Research around the World

Research around the World

I decided to look at the website Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA). Their focus is to build early childhood development (ECD) training to Sub-Saharan Africa through online courses and training paired with local training and universities. Participants of ECDVU are nominated by ECD country committees. Participants can complete a certification program or a Master’s degree.

I found this website the most intriguing because I wanted to see what type of research is being conducted in Sub-Saharan Africa. I am an American Citizen born outside of the U.S. At the time of my birth, Eritrea was still a part of Ethiopia. Eritrea gained independence in 1995. Naturally, when I saw research was conducted in Eritrea, I had to read about what was done and whether or not it was successful. The author considered culture when discussing and enriching parenting styles in promoting and improving childhood development. The research involved creating a “Parenting Enrichment Manual” and a “Trainer of Trainers Manual” (Habtom, 2004). Each Zoba (village) would have separate trainers to accommodate the different cultures and beliefs (Habtom, 2004). When I looked into whether or not this modeling continued, I found that it had not due to the Eritrean government not signing the appropriate documents to facilitate the funding to continue the project (Eritrea-NCO, 2011).

I also found from looking at the various research titles that the topics were similar to topics here in the U.S., Canada, Australia, and Europe. I feel that the research conducted in these countries influences research conducted in developing countries. Several of the research topics in Sub-Saharan Africa include training programs and assessments and pilot studies based on improving quality of early childhood care and education. It was interesting to look briefly at the different types of research being conducted in this area and how they are related to research I have studied during my courses at Walden University.

References

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA). Retrieved from: http://www.ecdvu.org/ssa/index.php

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA). Retrieved from: http://www.ecdvu.org/ssa/major_reports.php

Eritrea - NCO - Integrated Early Childhood Development Project Ii (English). (2011).  Retrieved from: http://documents.worldbank.org/curated/en/208311474555795757/Eritrea-NCO-Integrated-Early-Childhood-Development-Project-Ii

Habtom, A. (2004). Improving the quality of childcare through parenting enrichment and training of trainers: The Eritrean model. Retrieved from: http://www.ecdvu.org/ssa/documents/major_projects/Habtom%20-%20MP%20Final%20-%20UVic%20LP.pdf

Research that Benefits Children and Families-Uplifting Stories

Research that Benefits Children and Families-Uplifting Stories

While reading this week’s resources and discussion posts, I realized that although some types of research are deemed risky, it is sometimes necessary in order to come up with desired, positive outcomes. I also felt most were only thinking of research in the early childhood field and not children in a broader sense. I feel that everyone has had a family member or a friend affected by cancer. I am sure I am not alone in this but cancer has seeped into my life in many ways. I became a warrior for cancer survivors many years ago when a close friend’s nephew was diagnosed with neuroblastoma. I followed his journey as his family fought for him every step of the way. They uprooted their family and moved to the east coast where he received treatment from a wonderful team of doctors at Memorial Sloan Kettering Cancer Center (MSKCC) in New York. Through their research, clinical trials, and work with pediatric cancer, they have saved many lives. My friend’s nephew took part in clinical trials at MSKCC and in California not only to prolong and hopefully save his life, but to also aid in the development of better treatments for future pediatric cancer patients.  

I wanted to share his story because it is part of a happier story and it brings hope to children and their families who are fighting pediatric cancer. Jack was a friend of my friend’s nephew and they were receiving care from the same team at MSKCC at the same time. Due to clinical trials, this team of doctors was able to help Jack beat neuroblastoma. To further his success, Jack received a preventative vaccine and is now in remission (MSKCC, n.d.). This vaccine is called burtomab and was developed at MSKCC.  Burtomab was granted a Breakthrough Therapy Designation by the FDA. “The designation was given to the drug on the basis of a clinical study of 105 children with metastatic neuroblastoma who had all been treated at MSK since 2003. Those who received it in addition to conventional treatment with chemotherapy and radiation survived significantly longer than children who never received the drug. Celebrating the ten-year cancer-free milestone is now a reality for those first recruits” (MSKCC, 2017).

