Personal and Professional Consequences of Researching International Early Childhood Education/Development

The consequences I personally and professionally experienced from learning about international early childhood education/development allowed me great opportunity to become enlightened to the factors this field faces, along with the great accomplishments that have occurred thus far.  With the ample global/international organizations that strive to support early childhood opportunities for those whom have none or limited to sources, the task can be overwhelming.  The need for constant support is needed to continue to allow these organizations to exist.  Support can be in the form of manpower, donations, spreading the issue, and more.  Many of these international locations do not understand or realize the need for healthy development in the early years of life and beyond.  I also found it very disturbing to know that “…recent reports estimate that 200 million children fail to reach their full developmental potential by age 5” (Center on Developing Child Harvard University, 2019, para 1). For example many of the countries in Southern America do not register their child’s birth.  Many births occur outside of a medical facility.  Organizations allow them the knowledge to why this is important to become documented, such as becoming an actual number or another census.  Currently the global population of the children of the world is 1.9 billion, about 27%.  Of course these numbers will continue to grow as our population grows.   Also the fact of children not being counted will contribute to the number not being exact.  I truly never thought of this concern until gaining the knowledge during this course.  I think as Americans’ we are blind to the real world and the issues facing us.  Or perhaps we turn the other cheek to say.  We have to educate ourselves and acknowledge the global concerns presenting us internationally in the field of early childhood education/development.  Engage ourselves to strive for a global change, not just a local impact.  Factors that continue to enable our children to thrive throughout the world can contribute to the failure of many nations.  Nations of underdevelopment or third world areas, will continue to remain in a cycle of destruction, poverty, sickness, death, and decline if an intervention such as the global/international organizations do not intervene and attempt to make an impact.

Another consequence gained through the exposure of lacking early childhood education/development internationally would be the services utilized through many organizations to reduce or help reduce the poverty rate in these needed areas.  Attempts from UNICEF for example not only provides food for the communities and families in need.  They also strive to tackle the issues of malnourishment from infancy.  Educating mothers-to-be and current mothers on the issues facing malnourishment.  In 2016 UNICEF treated 215,000 children suffering from serve acute malnutrition and 4 million plus children age 5 received vitamin supplements. (UNICEF).  Many countries suffering from poverty do not have access to adequate health care, or the distance for those services is too far for them to accomplish financially.  I personally and professionally was aware of the poverty facing many nations, including my own, but by far the severity of its impact and its gross numbers facing our world.  UNICEF has many areas of interest that it serves, I researched earlier in the course the conditions in Yemen and the malnourishment these children faced, and how fast this epidemic has grown amongst children and families.  Of all the great amount of work thus far in Yemen, by UNICEF, there is still a great amount of work to accomplish.  This country is stricken to poverty because of many economical factors.  Until these factors are removed, we can not move forward in making a permanent change.  In 2017 UNICEF still needed 236.6 million for emergency response in Yemen, which includes nutrition for mothers and children at 83.5 million. (UNICEF).  If a permanent change does not occur or becomes established the numbers will continue to grow for those in need and the amount of funds needed to contribute to improvements in poverty.  The epidemic of underdeveloped countries should not still be a concern in the modern world of todays advancements.  Yet again we relate all these issues back to a complex multifaceted problem facing early childhood education/development.  Researching this issue has opened my eyes to the gross impact poverty has on our international society and the reality is we are beyond the need for planning for a change.  The change needs to happen immediately and with a full force of support globally.  If we could come together as an entire unit, global unit, serving the same purpose, amazing things can occur.

The last consequence to contribute to the research and study of issues in early childhood education/development internationally would be the reality of all the voices and issues that have driven the need for a change in the field of early childhood education/development.  Many advocated have presented the issues and concerns to policymakers and more.  Those are the ones deeming control over what is incorporated and what is not.  Yes the teacher can incorporate many curriculums, as long as they still meet their states standards.  Of course countries that are further in development have better programs and policies, such as USA, Australia, and more.  With gained knowledge from previous success in the field of early childhood education/development locally and internationally, we should have the instruments to teach other nations in need these solutions and opportunities.  For example the efforts of organizations have contributed to awareness in other countries, such as Brazil, the importance of early childhood education/development.  Allowing these countries to establish new policies reassuring healthy development for children and families.  These are the following organizations in Brazil Núcleo Ciência Pela Infância (NCPI) includes the Center on the Developing Child, Fundação Maria Cecilia Souto Vidigal (FMCSV), the Medical School of the University of São Paulo, Insper, Sabará Children’s Hospital, and the David Rockefeller Center for Latin American Studies at Harvard.  Together they have made a huge impact in Brazil. (Center on the Developing Child Harvard University, 2019).  Collaborating together as an entire world verses individual nation can ensure we are supporting proper development for all and attempting to remove the difficult adversities the world.  The consequences are not always negative, but if we do not make an impact or at least an attempt the consequences can indeed become a negative impact.  Turning the other cheek to issues presented in the lives of our children should be an awareness for every human.  Our children depend on us to set them in the right path of success and autonomy.  Why are we letting so many children down with the knowledge and skills that are offered throughout the world?  How can you make a difference?  What consequences will motivate you to make a positive social impact?  Our children deserve the opportunity to have any chance they would like to foresee in their life, with respect to their safety and well-being.  In other words, the doors of opportunity should be wide open for our children, our future of this world.

