Issues Related to Excellence and Equity in Early Childhood

Issues Related to Excellence and Equity in Early Childhood

I listened to the podcast conversation with Barnabus Otaala on the World Forum Radio (World Forum Radio, n.d.). Otaala spoke about villages in Uganda and how HIV affects children. He spoke about a child who tested positive for HIV and how children with HIV are judged in the villages by everyone, including parents and teachers. They were invited to speak with a doctor about HIV to gain better understanding about the disease. This collaboration between doctors, educators, and the villages shows how communities can work together to gain knowledge and a better understanding about topics even if they are controversial.  By working together, they took the time to understand the disease and helped in the fair treatment of children with HIV.

            Through researching the Global Children’s Initiative, I learned more about “persistent gaps in education and health”, how they are “associated with socioeconomic status”, and what other countries are doing in an effort to combat these gaps (Center on the Developing Child, n.d.). The website covered different programs in Brazil, Canada, and Mexico. The work in Brazil is a collaborative effort through Nucleo Ciencia Pela Infancia. Their main effort is to provide training to “Braizilian policy makers on how to apply developmental science to inform programs and policies” (Center on the Developing Child, n.d.). The Alberta Family Wellness Initiative works to bridge that gap between “what we know” and “what we do”. They do this “through activities in applied research, knowledge translation, professional training, and evaluation” (Center on the Developing Child, n.d.). In Mexico, the Aceleradora de Innovacion para la Primera Infancia is working on an “extensive urban revitalization effort” (Center on the Developing Child, n.d.).  The last program is Across Countries: Saving Brains. It is a “partnership that seeks to improve the outcomes for children living in poverty through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life” (Center on the Developing Child, n.d.).

 What I learned through reading about the different programs is that all of them are centered on the science of brain development and what they can do to help policy makers around the world in an effort to close these gaps in education and health in children. I also learned what each program was doing to address the issues of equity and excellence in their countries. Regardless of the inequity, there was scientific evidence to help guide the way. All of the programs used science, policy, and education to help provide interventions for each of their unique issues.

References

Working Globally- Center on the Developing Child. (n.d.). Retreived from: https://developingchild.harvard.edu/about/what-we-do/global-work/

World Forum Foundation Radio (n.d.). Barnabus Otaala. Retrieved from: http://www.viaway.com/category/2691-21490/world-forum-radio

Sharing Web Resources- Children's Defense Fund

Children's Defense Fund (CDF)

One of the Children’s Defense Fund’s policy priorities is supporting early childhood development and learning. Part of their mission is to work towards ensuring that every child should have a head start and a strong start (CDF, 2018). They also understand the importance of healthy early brain development and that intervening with quality early childhood education during these early years benefits the children, their families, and society. They note that research shows that for every dollar invested in early childhood care there is a 7-10 percent return on investment annually (CDF, 2018).  CDF goes on to mention that far too many children do not have access to quality early childhood care and education and that they are working to change this situation by supporting policies that help to provide services to low-income and vulnerable children. The opportunities they support include “access to evidence-based, voluntary home-visiting programs; Early Head Start and Head Start; high-quality, affordable child care; high-quality preschool; and full-day kindergarten” (CDF, 2018). Each of these programs supports children and their families by providing child development information, education, and support; school readiness; allowing parents to work; preparing children to be successful later in life; and ensuring children do not miss out on the benefits of full-day kindergarten (CDF, 2018). Reading over this priority and how they plan to support it shows the same commitment that other groups and individuals have who are involved in early childhood education. It also reinforces what I have learned, so far, in my studies.

I also gained further insights into things that are going on in our nation. CDF is known for being strong advocates for children so it was no surprise that they support children in their fight for gun reform.  This issue is just one of several addressed in the CDF’s February 2018 newsletter. Other things in the newsletter included the “good news” and the “bad news”. The good news is about the bipartisan deal signed on February 9^th and in it was the Family First Prevention Services Act (Family First). It is funding provided for “preventive services such as substance abuse and mental health prevention and parenting skills so children stay with their families rather than going into foster care” (CDF, 2018). The bad news is that no deal has been made about DACA and how “nearly 1,000 Dreamers a day lose their protection from being deported and their ability to work” (CDF, 2018). The newsletter also encourages voting, especially because children cannot vote and we need to be their voice. They even provide a link to register to vote. Lastly, the newsletter covers what certain divisions of the CDF are doing to advocate for children in their communities/regions. One program that I find intriguing is the advocacy and ministry group, The Proctor Institute. Their work is “to end the ‘Cradle to Prison Pipeline’, end child poverty, and improving the lives of children in their communities” (CDF, 2018). I am intrigued by the subject of the “Cradle to Prison Pipeline”, the effects of school suspensions, and the privatizing of prisons. All of these things are related and have adverse effects on society, especially children and families living in poverty. It is one of the most heart-wrenching topics I have ever researched and the realization for me is profound.

