Week 8 BLOG

Blog 8: Final Blog Assignment: 6162

 

I have learned many issues that are an increasing problem in our society today.  I have enjoyed engaging in discussions with my classmates.

From the international website that I we were asked to review over the course has helped me have a better understanding of the standards in other countries. The educator’s passion for children are much like ours in the United States. I was unsuccessful in contacting another professional but one of my classmates was able to do so. I loved reading what she had to post and what the teacher she was communicating with had to say. I also learned that there is a struggle for education in all countries.  There is an issue of salary and time to prepare lessons for their children. In most countries there are standards like United States that are needed to be met.

 What I have learned is that we need to continue working on the awareness of opportunities for immigrant families and our international education programs.  Studying the issues has inspired me to continue my journey in early childhood!

WEEK 7: Getting to Know Your International Contacts- Part 3

Some new insight that I gained from the website Early Childhood Care and Education:

·         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.

·         Childcare and preschools in Singapore. I clicked on a link to read more about education in Singapore and this is what I read:

-Childcare centres cater to children from 2 months to 6 years and operate from 7.00 a.m. to 7.00 p.m. The childcare programme also includes preschool classes for 4- to 6-year-olds. Such classes do not come under the MOE’s jurisdiction; they remain within the purview of the MCDS. Preschools under the MOE are for children ages 4 to 6, with daily programmes ranging from two to four hours. Childcare fees are state-subsidised, and poor children are eligible for further financial assistance from NGOs. Preschool fees are much lower and are not state-subsidised, although financial assistance is available for poor children.

-Other countries that have separate ministries for preschool education and childcare services may also benefit from inter-ministerial collaboration

·         Africa is a priority for UNESCO and education is key to the region’s development. UNESCO’s Regional Bureau for Education in Dakar and 15 field offices serving sub-Saharan Africa work to keep education high on the agenda of governments and development partners.

WEEK 6: Sharing Web Resources

 

Some outside links that I explored was the health link. It lead me to I am moving I am learning project! I Am Moving, I Am Learning (IMIL) is a proactive approach for addressing childhood obesity in Head Start children. IMIL seeks to increase daily moderate to vigorous physical activity (MVPA), improve the quality of movement activities intentionally planned and facilitated by adults, and promote healthy food choices every day. It presents the goals and the objectives  of the IMIL.

 

I really like that there is a specific site that you can go to and it is birth to five funding opportunity. It is a pilot program. The pilot FOA will allow applicants to craft a proposal in one application that adopts a comprehensive birth-to-five programmatic approach. This pilot also will provide the opportunity for applicants to propose to reallocate funding between Head Start and Early Head Start based on the needs in the community.

There is a link to click on for on the road for school readiness.  They want to implement actions to take, choosing a curriculum, cultural and linguistic responsiveness, and ways to improve the program. The head start program is working with schools to promote school readiness for children.  I think that it is awesome that this program is on board to helping children from lower income be prepared for kindergarten! This is one way to eliminate these children from being on the same level as other children.

 

Some information that I found on the website is there are professional development trainings that is offered  by Headstart. They have trainings such as leadership, family engagements, and many other trainings. They also have conferences that help in the areas of communication, connectivity, parent engagement, and policy issues.

 

When exploring on the website I found that October is Head Start Awareness month.  I think it is awesome that they have awareness month. In this week’s discussion we read about a barrier being awareness of these programs that are available. This is one tool to help prevent families not being aware of their resources around them.

WEEK 5 Blog: Getting to know your International Contacts

WEEK 5 Blog: Getting to know your International Contacts

 

 

The Global Children’s Initiative has begun to build a portfolio of activities in three domains:

 •early childhood development;

•child mental health; and

 •children in crisis and conflict situations.

Global Children’s Initiative : The first priority in this area is to adapt the successful 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

As part of its Global Children’s Initiative, the Center is launching Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. 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 children and their families in Brazi

 

Zambian Early Childhood Development Project

While a large number of studies have investigated the impact of early childhood experiences on children’s developmental, health, and educational outcomes in developed countries, relatively little evidence is available on early childhood development in sub-Saharan Africa. To address this knowledge gap, the Zambian Ministry of Education, the Examination Council of Zambia, UNICEF, the University of Zambia, and the Center on the Developing Child at Harvard University launched the Zambian Early Childhood Development Project (ZECDP) in 2009, a collaborative effort to measure the effects of an ongoing anti-malaria initiative on children’s development in Zambia.