Saturday, April 21, 2012
Final Blog Assignment
I have learned that international early chilhood education is similar to the United States because it respects diversity, it includes laws, as well as provide for the well-being of children by addressing the issue of poverty. My goal is to communicate with international early childhood educators to learn new ideas as well collaborate with international early childhood educators.
Saturday, April 14, 2012
Getting to Know Your International Contacts Part 3
UNESCO advocates for Early Childhood Care and Education (ECCE) programmes that attend to health, nutrition, security and learning and which provide for children’s holistic development. the importance of early childhood by including the development of early childhood care and education as the first of its six main goals.
Participating countries committed themselves to “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.” Governments were particularly urged to expand equitable access to quality early childhood services underscoring the importance of instituting policy in favour of the poor.
Countries often promote alternative services for poor children with limited or no access to mainstream early childhood services which can be cost-effective and pedagogically innovative, but often raise concerns about sustainability and quality. In cases where the government has limited resources, a pro-poor policy can redistribute resources by reducing state support for the more privileged.
Central governments must ensure an equitable distribution of resources among different populations and especially those who live in the most disadvantaged regions. This approach aims to expand access without creating serious regional inequities. However, where there is universal provision for a certain age group while the overall enrolment in other age groups is low, this policy can create inequity.
Privileged children of the target age group benefit from state investment, while poor children of non-target ages receive scant government attention. A policy of universalisation with targeting can minimise inequity where governments aim for universal access among the target age group, but simultaneously prioritise the poor.
Three insights that I have gained from this website is to focus on the quality of early childhood education; not just preparing the child for the next grade level; but focus on the holistic development of the child.
I learned the importance of preparing educational goals for the children as well as myself.
I learned the importance of raising the awareness for quality education for all children; I plan to start attending conferences to continue my knowledge of early childhood education.
Saturday, April 7, 2012
Sharing Web Resources
One of the websites that I had not explored until now is the UNICEF website. The Childcare Transition”, a majority of the rising generation in economically advanced societies is now spending a significant part of childhood in out-of-home childcare. Almost 80 per cent of the three-to-six year-olds in rich countries are in some form of early childhood education and care. For the under threes, the proportion is 25 per cent, rising to more than 50 per cent in individual OECD countries. Poor quality child care, continues the report, may result in weak foundations and shaky scaffolding for future learning, and what is true of cognitive and linguistic skills is also true of psychological and emotional and development.
High quality early childhood education and care has a huge potential to enhance children’s cognitive, linguistic, emotional and social development,” says Marta Santos Pais, Director of UNICEF IRC. “It can help boost educational achievement, limit the early establishment of disadvantage, promote inclusion, be an investment in good citizenship, and advance progress for women." UNICEF works tirelessly to ensure that every child – regardless of gender, ethnicity, socioeconomic background or circumstances – has access to a quality education. We focus on gender equality and work towards eliminating disparities of all kinds. Our innovative programmes and initiatives target the world’s most disadvantaged children: the excluded, the vulnerable and the invisible.
UNICEF’s work to support community and family care practices that impact the lives of young children not only use health and nutrition interventions but also add early stimulation and interaction. Similarly, ensuring that young children are developmentally ready for school is an integral part of UNICEF’s education priority.
UNICEF works with families, communities and governments in more than 190 countries to put it right; to protect and promote the rights of all children.
References
UNICEF children rights retrieved from http://www.unicef.org.uk/UNICEFs-Work/Our-mission/Childrens-rights/
High quality early childhood education and care has a huge potential to enhance children’s cognitive, linguistic, emotional and social development,” says Marta Santos Pais, Director of UNICEF IRC. “It can help boost educational achievement, limit the early establishment of disadvantage, promote inclusion, be an investment in good citizenship, and advance progress for women." UNICEF works tirelessly to ensure that every child – regardless of gender, ethnicity, socioeconomic background or circumstances – has access to a quality education. We focus on gender equality and work towards eliminating disparities of all kinds. Our innovative programmes and initiatives target the world’s most disadvantaged children: the excluded, the vulnerable and the invisible.
UNICEF’s work to support community and family care practices that impact the lives of young children not only use health and nutrition interventions but also add early stimulation and interaction. Similarly, ensuring that young children are developmentally ready for school is an integral part of UNICEF’s education priority.
UNICEF works with families, communities and governments in more than 190 countries to put it right; to protect and promote the rights of all children.