You can read more about the “Cradle to Prison Pipeline” campaign here: http://www.childrensdefense.org/campaigns/cradle-to-prison-pipeline/

References

 Children’s Defense Fund (2018). Cradle to Prison Pipeline. Retrieved from: http://www.childrensdefense.org/campaigns/cradle-to-prison-pipeline/

Children’s Defense Fund. (2018). Early Childhood Development and Learning. Retrieved from: http://cdf.childrensdefense.org/site/MessageViewer?em_id=47794.0&dlv_id=0

Children’s Defense Fund. (2018). February 2018 Newsletter. Retrieved from: http://cdf.childrensdefense.org/site/MessageViewer?em_id=47794.0&dlv_id=0

Getting to Know International Organizations: Part 1

United Nations Development Programme

The organization I chose to research is the United Nations Development Programme (UNDP). They are the “United Nations Development arm” (UNDP, 2018). I found on their website under sustainable development goals that their #1 Goal is to end poverty by 2030 (UNDP, 2018). They’re work is presented on an international political level by providing their research and reports to the UN. In the UNDP Support to the Implementation of the Sustainable Development Goals, they outline all of their sustainable development goals (SDG’s). I downloaded SDG #1-No Poverty to see what they are planning and implementing to achieve this goal. In this document they explain the poverty is multidirectional meaning “it is more than a lack of income” (UNDP, 2016).  They provide support to countries by offering “assistance to the formation of development planning strategies, strengthen institutional capacity, policy advice and tools to end poverty, advocate for enhanced, risk-informed, public investment and economic governance, prepare for and strengthen resilience to the impacts of climate change, and work to develop financial solutions” (UNDP, 2016). They also provided success stories of their work in action. For example, “In Cambodia, to address the problem of escalating biodiversity loss and the high incidence of rural poverty, the UNDP-GEF supported the government to integrate biodiversity conservation objectives into development plans” UNDP, 2016).

You can find SDG #1- No Poverty by following this link and clicking SDG 1- No Poverty in the Resource box on the right hand column: 

 http://www.undp.org/content/undp/en/home/librarypage/sustainable-development-goals/undp-support-to-the-implementation-of-the-2030-agenda/

Under the stories section on their website, Poverty isn’t Permanent. International Day of the Eradication of Poverty, states that there has been a reduction in extreme poverty from 28% to 11% from 1999 to 2013 (UNDP, 2016). There is even a short video of people in New York giving their definitions of poverty and whether or not poverty has increased or decreased. It was interesting to hear what the average person had to say on the subject. It was also interesting to see that poverty on a global scale has decreased. 

I like that they work on a global scale and that they include all the dimensions that attribute to poverty such as natural disasters and climate change. Their work is very interesting and uplifting. I hope to see their goal achieved by 2030.

 References

 United Nations Development Programme.

(2018).  http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-1-no-poverty/targets/

United Nations Development Programme. (2016). Poverty isn't Permanent. International Day of the Eradication of Poverty. Retrieved from: http://www.undp.org/content/undp/en/home/ourwork/ourstories/poverty-isn_t-permanent.html

United Nations Development Programme.(2016). UNDP Support to the Implementation of the Sustainable Development Goals. SDG Goal 1- No Poverty. Retrieved from:  http://www.undp.org/content/undp/en/home/librarypage/sustainable-development-goals/undp-support-to-the-implementation-of-the-2030-agenda/