I wanted to share his story because it shows the need for research and clinical trials that are risky but necessary to improve the lives of others living with the same diagnosis. This breakthrough in cancer treatment would not have occurred without the clinical study of 105 children for the new drug, burtomab.

References

Memorial Sloan Kettering Cancer Center (MSKCC). (n.d.).  Jack’s Story. Retrieved from: https://www.mskcc.org/experience/hear-from-patients/jack

Memorial Sloan Kettering Cancer Center (MSKCC). (2017). FDA grants breakthrough therapy designation to burtomab for metastatic neuroblastoma. Retrieved from: https://www.mskcc.org/blog/fda-grants-breakthrough-therapy-designation-burtomab-metastatic-neuroblastoma

My Personal Research Journey

My Personal Research Journey

            The topic I have chosen is discipline in school and how it impacts children in poverty and also its relationship to race. Black and Hispanic children are far more likely to be suspended or expelled than white children. I feel this is important because children who live in poverty also have many other factors that make them more disadvantaged than their peers. If we are going to close the “educational gap” for these children, then we will also have to take into consideration the harmful effects that harsh discipline such as Zero Tolerance that is mentioned in a review done by the American Psychological Association (and many other sources) has on our most disadvantaged youth. I became more aware of this dilemma through discovering and reading through the website Children’s Defense Fund. From looking through their site I found one of their campaigns called Cradle to Prison Pipeline campaign (Children’s Defense Fund, n.d.). Over 40 years ago, they published a report on this topic and we are still dealing with it today.

This week, I have searched and discovered more recent research and reports on this topic. I struggled at first to find reports that suited my needs. I was relieved to finally find three to write my literature review. I am sure I will feel more comfortable searching and summarizing literature reviews in the future. Part of what helped my search was remembering what I read in our text that almost all topics have been thought of so finding one related to what I am searching should not be difficult. “When looked at that way, almost no topic is so new or unique that you can’t locate a relevant and informative related research done previously” (Trochim, Donelly, & Arora 2016, p.11).

The research chart has really been a useful tool to construct. It is helping to solidify certain terms and parts of research that I was not familiar or comfortable with. Although I feel like this course will take more of my time and concentration, I also feel like it is giving me the chance to dive into a subject that piques my interest. 

If anyone has any resources, insights, or any other information regarding my topic or my blog, please leave a comment. I would love to hear from my colleagues!

Trish

References

American Psychological Association Zero Tolerance Task Force. (2008). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. American Psychologist 63(9), 852-862. Retrieved from: https://www.apa.org/pubs/info/reports/zero-tolerance.pdf

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

Trochim, W.M., Donelly, J.P., & Arora, K. (2016). Research Methods: The essential knowledge base (2^nd ed.). Boston, MA: Cengage Learning.

International Awareness

International Awareness

Issues and Trends

1. Poverty is a global issue that presents itself in many different ways. In some areas, poverty means little or no access to health care or even the most basic needs such as clean water. Although internationally, especially in developing countries, these issues seem to have a more profound effect or are presented on a larger scale, I see some similarities within the United States. Not all people living in the United States seek medical care due to lack of insurance, cost, and other various reasons. Also, we have areas affected by unsafe drinking water and other types of issues with infrastructure (Detroit and Puerto Rico, for example).
2. Reading about the many different diverse projects in an effort to solve the many issues in the international early childhood field is not much different from our own issues in the United States. 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.). 
3. Collaboration works even in the most remote areas of the world. I listened to a podcast with Barnabus Otaala. He talked about villages in Uganda and children with positive HIV results. Children with positive results were looked down upon in the villages. With a partnership between the villages, families of children with HIV, medical professionals, and educators, they were able to overcome their beliefs about the disease in an effort to treat children with HIV better.  