References
UNICEF children rights retrieved from http://www.unicef.org.uk/UNICEFs-Work/Our-mission/Childrens-rights/
Saturday, March 31, 2012
Global Children’s Initiative
As I explored the site I gained insights about toxic stress in young children. Toxic stress in young children may come from abuse, deep poverty, and violence. The effects that toxic stress may have on young children development may be a weakened foundation for learning. It is important to develop strong brain architecture, babies and toddlers require dependable interaction with nurturing adults and safe environments to explore. Programs in a variety of settings—the home, early care and education, foster care, and other environments—can protect children from the effects of toxic stress by providing stable relationships with responsive caregivers.
I learned that policy implications are important and critical for success such as ongoing investment in workforce skills and professional development is essential for program improvement. Rigorous program standards, ongoing training and technical assistance, and continual quality assessment and improvement are critical to ensuring the ongoing effectiveness of large-scale programs. It is important to provide a program that ensures healthy futures for young children.
I learned that Providing supportive relationships and safe environments can improve outcomes for all children, but especially those who are most vulnerable. Between 75 and 130 of every 1,000 U.S. children under age 5 live in homes where at least one of three common precipitants of toxic stress could negatively affect their development.
I have learned from this article that effective early childhood programs generate benefits to the society. I have learned that effectiveness factors distinguish programs that work such as qualified and appropriately compensated personnel small group sizes and high adult-child ratios and language-rich environments.
References
Early Childhood Program Effectiveness retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/
I learned that policy implications are important and critical for success such as ongoing investment in workforce skills and professional development is essential for program improvement. Rigorous program standards, ongoing training and technical assistance, and continual quality assessment and improvement are critical to ensuring the ongoing effectiveness of large-scale programs. It is important to provide a program that ensures healthy futures for young children.
I learned that Providing supportive relationships and safe environments can improve outcomes for all children, but especially those who are most vulnerable. Between 75 and 130 of every 1,000 U.S. children under age 5 live in homes where at least one of three common precipitants of toxic stress could negatively affect their development.
I have learned from this article that effective early childhood programs generate benefits to the society. I have learned that effectiveness factors distinguish programs that work such as qualified and appropriately compensated personnel small group sizes and high adult-child ratios and language-rich environments.
References
Early Childhood Program Effectiveness retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/
Saturday, March 3, 2012
Professional Contacts
I tried to contact to two Early Childhood Professionals, but unfortunately I did not have any luck. I am going to do the Blog two assignment. I have chosen the Global Fund for Children. I believe it is important that all children have a right to a high quality education; it is important that everyone get involve and help with resources and funding to help children around the world to get a good education. daidzhan@sbs.soros.kz
Good evening,
my name is Belinda, and I am currently working on an assignment. I am currently enrolled in the M.S. Early Childhood Studies-Teaching and Diversity in Early Childhood. I would love to interact and learn more about your profession. I recently received my Bachelor's degree in Child Development. I plan to become a preschool teacher as of now, I am currently a paraprofessional in an elementary school. I look forward to hearing from you soon. my blog URL is http://belindau.blogspot.com/
Saturday, October 22, 2011
Examining Codes of Ethics
The ideals posts that are meaningful and significant in my professional life are:
1.To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.
2.To create and maintain safe and hea
lthy settings
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions.
3.To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful.
The reason these ideal are significant to me is because they all focus on helping children to receive a high quality education as well as helping children to learn to their fullest potentials.
The three DEC code of ethics that are significant to me as well as will help me in my professional life are:
Professional Collaboration
We shall honor and respect our responsibilities to colleagues while upholding the dignity and
autonomy of colleagues and maintaining collegial interprofessional and intraprofessional
relationships.
2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues
with whom we work recognizing their unique contributions to children, families, and the field of
early childhood special education.
3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse
characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
4. We shall identify and disclose to the appropriate persons using proper communication channels
errors or acts of incompetence that compromise children’s and families’ safety and well being
when individual attempts to address concerns are unsuccessful.
Enhancement of Children’s and Families’ Quality of Lives
We shall demonstrate our respect and concern for children, families, colleagues, and others with
whom we work, honoring their beliefs, values, customs, languages, and culture.
2. We shall recognize our responsibility to improve the developmental outcomes of children and to
provide services and supports in a fair and equitable manner to all families and children.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
4. We shall advocate for equal access to high quality services and supports for all children and
families to enhance their quality of lives.