References:

Center on the Developing Child Harvard University. (2019). Working Globally Retrieved from            https://developingchild.harvard.edu/about/what-we-do/global-work/  

Center on the Developing Child Harvard University. (2019). Brazil: Núcleo Ciência Pela  Infância (NCPI). Retrieved from https://developingchild.harvard.edu/about/what-we do/global-work/nucleo-ciencia-pela-infancia/             

UNICEF.org

ECE Passion, Hopes, & Aspirations

As I am from a small town, the relationships and bonds are indeed rich.  When there is an issue effecting our community there are many people that engage to contribute to finding or helping with the solution/solutions.  As we are aware the field of early childhood education/development has been a topic of interest for years, for decades.  It has changed in many ways over time and is in a great awakening to say currently.  Facts and findings from science and research has recently brought forth more evidence promoting the need for equity and quality in the field of early childhood education/development in many ways.  Improvement in programs for children of all diverse backgrounds, changes in funding, standards and requirements to improve infrastructure, increase training and educational requirements, and more.  Due to the increase of requirements for early childhood education/development, many community colleges offer courses.  Some websites, NIEER, (such as the one I have been following this course) supporting early childhood education/development has imperative information and training seminars for professionals.   As a former employer of a local childcare center, I was given the opportunity to take classes that my director paid for to increase my knowledge in the field of early childhood education, but to also increase her star rating.

            When I reviewed the website NIEER this week searching for issues of quality in the field of early childhood education.  The article “The State of Preschool 2016: Raising the Bar on Quality, Quality and Curriculum: State & Local” by Allison Friedman-Krauss (2017, May 26) strives to present the key findings and progress of the new benchmarks that have been incorporated in many states.  These new benchmarks raise the quality standards of early childcare education/development.  Increasing the support teachers have and the interaction amongst the children, there has indeed been an increase in quality for many children.  The article also presents a table of the previous standard benchmarks verses the current benchmark standards:      

(Friedman-Krauss, 2017).  Enhancing the new benchmarks and aligning with our state on the years of early childhood, beginning at infancy.  Collaborating together and working for the same mission, to serve a better outcome for children.  Striving to contribute to the development of the child, a holistic approach to the child.  (Friedman-Krauss, 2017).

            In regards to my goals, hopes, dreams, and aspirations, they intertwine in the passion I have for children to never have to suffer adversities without proper assistance to overcome the obstacles life has presented them with.  I think my passion or spark established in me at a young age, I unfortunately had many adversities I never understood and the adults attempting to comfort me did not give me the answers I wanted to hear or the understanding I needed.  As we have seen the research of children prime years are the early years, we see how this could have been an issue for me, or any other child.  I feel with proper training, such as I am currently seeking and a true passion for children and their well-being will guide e in the right path where I may be needed in the population of children.  I hope to one day own my own childcare facility.  I have pondered the idea of wanting to open a children home for children in the state system, foster care.  From my experience these children suffer many adversities and have no one to turn to.  They are turned into the world when they become of age and left for the wolves to say.  Many have no family or support, limited education, limited to no funds, and more.  Does the state not find a issue with this?  Do not get me wrong, they are offered a training or transition training to inform and education them on adulthood.  As science has proven, the brain develops until the age of 25.  So what are we doing to our youth?  I strive to be a voice for those without a voice.  I challenge each of you to evaluate how you can make an impact in a child’s life.  How you can become abreast of current facts and findings in the world of children?     

           

Reference

Fried-Krauss, A. (2017, May 26). The State of Preschool 2016: Raising the Bar on Quality.          NIEER. Retrieved from http://nieer.org/2017/05/26/state-preschool-2016-raising-bar           quality

Web Resource

The site I have been following throughout this course and aim to continue to follow would be the NIEER, National Institute for Early Education Research.  It has ample sources that can help those in the field of early childhood education and or anyone that advocates for children.  You can find an outside site related to similar topics found through NIEER.  The outside site is what I will search for the beginning of this assignment.  It too has ample sources for those in the field of early childhood education/development.  The site is CEELO, Center on Enhancing Early Learning Outcomes (ceelo.org) fostering sustainable change in state’s policies and practices for children infancy to 3^rd grade.  Searching for related topics of our week’s study, such as availability, accessibility, and affordability, lead to the subtitle “roundtables.”  Roundtables are orientations and seminars to express the need to promote and strengthen equity in early childhood education.  These meetings range from year to year and at many locations.  You can access some of the information from the website.  You can also search your local state for sources to early childhood education/development.

