood field is challenging, their drive and dedication to give their children a chance at getting a quality education make it all worthwhile. Which inspired me even more to become more active in our field of early education. By writing to our representatives more and attending meetings expressing the importance of early education and why we need more funding for our programs for materials and teachers’ salaries. Personally I learned to have more compassion and respect for other cultures that do things differently from us when it comes to early education. At the end of the day we have the same goal and that is to educate our young children so that they grow up and become positive functioning members of society. Learning about the international early childhood field also made me be more open to learning and embracing new things. I hope to expand my studies and to teach overseas for at least a year, just so I can get a better understanding of life. I plan to continue to learn more about international early childhood, just to expand my knowledge on different approaches to early education. I also plan to continue to reach out to early educators that are international so I can hear about their perspectives of early education, and what advice they might have for me as a young teacher.
Image result for international educators
Image result for international educators

Friday, August 12, 2016

Getting to Know Your International Contacts—Part 3


Hello class, I hope everyone has had a wonderful week. I know I have and I am looking forward to enjoying my weekend also in our Nation’s capital. Unfortunately I was not able to pull up the podcast once again so I had to choose the other alternative, which was to explore the website http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/. I found this website to be very informative on the field of early childhood education. The first thing I saw that sparked my interest was that, the declaration was announced at the conclusion of the Asia-Pacific Regional Policy Forum on ECCE, which took place in Putrajaya, Malaysia on 19-21 July, 2016. It includes an action agenda to guide countries as they seek to achieve Sustainable Development Goal target 4.2: “By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/single-view/news/asia_pacific_policy_makers_sign_putrajaya_declaration_on_ear/).” Which I think is absolutely wonderful The plan includes guidelines for more inclusive, integrated and multi-sectoral ECCE policies; improving ECCE quality for all; strengthening infrastructure, increasing government expenditure while forging financing partnerships; monitoring and evaluating progress toward the target; improving data collection and analysis; awareness-raising, and developing a regional framework for SDG 4.2(http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/single-view/news/asia_pacific_policy_makers_sign_putrajaya_declaration_on_ear/). I am so glad that their government see the significance and need for early childhood. I just hope that they don’t run into trouble with funding, but being that they already have a plan maybe they already have in mind how they will allocate the finds so that the program is ran efficiently. I wish that I could travel to their country to experience how their early childhood classrooms are set up. Maybe one day I will get the chance to travel over there and maybe even do some teaching.

Secondly I saw that the United Nations are also taking even more interest in educational system. The event, “SDG 4 – Education 2030: What policies and data to ensure that no one is left behind?”, organized by UNESCO and UNICEF on the sidelines of the first High-Level Political Forum (HLPF), brought together the Prime Minister of Norway Erna Solberg, the President of the UN Economic and Social Council Ambassador Oh Joon and high-ranking representatives from government, UN agencies and the Global Partnership for Education. It was sponsored by the Republic of Korea, Morocco and Norway (http://www.unesco.org/new/en/media-services/single-view/news/milestone_meeting_on_new_education_agenda_highlights_equity/#.V652m02V9Ms). Prime Minister Erna Solberg said: "Equity in education is the key to unlocking opportunities for everybody to enjoy a better life, across the globe, no matter in which country" (http://www.unesco.org/new/en/media-services/single-view/news/milestone_meeting_on_new_education_agenda_highlights_equity/#.V652m02V9Ms). From what I gathered from the article they are pushing to get more funding for their educational system, because they see the need for all children to get an quality education. I then came across Indonesian project, Improving Access and Quality of Girls' Education through Community-Based Early Childhood Education and Early-Year Gender Mainstreaming, which received one of two awards given out under the first edition of the UNESCO Prize for Girls’ and Women’s Education,  This project is headed by Ms Yulaelawati (http://www.unesco.org/new/en/media-services/single-view/news/unesco_prize_winner_makes_way_for_girls_in_early_childhood_e/#.V65-bU2V9Ms). The project, from the Directorate of Early Childhood Education Development in Jakarta, aims to improve girls’ access to and quality of education in the long-term through gender mainstreaming from birth to eight years of age. It targets girls and boys, teachers, mothers, the community and education administrators in five provinces of the country through early socialization, training, workshops and multi-media campaigns (http://www.unesco.org/new/en/media-services/single-view/news/unesco_prize_winner_makes_way_for_girls_in_early_childhood_e/#.V65-bU2V9Ms). I think this is a wonderful program being that it gives young girls a boost to their self-esteem, and also helps them to get a feel of what the early childhood education program is and what it stands for. Especially since their country really isn’t big on the early childhood field. This program reminds me of the program that is at the high school that I attended. The students get a chance to not only earn their credentials to work in child cares, but they get a chance assist teachers at the local Head Start/Early Head Start’s. I hope there are more programs created like this so we can recruit more people to enter the early childhood education field.

