Week 8 Final Blog

Three consequences of learning about the international early childhood field lead to a whole new area of needs and issues. By taking on efforts to help children and families, it really is an eye-opener when we get a chance to read about and talk to people who are experiencing the same issues or worse consequences. The knowledge helps to bring forth new information about effective strategies to help those in need, or new experiences to offer knowledge and support to those who need it. Another consequence is the support system grows once we open our eyes and an ear to other’s who are fighting for the same cause. It makes it such a wonderful experience to share our ideas with others and to exchange information back and forth. One last consequence of learning about the international early childhood field is that maybe one day, we can be there helping those children and their families in other countries who need it. We can offer our support by getting to know the resources that open their hearts to allow us to travel with means to better their schools, or offer clean running water, or even new textbooks and toothbrushes for all children. One goal I have is to continue to grow professionally and offer my expertise to others around the globe in hopes that they utilize my information to help those in need. Lastly, I hope to continue to make relations with others around the globe to keep my knowledge database growing and reading newsletters to keep up to date on current issues related to funding, infrastructure, teacher education, diversity, poverty and many other issues related to early childhood education. With all said, I wish each and every colleague and fellow classmates a wonderful future and educational journey from here on out. I hope their ideas and knowledge gets put to use here in the US and in other regions globally. Thanks to each and all of you for your comments and continued support.

Getting to Know Your Professional Contacts-Part 3

The UNESCO Website offers information about access, equity, programs to help the neediest children, and the efforts help those by mainstreaming the children from low-economic homes into the programs to create a cost-effective learning environment for all of the children possible (www.unesco.org). One thing I learned is that from the 2000 Dakar Framework for Action describes the concept as universalisation, where governments create a universal approach to help those in need as well as minimizing the inequity of barely helping the other populations who need help as well. “A policy of universalisation with targeting can minimize inequity where governments aim for universal access among the target age group, but simultaneously prioritize the poor” (www.unesco.org). Another issue has to do with funding in other countries. Funding comes mostly from the government, which makes it hard to fund programs for the needy. “In general, government funding for early childhood is extremely small” (www.unesco.org). With, that I learned that state funding is another way that can benefit the poor, but it needs to be addressed. Lastly, private funding, through marketing proves to be the most beneficial aspect of obtaining funding because the word gets out that educational needs are underway. My professional goals include the well-being of all children, creating and implementing a safe and nurturing environment, and offering useful strategies and curriculum that is rich, full of print, and fun for children to excel and learn. In doing so, I can help ensure that my professionalism of running a smooth, and appropriate classroom environment for children. However, due to the economy and socioeconomic statuses of some populations, it makes it difficult to obtain an education and resources needed for survival. I hope that through government, state, donation, and private resources, we can offer all children a chance at an education. Also, I hope through all of the generous people in this world, we can create access to fresh running water, food, utilities, clothing, shelter, and medical so children can indulge in that chance at a healthy and full education. References UNESCO.org. (1995-2012).Education. Retreived from. (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early- childhood/access-and-equity/).