Responsive Family Centered Practices
We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,
languages, and culture relative to their nurturance and support of their children toward achieving
meaningful and relevant priorities and outcomes families’ desire for themselves and their children.
2. We shall provide services and supports to children and families in a fair and equitable manner
while respecting families’ culture, race, language, socioeconomic status, marital status, and
sexual orientation.
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.
The reason that I chose these codes of ethics is because we as professionals must respect all families no matter their background status, we must enhance the quality of children lives, we must collaborate with families as well as outside resources to provide the best support for every child in every classroom to receive achievement and perforamance.
References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/
http://www.dec-sped.org/
1.To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.
2.To create and maintain safe and hea
lthy settings
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions.
3.To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful.
The reason these ideal are significant to me is because they all focus on helping children to receive a high quality education as well as helping children to learn to their fullest potentials.
The three DEC code of ethics that are significant to me as well as will help me in my professional life are:
Professional Collaboration
We shall honor and respect our responsibilities to colleagues while upholding the dignity and
autonomy of colleagues and maintaining collegial interprofessional and intraprofessional
relationships.
2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues
with whom we work recognizing their unique contributions to children, families, and the field of
early childhood special education.
3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse
characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
4. We shall identify and disclose to the appropriate persons using proper communication channels
errors or acts of incompetence that compromise children’s and families’ safety and well being
when individual attempts to address concerns are unsuccessful.
Enhancement of Children’s and Families’ Quality of Lives
We shall demonstrate our respect and concern for children, families, colleagues, and others with
whom we work, honoring their beliefs, values, customs, languages, and culture.
2. We shall recognize our responsibility to improve the developmental outcomes of children and to
provide services and supports in a fair and equitable manner to all families and children.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
4. We shall advocate for equal access to high quality services and supports for all children and
families to enhance their quality of lives.
Responsive Family Centered Practices
We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,
languages, and culture relative to their nurturance and support of their children toward achieving
meaningful and relevant priorities and outcomes families’ desire for themselves and their children.
2. We shall provide services and supports to children and families in a fair and equitable manner
while respecting families’ culture, race, language, socioeconomic status, marital status, and
sexual orientation.
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.
The reason that I chose these codes of ethics is because we as professionals must respect all families no matter their background status, we must enhance the quality of children lives, we must collaborate with families as well as outside resources to provide the best support for every child in every classroom to receive achievement and perforamance.
References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/
http://www.dec-sped.org/
Tuesday, October 4, 2011
Position Statements and Influential Practices
• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
Part 2: Global Support for Children’s Rights and Well-Being
• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
o World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
o Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: Selected Early Childhood Organizations
• National Association for the Education of Young Children
http://www.naeyc.org/
• The Division for Early Childhood
http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
• WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
http://www.highscope.org/
• Children’s Defense Fund
http://www.childrensdefense.org/
• Center for Child Care Workforce
http://www.ccw.org/
• Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
• National Child Care Association
http://www.nccanet.org/
• National Institute for Early Education Research
http://nieer.org/
• Pre[K]Now
http://www.preknow.org/
• Voices for America’s Children
http://www.voices.org/
• The Erikson Institute
http://www.erikson.edu/
Other Resources
Advocating for Children and their Families Rights
http://www.washingtonfamiliesunited.ed
Gerard,M.,& Prior,J. ( 2006). Family Involvement in Early Childhood Education: Research intoPractice, 1st Edition.
Earlychildhood.org | Home
www.earlychildhood.org/
• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
Part 2: Global Support for Children’s Rights and Well-Being
• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
o World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
o Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: Selected Early Childhood Organizations
• National Association for the Education of Young Children
http://www.naeyc.org/
• The Division for Early Childhood
http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
• WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
http://www.highscope.org/
• Children’s Defense Fund
http://www.childrensdefense.org/
• Center for Child Care Workforce
http://www.ccw.org/
• Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
• National Child Care Association
http://www.nccanet.org/
• National Institute for Early Education Research
http://nieer.org/
• Pre[K]Now
http://www.preknow.org/
• Voices for America’s Children
http://www.voices.org/
• The Erikson Institute
http://www.erikson.edu/
Other Resources
Advocating for Children and their Families Rights
http://www.washingtonfamiliesunited.ed
Gerard,M.,& Prior,J. ( 2006). Family Involvement in Early Childhood Education: Research intoPractice, 1st Edition.
Earlychildhood.org | Home
www.earlychildhood.org/
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