 

References




 Image result for picture of indonesian children learning

Saturday, August 6, 2016

Sharing Web Resources


Hello Class, I hope all is well with you’ll. As you’ll know the web site that interested me the most is http://www.dec-sped.org/#!dec-recommended-practices/t8p3w. Reason being I want to expand my knowledge on working with children who have disabilities. Over the years I have worked mostly with children who have ADHD, and I have to admit because I am human it can be a challenge working with children who have behavior issues. This site has given me some very good information so far on working with children who not only have ADHD but others disabilities as well. The section that I decided to study and explore further is the resource section. In the resource section, in this section I looked more at the DEC recommended practices. DEC recommended practices are DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities. The Recommended Practices were first developed by DEC in 1991 to provide guidance to the relatively new field of early intervention/early childhood special education (Division for Early Childhood 2014). The DEC Recommended Practices were developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities (Division for Early Childhood 2014).

 Image result for children with disabilities

The Recommended Practices are also intended to be used by individuals working across a variety of early childhood settings providing services to young children who have or at-risk for developmental delays or disabilities (Division for Early Childhood 2014). This section also has another section that actually gives examples of recommended practices, which are very helpful for not only teachers like me but parents as well. A lot of times we hear about different practices or techniques that can be used when working with children who have disabilities. Along with learning about those techniques examples of them are always greatly appreciated. For instance recommendation A7 states Practitioners obtain information about the child’s skills in daily activities, routines, and environments such as, home, center, and community. An example of this might be a family reporting that their child who is very quiet in the preschool setting, may talk a lot at home. So the early educator might ask the parents if they can capture this on video if possible. I would never think to ask that of parents, even though I have been in this situation many times before with parents. I can’t tell you’ll how many times I have done assessments or screenings on students and when going over the results parents might have disagreed with the results. I kindly explain to them that I believe that their child may do whatever at home, but when I am testing at school I have to go by what they do for me. Most of the time results change after students are more comfortable with me and the classroom. There are many more recommended practices to choose from so feel free to visit the website if you would like to learn more. Everything on this website is geared towards programs fulfilling all the needs of their recipients, so I would say all of the information is geared towards equity and excellence in the early childhood field.  

 

Reference

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices

 
Image result for children with disabilities
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Image result for children with disabilities
(https://www.google.com/imgres?imgurl=http%3A%2F%2Fwww.devonsafeguardingchildren.org%2Fwp-content%2Fuploads%2F2014%2F03%2FWorkersand-Volunteers19240570.jpg&imgrefurl=http%3A%2F%2Fwww.devonsafeguardingchildren.org%2Flatest-news-updates%2Fdscb-spotlight-on-children-with-disabilities%2F&docid=frFfrVRUaDYcfM&tbnid=fOo6rKet1fI1GM%3A&w=849&h=565&bih=677&biw=1438&ved=0ahUKEwjtkJirk67OAhVFxCYKHWLZDoUQMwhDKA8wDw&iact=mrc&uact=8)