Sharing Web Resources: Children's Defense Fund

Children’s Defense Fund

                At the beginning of my course, Issues and Trends in Early Childhood, I chose the Children’s Defense Fund as my organization I would learn more about and subscribe to their newsletter.  I just started receiving emails from the organization. In this first email was today’s entry in Marian Wright Edelman’s column, Child Watch and is titled Our Children’s Cry: Do Something.  In the column, she talks about the nation-wide student walk-out that just occurred on the 14^th to honor the 17 students that died during the Marjory Stoneman Douglas High School shooting one month ago. They also walked out to say they have had enough and want to feel safe again through stricter gun control. They are tired of waiting for the adults and for Congress to do something about it. The column also mentions the statistics of children’s’ gun-related deaths, the daily fear these children endure, and the need to stand up with these children. The next big march is called the March For Our Lives and is being held on March 24^th across the country. It is time that we stand up with these children, with all children, and let them know that we do hear them and that we also care.

                This website covers many different issues and focuses on policy priorities to end child hunger, child criminalization, and child poverty. They also want to ensure that all children have access to health care and quality early childhood education and to protect them from abuse and neglect.

Their website is: www.childrensdefense.org

The link to their newsroom where you can find Edelman’s column Child Watch: http://www.childrensdefense.org/newsroom/#child-watch

               As I was looking through their website, I found a program called Young Advocate Leadership Training (YALT). It is conducted by the Children’s Defense Fund on behalf of the Black Community Crusade for Children (BCCC). The program’s focus is to build a movement for children and to train a new group of young leaders.  The purpose is to build a strong advocacy group and for social justice. They also train young leaders ages 18-30 to be strong advocates in their communities (CDF, 2018).

Children’s Defense Fund’s website is full of information and they have several programs that help children. They are a strong advocate group. I am looking forward to learning more about them.

References

Children’s Defense Fund. (2018). http://www.childrensdefense.org

Child Watch. (2018). http://www.childrensdefense.org/newsroom/#child-watch

Children’s Defense Fund. (2018). Youth Development & Leadership. http://www.childrensdefense.org/programs/YouthDevelopment/

Expanding Horizons and Expanding Resources

Expanding Horizons and Expanding Resources

 Expanding Horizons: Global Fund for Children

Upon exploring this website, I learned that the Global Fund for Children looks for programs that work with children around the world, fund their partnering programs, provide support to these programs, and build a network between all of the programs that they support. Through their partnering programs, they empower some of the world’s most at risk children by advocating for their rights. “Our partners become national leaders in children’s rights, and influence government policy to defend and protect hundreds of thousands of children worldwide.” They have a 91% success rate and have many awards. I like the work they are doing by funding these grass-roots programs in order to help them be successful in empowering children and aiding them in positive social change. You can also read about all the success stories, subscribe to their updates, and donate to their cause.

Expanding Resources: Children’s Defense Fund

It was hard to choose which organization I wanted to immerse myself in and to learn about how they impact the early childhood community. I decided on the Children’s Defense Fund mainly because I love the work Marian Wright Edelman has done for early childhood. I want to learn more about her influences and how they impact children and communities. The Children’s Defense Fund is a strong advocacy group for all children and I find myself inspired by their work.  Advocacy is an important part of what we do as educators. All kids need us to be their voice.

 

References

Global Fund for Children:  https://globalfundforchildren.org/

Children’s Defense Fund:  http://www.childrensdefense.org/about/

 

My Daily Supports

Daily Supports

            My emotional supports include my immediate family (husband and children), my co-workers and friends. My mother is only a phone call away when I need her. I also have a cousin and a few best friends that are also only a phone call or text message away.  I know that they are all there for me whenever I need it. It is a small but reliable circle.

          My practical supports include my calendar, my pay from work and from the VA, and my husband’s pay. If I do not put appointments etc. on my calendar, it often does not exist! I usually have so many things going on between work (I wear many hats), school, appointments, payments due, my daughter’s schoolwork and her activities that I have resorted to putting everything on my calendar. I don’t know what I would do without it. Pay is pretty self-explanatory. We all need it. Sometimes, we wish we had more and other times it is just enough. The struggle is real. I’m thankful for what we have and we make it work as a partnership. My husband is amazing and helps out around the house while I run around like a crazy person. He cooks and cleans while I work and do homework.  He also takes our youngest daughter to jiu-jitsu because I am still at work. Can’t wait for that to change next school year!