The theme of 2019 Roundtable agenda is:

 “Equity First: Strengthening an Equity Agenda for State Early Childhood Education Policy

PURPOSE: Build the capacity of participants to impact equity in early childhood education to address disparities, close achievement gaps and create positive child outcomes among learners Birth to 3rd Grade. As a result of the meeting, participants will develop a plan to take back to their state that identifies useful resources, good ideas, and new colleagues to support continued efforts to ensure equity for all young children.

Outcomes:

Increase understanding and develop a shared language of how inequity impacts children and families.

Increase knowledge of tools and strategies that state early childhood specialists can use to ensure more equitable services at the local level.

Increase knowledge of the research on policy and practice that impacts equitable access to high quality early childhood education.

Four critical questions will be addressed during the meeting:

How can state early childhood education (ECE) policy build on the strengths of families and communities to ensure equity for all?

How can state early childhood education (ECE) policy effectively use data to Identify disparities and set priorities for funding and policy?

How can state early childhood education (ECE) policy build a coherent system from birth through third grade to ensure no child falls through the cracks?

How can state early childhood education (ECE) policy ensure that teaching and learning encompasses the full range of development- social emotional, health, and academics?”  (CEELO, 2019).

The NIEER newsletter from March 26, 2019, refers to the week’s topic in means of accessibility to high-quality early childhood education/development.  The article discusses the “…clear problem with the lack of educational attainment for the ECE workforce” (NIEER, 2019).  Stating that even if an universal law was passed requiring lead teachers to obtain or have a BA along with early education credential.  The reality is there are many individuals already having these qualifications but have left the field due to low pay.  If the pay scale could change, there could be a greater quality of education the lead teacher has.  A suggestion that the NIEER offers is possible an ECE apprenticeship.  Allowing a low-income worker, the opportunity to work and support her family, furthering herself academically and career wise.  “A recently released report from the New America Foundation suggests that apprenticeships may be a way forward. The report acknowledges that “today’s typical early childhood worker is a woman from a low-income family, the first in her family to go to college, with a family at home to support. Meeting increasing education requirements requires a significant time commitment, when maintaining full-time work is critical and child care is difficult to access.”  (NIEER, 2019).  Personally I do not see why this could not help in every avenue of early childhood education and economically.  As a seasoned graduate of UNC Chapel Hill Dental School with a CDA, certified dental assistant.  I have learned over the years of the many avenues one can take to obtain the same degree.  Of course the accessibility has changed over the years, but is indeed abundant.  One can go to college, trained on job with limited course (per the states requirements), and or these short-term training classes.  Nevertheless the end result is the same to say.  I feel the same opportunities should indeed be allowed for any field that can obtain qualifications and training in this avenue.  I feel there are many people that would be willing to advance their socioeconomical status.  Supporting the improvement in early childhood education/development is vital. Creating equity for not only early childhood educators, but for the children receiving the higher-quality care.  The desire for lead teachers to have and or obtain a BA and early education credentials, can now become an universal opportunity.  Why would we not open the door for those passionate to serve our children, the future of tomorrow?

Another insight related to this week’s topic was an article that NIEER shared under their publications “Child Care is Unaffordable for Working Parents Who Need It Most” (Baldiga, Joshi, Hardy, & Acevedo-Garcia, 2019). The topic this article addresses is the fact that many parents are unable to afford early childcare while they work.  “Nearly two-thirds of parents and 95% of low-income parents would spend above the 7% federal affordability benchmark for center-based care” (Baldiga, Joshi, Hardy, & Acevedo-Garcia, 2019 para 6).  Childcare consumes a great deal of many Americans income, if one is able to financially afford to send their child.  For example, in low-income families that would be 28% of their income. Too many children will suffer due to the cost of childcare, creating a gap that follows the child educationally and developmentally.  The data and findings were shared so that policymakers can use it to make a change in the field of early childhood education/development.  Inequity is still an issue that we must continue to tackle step by step.  Bringing attention to policymakers and government officials can create a change for the better.       

