Three consequences of learning about the international early childhood field for my professional and personal development:
1). By learning about the international early childhood education, I can be helpful to my co workers or any other EC professionals, by providing resources that maybe used within their classrooms or given to families.
2). I can use the information about the international early childhood field, to help get the word out about the importance of early childhood education and the benefits that a young child can receive when he/she attends a high-quality program.
3). When visiting websites on the international early childhood field, I can learn about goals, mission statements, research and many other areas that are of high importance when it comes to young children and their families.
There are many ideas, concepts, resources and information that the international early childhood field provides for EC professionals and any other professionals who have the best interest for young children in mind.
One goal for the field related to international awareness of issues and trends and the spirit of collegial relations:
I would hope that the one goal that ALL EC professionals lean towards is to provide high quality learning programs, that can improve health, social emotional and cognitive outcomes, improve school readiness skills, prevent achievement gaps, and provide cost effective investments along all education pipelines. (RAND, 2008).
Sunday, April 17, 2011
Saturday, April 16, 2011
WK7 Getting to know your International Contacts-Part 3 ALTERNATIVE
Share at least three new ideas or insights you gained about issues related to international early childhood education that relate to your professional goals.
As I researched through UNESCO's "Early Childhood Care and Education" wesbsite I found. I chose Europe and North America as the two countries to look at.
1). IBE: International Bureau of Education: to enhance curriculum development and educational content. Inclusive quality education is fundamental to achieving human, social and economic development, they agreed that governments as well as all the other social actors have an important role in providing a quality education for all and, in doing so, should recognize the importance of a broadened concept of inclusive education that addresses the diverse needs of all learners and that is relevant, equitable and effective.
2). UIL: The UNESCO Institute for Lifelong Learning: To promote literacy, nonformal education, adult and lifelong learning. Their annual report in 2010 was published in English and French.
Advocacy for literacy, non-formal education and adult and lifelong learning is one of the UNESCO Institute for Lifelong Learning’s main areas of action. To advocate effectively, it generates and draws on research evidence; organises national, regional and international policy dialogues, forums and conferences; and produces and maintains knowledge and information systems including publications. UIL is developing advocacy measures for literacy and adult education policies for integration into national development and education plns with a lifelong learning perspective. Furthermore, UIL is promoting local languages and mother-tongue-based multilingual education, as well as the use of appropriate channels of communication to reach target audiences.
3). IIEP: International Institute for Educational Planning: To help countries design, plan, and manage their education systems. To strengthen the capacity of countries to plan and manage their education systems .A centre for training and research - specialized in educational planning and management.The International Institute for Educational Planning (IIEP) was created by UNESCO in 1963 in Paris, France. It is supported by grants from UNESCO and by voluntary contributions from Member States and others. IIEP is an integral part of UNESCO, yet it enjoys a large amount of autonomy. Meeting the needs of countries in the development of their education systems:Training planners and managers in skills to analyze and plan, manage and implement, monitor and evaluate.Supporting institutions and improving administrative routines, organization, leadership skills.Fostering an enabling environment through policy forums, international co-operation and networking.
The relationship that I found that connects this website and my professional goals, is to make early childhood education my number one priority and to participate in helping policymakers and advocates get the word out about the importance of high quality early childhood programs.
Reference
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
As I researched through UNESCO's "Early Childhood Care and Education" wesbsite I found. I chose Europe and North America as the two countries to look at.
1). IBE: International Bureau of Education: to enhance curriculum development and educational content. Inclusive quality education is fundamental to achieving human, social and economic development, they agreed that governments as well as all the other social actors have an important role in providing a quality education for all and, in doing so, should recognize the importance of a broadened concept of inclusive education that addresses the diverse needs of all learners and that is relevant, equitable and effective.
2). UIL: The UNESCO Institute for Lifelong Learning: To promote literacy, nonformal education, adult and lifelong learning. Their annual report in 2010 was published in English and French.
