Research Around the World

I chose ECDVU Sub-Saharan Africa:
Sub-Saharan Africa's Mission Statement is  to further develop African ECD leadership capacity as a key strategy in support of child, family, and community well being and broader social and economic development.

What are some of the current international research topics?

- Pilot study of the adaptation of an established measure to assess the quality of child services in a selected orphanage in Zambia: The inclusive quality assessment tool.
- The status of coordination and supervision of early childhood education in Ghana.
- A guide for effect school and parent collaboration: A cooperative development and delivery approach in Nigeria.
- Assessment of Interaction and Stimulation in Single-Mother Low-Income Families in Malawi

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

- The University derived from trainings and seminars. The completion of the university is one year to earn either a degree or certificate.
- Every area, overview, and topic that is brought forth on this virtual university is to educate the families, community, and other staff employees.

What other noteworthy information did you find on this website?

- I enjoyed reading the history; including the learners, the country that the came from, and their role in the virtual university.

Reference

 

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA). (2002) http://www.ecdvu.org/ssa/index.php

http://www.ecdvu.org/ssa/major_reports.php

Research that benefits children and families-uplifting stories

The topic that I would choose to do research on, are the benefits that autism children gain from using technology as a source of learning new skills. As more and more children are becoming diagnosed in the various mental health categories, the more teachers are unprepared when it comes to teaching the academic studies.

When working with children who have been classified, such as being autistic you have to find a different avenue in teaching the children; both in a way that would be interested to them, in addition to focusing in on the areas of need. Growing up in a world where technology was just becoming popular has always been the norm for me. However, seeing that schools are now implementing technology into the classrooms by using whiteboards, laptops, ipads, and other devices; the school is keeping up with the hands of times and noticing what the children are interested in. So many of the devices now have apps for everything including educational games, tests, and lessons. "Teach town is a system that provides services to children ages 2-7 that are in need of help with receptive language, cognitive, and academic abilities." (NCTI, 2007) Another important benefit children would gain, are the fine motor skills that it takes in order to maneuver the computer, mouse, or if it's an ipad then the hand eye coordination for touch screen. Some apps that are beneficial for the child to use are; Touch and learn emotions (expressing emotions and feelings), Model Me Going Places (modeling social skills), and Speech Buttons (social skills)

Resources

 

NCTI (2007) http://www.nationaltechcenter.org/index.php/2009/07/20/case-teaching-children-with-autism-through-technology/

 

 



Your Personal Research Journey

The topic I chose to research is; Autism and the process it takes for a child to receive Early Intervention. I selected this topic because this medical condition is becoming more and more common in the classrooms, and I feel that teachers as well as the parents lack the knowledge of it.

• Another reason I selected this is because, a few years ago I was a one on one for a young lady in order for her to attend a week long summer camp. She was classified as having Asperger's disorder; which is a high functioning portion of the spectrum that affects the language and behavioral side of a child.
•  My next run in was last summer when my family and I were on our family vacation on a cruise ship. We were placed at the same table as another family, who coincidently happened to be from New Jersey as well. Having set with the same group of people for nine whole days, you intermingle and begin to converse about what each family did on and off the ship that day. In addition to the "vacation talk" the mom and I had started talking about what professions we were in. When I mentioned I was a teacher, she began to open up about her son being diagnosed when he was about six or seven and he was fifteen or sixteen at the time. So the mom begin to tell me how hard it was at his new school to get him services, because he refused to take an "mandatory evaluation".
• My last and most current situation is a little boy that I have in my class now. He is a cultural student who at the beginning spoke absolutely no English and only jibberish in his native language, at the age of three. From the various books and online articles I have read in the past, I began seeing signs and symptoms that this boy was displaying as apart of the autism spectrum. Having mentioned to my supervisor on more than a few occasions, she placed him on our "review" list, which pretty much means out special educator has to come and observe him, in addition to our speech therapist to see if it was only a language barrier. As my suspicions were right, he turned out to be right on target for the autism spectrum, according to both ladies. Little things that he does in the class that is noticeable; lining objects like chairs, cars, books etc. up in one straight line. He's totally obsessed with school busses and fire trucks. Did not like when people invade his personal space, including mom and dad for hugs. If talking to him, sometimes he would stare at you as if you had two heads, and other times wouldn't make no eye contact whatsoever. Displayed and still displays a very extreme aggressive behavior physically; such as hitting, kicking, spitting, pinching, and pulling hair to teachers as well as students. Lastly, he has sensory issues, where he can just take his hand, arm, or face and repeatedly rub it across different textures back and forth just to amuse his tactile thoughts.