            I am not one who likes to ask for help, but when I do, I rely on my husband, my oldest daughter or my mother are my primary physical supports. The only other person near me that I would ever consider to ask for help is my co-teacher. We lovingly and jokingly call each other “work wife”. We are so much alike and we are often supporting each other equally. I feel like I am here to support others more than others are here to support me.

            The challenge I imagined was a major health issue either with myself or within my immediate family.  I know that my emotional supports: my family, my work family, and my friends near and far would all come to my aid if I needed it. I have seen all of them in action and come to the aid of others when needed. Whether it was to help cook dinner, run errands, raise money, or just emotional support, they all would be there for me and my family. They would become my emotional and physical supports. Like I mentioned in the beginning, it is a small circle but it is a strong reliable circle. It took years, love, and wisdom to build. I can’t imagine life without them nor do I want to. If this major health issue prevented me from working, I would lose part of my practical support (pay). I would still have some income coming in from the VA and from insurance.  I would still have my husband to help out financially and around the house. If it was my husband with the major health issue, we would have to rely on other means of income that we have set aside for this type of instance since he is the major contributor to the household.

            Thinking about this challenge has made me realize having daily supports is important. I do not know what I do without them. I also realized how much I need them. Without them, the impact would be great. I am hoping that when people read this that they also reflect on the importance of their daily supports and that they do not take it for granted. I know I surely won’t. 

My Connections to Play

My Connections to Play

“Play is the soil from which a child grows. Let her flower naturally, organically and in her own timing.” ~ Vince Gowmon

“If it’s not fun, you’re not doing it right.” ~ Bob Basso

“Play is the answer to the question, ‘How does anything new come about?’” ~ Jean Piaget

When I look back at my earlier days, I remember a much simpler time.  I remember making mud pies, playing in the rain, and making blanket forts in the house. Of the three, I think making the forts was the most memorable. Building the fort meant time with my mom and sometimes my older brother. My brother liked looking for new and better ways to make the fort larger. Makes sense now that he is an engineer. Both my mom and my brother would let me help in making the fort by showing me how to build it or by asking me what I had in mind. We used blankets, tables, chairs, TV trays, big books, and clothespins to make forts. When it was finished, I would spend hours in my fort. I would have my favorite blanket and pillow and many of my stuffed animals join me in my fort. Oh, and a flashlight, of course! Sometimes I would picnic in there and other times I would spend time drawing and coloring. I even remember my mom joining me for a picnic or reading to me in my fort. If I was really lucky, I was allowed to keep the fort up and sleep in it for the night. My dog liked joining me in my fort, especially if I slept in it. I loved making and hanging out in my forts.

     

I feel play today has changed somewhat. In my own experience with my children, I saw them still play in this manner when they were younger. My youngest is 11 now and she still wants to play like this sometimes. The difference now is all the technology that I did not have when I was growing up. If she were to build a fort now, she would want to take her Kindle in there with her or her MP3 player. She would take all her blankets, pillows, and stuffed animals in the fort with her. Even though my own children’s play was similar to my own, I do not feel like this is the case for most children. It seems like we keep our children busy with homework, technology, and organized sports. With all the activities we have them doing, it leaves little time for imaginative, creative play.

“We’re all a little weird, and life’s a little weird, and when we find someone whose weirdness is compatible with ours, we join up with them and fall in mutual weirdness and call it love.” ~ Dr. Seuss

“A little nonsense now and then is cherished by the wisest men.” ~ Roald Dahl

I chose these two quotes for adulthood. As adults, we need to remember what it was like to play and to laugh.  More importantly, I hope most of us have not forgotten how to play. A little play throughout our days is what keeps us young at heart. The other part is to remember to laugh. Being able to laugh even when things are not going quite right will get you through it. The quote from Dr. Suess is our family mantra. We love our weirdness and we tell our children to embrace their weirdness. It’s okay to be a little weird or to have our own quirks. These things are what make us who we are and it will help in keeping your grounded.

Play and laughter have been influential throughout my childhood and into adulthood. I believe the fact that I have not forgotten what it is like to be a child is what has helped me relate to my children and to my students. Showing children that it is okay to be silly and to use your imagination brings joy to me. I hope I am just as much to be around as they are to me. 

References

https://www.vincegowmon.com/playful-quotes-for-the-child-in-your-heart/