Resources:

Baldiga, B., Joshi, P., Hardy, E., & Acevedo-Garcia, D. (2019, February 15). Child Care is            Unaffordable for Working Parents Who Need It Most. NIEER. Retrieved from            http://nieer.org/2019/02/15/child-care-is-unaffordable-for-working-parents-who-need-it     most

CEELO.org Retrieved from: http://ceelo.org/ceelo-events/ceelo-roundtable/2019-roundtable/

Harvard University’s “Global Children’s Initiative”

          In review the website, Center on Developing Child Harvard University on Working Globally, I found an abundant of information and resource to express the concerns with the gaps in education and health.  I found it very disturbing to know that the “…recent reports estimate that 200 million children fail to reach their full developmental potential by age 5” (Center on Developing Child Harvard University, 2019, para 1).  With gained knowledge thus far, I am sure that number is much higher.  As we have learned the reality that some countries the birth of children is not always documented.  Nevertheless the fact is still that a child’s vital years are prenatal and beyond.  Especially up to age 6, when the brain has received approximately 95% of it’s peak volume.  Of course this can vary, as the numbers of undeveloped children mentioned in this site is proven.  With science we are aware of the facts of the need for healthy development as a child, laying a foundation for their world.  There can be many contributing factors for the reasons children do not receive proper support for healthy development, adversities of many forms.  Along with the fact that there are also many factors that will result to a child suffering from unhealthy development or delayed development.       

            The Center on Developing Child coordinates internationally to support child development.  Working around the globe to strive for a breakthrough for child development in early years and beyond.  The organization has partnered with local organizations in Brazil, Canada, Mexico, and more in attempts to create an early childhood movement.  For example, Brazil has numerous organizations that are on the same mission and partner with the Center on Developing Child Harvard University to create a movement for a change in early childhood development.  These are the following organizations in Brazil Núcleo Ciência Pela Infância (NCPI) includes the Center on the Developing Child, Fundação Maria Cecilia Souto Vidigal (FMCSV), the Medical School of the University of São Paulo, Insper, Sabará Children’s Hospital, and the David Rockefeller Center for Latin American Studies at Harvard.  Together they have made a huge impact in Brazil.  Training Brazilia Policy makers on ways to incorporate and apply developmental science into programs and policies to support the scientific evidence for child development.  The program’s core activities include: “Building a Brazilian scientific community around early childhood development. NCPI is convening an interdisciplinary group of Brazilian scholars to guide the synthesis and application of scientific knowledge about child development to policymaking and practice in Brazil. It is also fostering collaboration among Harvard and Brazilian researchers, including publication of a working paper series (in Portuguese).

Translating scientific knowledge for application to social policy. This includes working with the Center’s longtime partner organization, the Frameworks Institute, to communicate the science of child development within the Brazilian cultural context in the most effective ways.

Strengthening leadership around early childhood development through an executive leadership course for policymakers.

Launching the iLab Primeira Infância, one of the Latin American Innovation Clusters, to bring researchers, practitioners, and program developers together to co-design and test new strategies for addressing childhood issues in Brazil–and then to share their successes and failures.

Translating and adapting the Center’s existing print and multimedia resources for a Brazilian audience” (Center on the Developing Child, 2019, para 3).  One of the programs that Brazil incorporated was the iLab Primeria Infância, one of the Latin American Innovation Cluster.  It “…drives the development of innovative two-generation strategies that address the unmet challenges of children and families facing adversity” (Center on the Developing Child, 2019, para 1).  This program offers pregnant mothers young in age the opportunities to partake in workshops for those facing adversity.  The program educates and supports encouragement for a strong prenatal bond with their infants.  From information on nutrition for mother, nutrition for the infant, the knowledge and importance of attachment, and more.  Also to include information to fathers.  Courses on preparing low-income families for a new expense.  Reaching out to the caregivers and educating on the quality of childcare and the value of play for children.   The aim to increase the quality of early childhood development is key.  These organizations have laid the foot-work for the beginning of a change for early childhood education/development globally.

            The Center on Developing Child Harvard University also includes the links to these organizations in Brazil.  There is an array of information and movements that in route to make a huge impact I believe.  I encourage anyone interested in knowing what needs to change in the quality of early childhood development and the success of a child should take the time to research this site and then possible engage yourself in the movement.  The issues of equity and excellence has existed and continues to exist throughout the world.  It is organizations such as this one and the others, that aim to break the growing cycle of poor child development.  If a difference does not occur, what will our future become?  As the same issues will always exist with any program, funding and manpower.  Gradually the programs have grown and will continue, but with ample support from an abundance of individuals, we could possible move a bit faster.  Regardless of the pace, the reality is an impact has begun and is continuing to grow in the development of early childhood.                

 

References:

Center on the Developing Child Harvard University. (2019). Working Globally Retrieved from            https://developingchild.harvard.edu/about/what-we-do/global-work/

Center on the Developing Child Harvard University. (2019). Brazil: Núcleo Ciência Pela  Infância (NCPI). Retrieved from https://developingchild.harvard.edu/about/what-we do/global-work/nucleo-ciencia-pela-infancia/

Center on the Developing Child Harvard University. (2019). Latin American Innovation   Clusters. Retrieved from https://developingchild.harvard.edu/innovation            application/innovation-approach/latin-american-innovation-clusters/