Some resources that I am very fond of:
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002494/
http://autismnj.org/
http://www.autismfamilyservicesnj.org/index.php
http://www.autismspeaks.org/what-autism

Final Blog Assignment

Post at least three consequences of learning about the international early childhood field for your professional and personal development (any format, any length)

1. Resources
2. Lack of Communication
3. Lack of Support

I chose these three traits as consequences, because I feel this is the results we get from trying to help or form any type of relationships internationally. The only resources that we have are those online, which may or may not be true nor may not be as accurate or up to date. Oh well we think that's simple I can make a phone call or send an email (which normally deems a quicker response) However, as I experienced through this class with reaching out to an international contact, I was never responded to in all of 8 weeks. So to tie in my first and second consequence, there is a lack of support when dealing internationally, in some situations.

Post one goal for the field related to international awareness of issues and trends and the spirit of collegial relations

 
One goal for the field related to international awareness of issues and trends and the spirit of collegial relations, is to form a better relationship with one another. The states have so many more resources than most international countries, and if only the communication was intact then I believe we would do much better in supporting one another. Many international countries have the same concept of educating their children from birth to high school, but they don't have the resources or fiannces to do so. In consequence the children still get an education but it's nothing compared to the "quality" care that is provided here in the states.

Getting to know your International Contacts (Part 3)

According to UNESCO'S director Gwang-Jo Kim, he believes there are three important skills that children must learn while they are young: Culture, Values and Respect, and History. I agree with Kim's selection, and in fact culture is something that is being more dominant in classrooms all around the world. Knowing and learning to have respect is something that should be taught at home. Having respect for all authority figures, which incudes parents, teachers, elders, and other's beliefs and practices. History will always be important regardless who you are or where you come from. History is just that, "story" it tells about where you and your ancestors came from, what they had to go through, beliefs and practices, but more importantly how you can improve the past so your future will be better.

The second insight that I found interesting was that this program focuses on the child's holistic development, and not just the academics which is teaching straight from the book. All children are different and require specific styles, accomodations, and modifications. It is very important to get to know the child and his or her needs early on.

The third insight is that teachers strategically plan their curriculum as a learning tool, way of observing and assessing their students, and also a way to further educate based on the children's individual needs.

Resources

 

UNESCO (1995-2012)

 

UNESCO. Bangkok (2013)

 

UNESCO Policy Brief on Early Childhood: Curriculum in Early Childhood and Care 2004 

Sharing Web Resources

Follow some of the outside links that you have not yet explored. Where do they lead?

-To an article called: Path to Sustanability
Within the first paragraph, the goal of the program is address: To break the cycle of generational poverty in Central Harlem and change the odds for the whole community.
-Another interesting point I found, was that some of the past history and what they have done to improve it to now; for instance "In the coming decade, the first cohorts of Promise Academy students will join the students from HCZ's afterschool programs as college graduates." (HCZD, 2009)

Thoroughly search one area of the site. What do you find?

-In this one area, I find a small description of what each program is about and the benefits of individuals who are enrolled within the class. For instance, the "Harlem Gems", is  an all day pre-k program where the teacher-student ratio is 1:4/During this program, the children learn English, Spanish, Sign Language, and even the basic skills of using sign langauge.

If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available?

• Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education?

- Yes, this program is formed to work with the very smallest creatures, which are the infants, and follow the child throughout their schooling even after college. HCZ wants to make sure that they're are producing and unleashing some of the smartest and well educated young adults.

• What other new insights about issues and trends in the early childhood field did you gain this week from exploring the website and/or the e-newsletter?

I have learned from an old wise tale; that it takes a village to raise a child; but it takes another village to encourage, strengthen, and PUSH the children to become successful at whateverr it is they chose to.That education is just as important from the time a baby's born, through it's most independent time of a young adult.

Reference:
Harlem's Child Zone, 2010 
                   http://hcz.org

Global Child Development at Harvard University

From reading within the Harvard's website, the Early Childhood Development within the United States is trying to get all of their information correct, therefore they can begin sending policies and practices to other countries for them to implement as a trial and error at first, and continuously afterwards. One place that the US is looking to connect with is Brazil. "In collaboration with local experts, this project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young child and their families." (2012, Center on the Developing Child")

Harvard's educators are working on building some type of connection with many different foreign countries as a way to curve as many people living and even dieing because lack of facilities to treat properly. Harvards' three beginning proects are: Shangai, China; Rawanda; Barbados; Trinidad and Tobago; and Suriname.

The last piece that I found interesting was listed under the; AskWith Forum. The topic was: Politics and Preschool: President Obama's Plan for Early Education. At first I thought it was very foolish for an article to be written about this, with the date for the meeting as April 10th, 2013, from 530-700pm; however, then i looked at it from a totally different perspective as this forum being advertised and those who are interested; both parents and educators should attend or find a way to listen online. One of Obama's questions of many, that he asked within the article was: "What should universal childhood education look like?" (President Barack Obama, 2013) With that question being asked, any normal person would say the same it looks in the next country; however not every country, state, or school district has the same equipment, necessities, or appropriate space. So I will be looking back on this website after the 10th of April, so see what response he has for that and the rest of questions that he posed.

Reference

 



Center on the Developing Child at Harvard University (2012) Global Children's Initiative. Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/

President Barack Obama (2013) Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/