Week 6_Sharing Web Resources

The Harvard Family Research Project, and the FINE Newsletter, that I have been receiving emails from, offers insights about family engagement, family involvement within the classroom community, and family involvement in the home environment, which is pertinent for a child’s overall healthy development. By looking at the other links within the Harvard Family Research Project and the FINE newsletter, there are other articles that talk about transitioning into kindergarten and a voice from the field, Nikia Parker, offers an article about her family and early childhood experiences with Early Head Start. The article about transitioning into kindergarten has pertinent information about family involvement, the family’s role in their children’s success in preschool, kindergarten preparedness, and collaboration with families, teachers, and the community. School-readiness is a major factor that involves preparedness and skills. “A collaborative approach, particularly one that engages families, creates a sense of continuity in children’s lives and equips families with the information that they need to help prepare their children for school success” (Patton, & Wang, 2012). For the purpose of this article, States utilize Dept of Education expertise, and work towards transition in state level initiatives and local level initiatives. “(Patton, & Wang, 2012). All of the teams that get involved with the transition to kindergarten are parents, teachers, community members, and board of ed. members, states, and various other professionals. Transition teams and articulation teams each serve a purpose in getting programs ready for children in their transition into kindergarten. In a nutshell, in order for children to be ready for transitioning into kindergarten, they need parent-teacher partnerships. Parents need to be informed and a part of the classroom environment. California has private and public entities in which they rely on to implement the programs. Also, California has a Transitional Kindergarten initiative, which offers “young five- year olds born after September 2, the chance at early educational experiences. (Patton & Wang, 2012). As I furthered my search to the topic for this week on Excellence and equity of care, The Harvard Family Research Project newsletter for January 2006 has various articles about family involvement within the community to build trust and commitment amongst each other, HFRP’s complimentary learning concept, which includes parental involvement in supporting children in the achievement gap, and a program spotlight on the parent services project by getting families together to set goals. (FINE Newsletter, January 2006). The FINE newsletter has tremendous articles that have deepened my understanding about equity and excellence in the early childhood field because, I read about the importance of family involvement, the family’s voice when it comes to setting goals or understanding what their children are learning in school. I also learned about transitioning into kindergarten, and Pre-K initiatives, and I learned about how different states use funding and reach out to families. Lastly, I learned about how the Harvard Family Research Project gains firsthand knowledge by recruiting advocates, and professionals, and parents in the field to hear their stories of success and expertise in the field, which all display equity and excellence in the field. References The Harvard Family Research Project. (January, 2006). FINE Newsletter. Retrieved from. (http://www.hfrp.org/family-involvement/fine-family-involvement-network-of-educators/fine-newsletter-archive/january-fine-newsletter-resources-on-leadership-and-advocacy). Christine Patton, & Justina Wang, (September 2012). “Ready for Success: Creating Collaborative and Thoughtful Transitions into Kindergarten” FINE Newsletter, Vol 4, Issue, 3. Issue Topic” Facilitiating Continuous Family Involvement. Retrieved from. (http://www.hfrp.org/publications-resources/browse-our-publications/ready-for-success-creating-collaborative-and-thoughtful-transitions-into-kindergarten). Parker, N. (September, 2012). “We were a Hard-to- Reach Family” FINE Newsletter, Vol 4, Issue, 3.Issue Topic: Facilitating Continuous Family Involvement. Retrieved from. (http://www.hfrp.org/publications-resources/browse-our-publications/we-were-a-hard-to-reach-family).

Getting to Know my Professional Contacts-Part 2

The global children’s initiative is designed in collaboration with The Center on the Developing Child at Harvard University to join institutions and “across disciplines, drawing together the best and most creative expertise to achieve the initiatives goals”(http://developingchild.harvard.edu) focuses on three main issues: educating professionals about issues related to learning, behavior, and health in the early years of a child’s life, to raise global understanding of how to foster healthy development, and to build leadership by joining voices globally about efforts to raise healthy children. (http://developing child.harvard.edu). The Mother Child Education Foundation (ACEV) in Turkey is partnered with the global effort to support families worldwide. These efforts include informing other’s about strategies that prove to be beneficial towards the betterment of children and healthy approaches to their growth and development as well as, creating and implementing new ideas and knowledge from Harvard Scholars to inform center providers “about the needs of young children in various settings” (http://developingchild.harvard.edu). Issues of equity and excellence are indeed a part of the efforts of the global children’s initiative because on an international level, children and families are receiving expert advice, healthy living conditions, and knowledge about learning environments. In educating others and working on a global level, we can support more children and families to ensure that equity and excellence is being implemented for all children. By having multiple heads get together and offer ideas and advice, we can also create new and effective programs that support a child’s healthy development worldwide. References Center on the Developing Child at Harvard University. (2010). Global children's initiative. Retrieved from (http://developingchild.harvard.edu/index.php/activities/global_initiative/).