Advocacy for literacy, non-formal education and adult and lifelong learning is one of the UNESCO Institute for Lifelong Learning’s main areas of action. To advocate effectively, it generates and draws on research evidence; organises national, regional and international policy dialogues, forums and conferences; and produces and maintains knowledge and information systems including publications. UIL is developing advocacy measures for literacy and adult education policies for integration into national development and education plns with a lifelong learning perspective. Furthermore, UIL is promoting local languages and mother-tongue-based multilingual education, as well as the use of appropriate channels of communication to reach target audiences.
3). IIEP: International Institute for Educational Planning: To help countries design, plan, and manage their education systems. To strengthen the capacity of countries to plan and manage their education systems .A centre for training and research - specialized in educational planning and management.The International Institute for Educational Planning (IIEP) was created by UNESCO in 1963 in Paris, France. It is supported by grants from UNESCO and by voluntary contributions from Member States and others. IIEP is an integral part of UNESCO, yet it enjoys a large amount of autonomy. Meeting the needs of countries in the development of their education systems:Training planners and managers in skills to analyze and plan, manage and implement, monitor and evaluate.Supporting institutions and improving administrative routines, organization, leadership skills.Fostering an enabling environment through policy forums, international co-operation and networking.
The relationship that I found that connects this website and my professional goals, is to make early childhood education my number one priority and to participate in helping policymakers and advocates get the word out about the importance of high quality early childhood programs.
Reference
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Wednesday, April 6, 2011
WK 6: Sharing Web Resources
Where do they lead? As I explored some of the outside links to http://www.preknow.org/. I found some links to information for families, business and community leaders, media, policy makers, pre-k advocates, a resource center and a link for Votes Count.
What do you find? I chose to search through "Votes Count", it contains information on FY11 highlights, state data, school funding, formulas, and federal links. Each tab has information for the upcoming school year and it includes information for each state.
What new information is available? Families-There is a checklist that can be downloaded and printed for paretns, who are searching for a high quality Pre-k program. There are also links for parents to read on how to help their child to be ready for pre-k as well as kindergarten.
Yes, this website is very helpful to teachers and professionals. The data provided can help policy makers and advocates to continue to voice their opinions and prove that Pre-k is a much needed program and that early childhood education must be of the highest quality.
In closing, I learned that all states are going through some type of crisis with early childhood education and the main concern should be "What is best for all young children."
What do you find? I chose to search through "Votes Count", it contains information on FY11 highlights, state data, school funding, formulas, and federal links. Each tab has information for the upcoming school year and it includes information for each state.
What new information is available? Families-There is a checklist that can be downloaded and printed for paretns, who are searching for a high quality Pre-k program. There are also links for parents to read on how to help their child to be ready for pre-k as well as kindergarten.
Yes, this website is very helpful to teachers and professionals. The data provided can help policy makers and advocates to continue to voice their opinions and prove that Pre-k is a much needed program and that early childhood education must be of the highest quality.
In closing, I learned that all states are going through some type of crisis with early childhood education and the main concern should be "What is best for all young children."
This is a news clippping from http://www.preknow.org/.
Arne Duncan on the future of education in the U.S.
If governors have to cut, there are smart ways to cut, and frankly, there are dumb ways to cut. You have some governors who are cutting early childhood education. I just simply can't support that. Our three- and four-year-olds don't have lobbyists, but if we want to close achievement gaps -- if we're serious about giving every single child a chance to be successful -- we have to enter kindergarten ready to learn and ready to read.Friday, April 1, 2011
Wk5: Getting to Know Your International Contacts: ALTERNATIVE
I had to explore Harvard University's "Global Children's Initiative" website (http://developingchild.harvard.edu/initiatives/global_initiative/), due to not receiving a response. The insights and information that I gained from the website are as follows:
1). Persistent Fear and Anxiety Can Affect Young Children's Learning and Development: Science shows that exposure to circumstances that produce persistent fear and chronic anxiety can have lifelong consequences by disrupting the developing architecture of the brain. Unfortunately, many young children are exposed to such circumstances. While some of these experiences are one-time events and others may reoccur or persist over time, all of them have the potential to affect how children learn, sole problems and relate to others. All of society would benefit from a greater capacity to address the problem of excessive fear and anxiety in young children across a broad array of service systems. (developingchild).
2). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do: The need to address significant inequalities in opportunity, beginning in the earliest years of life, is both a fundamental moral responsibility and a critical investment in our nation's sociala nd economic future. It is compelling task that calls for broad, bipartisan collaboration. And yet, debate in the policy arena often highlights ideological differences and value conflicts more than it seeks common interest. The science of early childhood development can provide a values-neutral framework for informing choices among alternative priorities and for building consensus around a shared plan of action. The well being of our nation's children and the security of our collective future would be well served by such wise choices and concerted commitment. (developingchild).
3). Center on the Developing Child was founded in 2006 on the belief that the vitality and sustainability of any society depend on the extent to which it expands opportunities early in life for all children to achieve their full potential and engage in responsible and productive citizenship. They view healthy child development as the foudnation of econonmic prosperity, strong comminties and a just society, and our mission is to advance that vision by leveraging science to enhance child well-being through innovations in policy and practice. (developingchild).
The additional imformation I gained :
Is that the Center on the Devloping Child has 2 priorities in Early Childhood Development: 1). This area is to adapt the successfuk work the Center has conducted in the United States for a broader range of strategically selected audiences, in an effort to energize and reframe the global dialogue around investments in the earliest years of life. 2). To generate and apply new knowledge that addresses the health ad developmental needs of young children in a variety of settings. Including projects such as planning, fundraising and implementation.
There is alot of information on this website to choose from, I looked at it for about 2 hours and I will be looking back at it, from now on. I made it one of my favorites on my tool bar.
Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/),
1). Persistent Fear and Anxiety Can Affect Young Children's Learning and Development: Science shows that exposure to circumstances that produce persistent fear and chronic anxiety can have lifelong consequences by disrupting the developing architecture of the brain. Unfortunately, many young children are exposed to such circumstances. While some of these experiences are one-time events and others may reoccur or persist over time, all of them have the potential to affect how children learn, sole problems and relate to others. All of society would benefit from a greater capacity to address the problem of excessive fear and anxiety in young children across a broad array of service systems. (developingchild).
2). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do: The need to address significant inequalities in opportunity, beginning in the earliest years of life, is both a fundamental moral responsibility and a critical investment in our nation's sociala nd economic future. It is compelling task that calls for broad, bipartisan collaboration. And yet, debate in the policy arena often highlights ideological differences and value conflicts more than it seeks common interest. The science of early childhood development can provide a values-neutral framework for informing choices among alternative priorities and for building consensus around a shared plan of action. The well being of our nation's children and the security of our collective future would be well served by such wise choices and concerted commitment. (developingchild).
3). Center on the Developing Child was founded in 2006 on the belief that the vitality and sustainability of any society depend on the extent to which it expands opportunities early in life for all children to achieve their full potential and engage in responsible and productive citizenship. They view healthy child development as the foudnation of econonmic prosperity, strong comminties and a just society, and our mission is to advance that vision by leveraging science to enhance child well-being through innovations in policy and practice. (developingchild).
The additional imformation I gained :
Is that the Center on the Devloping Child has 2 priorities in Early Childhood Development: 1). This area is to adapt the successfuk work the Center has conducted in the United States for a broader range of strategically selected audiences, in an effort to energize and reframe the global dialogue around investments in the earliest years of life. 2). To generate and apply new knowledge that addresses the health ad developmental needs of young children in a variety of settings. Including projects such as planning, fundraising and implementation.
There is alot of information on this website to choose from, I looked at it for about 2 hours and I will be looking back at it, from now on. I made it one of my favorites on my tool bar.
Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/),
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