My main goal for the field related to international awareness of issues and trends that I wish to share with my colleagues is that early childhood development should be seen as a global effort to improve the lives of all. The issues and trends may look different on the surface due to causes, but they share similarities. I also learned that collaboration across sectors appears to have the best outcomes. We cannot continue to ignore the importance of early childhood development and its effects on education, health, and the economy.

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

Professional Goals, Hopes, and Dreams

Professional Goals, Hopes, and Dreams

The biggest issue regarding quality and early childhood professionals where I live and work is the recent vote for teachers to walk out next week on April 26^th. Although this affects all teachers, support staff, and children and their families, it is still a discussion concerning recent issues and trends in early childhood. The reasons for striking effect all of us. I feel this relates to our current discussion regarding professionalism because teachers are standing up for better pay for themselves and for support staff, and for their students. They want consistent funding for better infrastructure, up-to-date curriculum, and smaller class sizes. Without these things, schools and programs cannot possibly be effective and high-quality.  Joe Thomas, president of Arizona Education Association, wrote an opinion piece on January 18^th, 2018 that pretty much states the same things but added how our current governor takes away and/or cuts this funding only to reinstate some of it later, call it ‘new money’ and take credit for helping out (Thomas, 2018). Issues such as this, a current lawsuit, and not seeing any real evidence to the promise of future funding, is why teachers are going on strike. Our governor promised a 20% increase in teacher pay by 2020 with no real proof of funding for the promise (Irish, 2018). Our local school district, at first, was allowing only 25% of staff to request time off during the strike. Shortly afterward, our superintendent made a statement that he would work with the schools, staff, children, and their families with what he called “new territory”. It will be interesting to see what teachers in my area will do, especially after watching my Oklahoma teaching family walk out. I do not see it affect where I work since we are a small private school not affiliated with the district. I also saw teachers in Phoenix were already taking donations of food for children who might go hungry if they do walk out.

For my little school, we are adding our 3^rd Prekindergarten classroom next year. We have an increase in numbers over the last few years with one of our classrooms had 21 students with 3 teachers. I am happy to say that I will be in this new classroom with another teacher. I taught Kindergarten with her last year due to large class size and followed this large class up to 1^st grade this year. We will be working over the summer (we are a year-round PreK program) to get our classroom ready and working on being a more cohesive team with more planning and professional development. My co-teacher will also be our supervisor. Previously, all things went straight to our director. I am excited about all the changes and opportunities for our school. To make this work, we are no longer offering 5^th and 6^th grades. Our school will only go to 4^th grade and aligns with our local district. Elementary school is K-4^th; Middle school is 5^th-6^th; Junior High is 7^th-8^th; High school is 9^th-12^th. We follow NAEYC guidelines for teacher requirements and professional development. Our local community college provides an AA in early childhood. You can apply for scholarships to help with the cost through  First Things First Arizona and the Arizona Early Childhood Workforce Registry. Most of our assistants and co-teachers have gone through this program. We also attend area conferences to keep up with the latest news and research.

One of my goals was to continue my education so I could increase my opportunities within my school with the potential of moving on to new things. Currently, I am happy with my adventure in our newly added prekindergarten classroom next year. I will still have a few long days when it is my turn to help in the after school program instead of every day like I am doing right now. I also am one of the substitutes for all the classrooms that will not happen next year.  On the other hand, I will still be responsible for tutoring Kindergarten through 4^th-grade students with dyslexia using the Barton Reading and Spelling System. At least I will go to wearing many hats, to only wearing two!

As far as our profession as a whole, I hope to see prekindergarten available to all children. I also hope to see our profession unified under one system and following the same guidelines that are developmentally appropriate. I want play seen for what it is--the foundation for all learning. I want our pay to reflect the hard work we put into our profession. I want to see our profession as a whole to be respected by those who do not already respect what we do.

References

Arizona Early Childhood Workforce Registry (2018). Retrieved from: https://www.azregistry.org/index.cfm?module=login

Associates of Arts in Early Education (2018). Retrieved from: http://catalog.yc.edu/preview_program.php?catoid=12&poid=2535&returnto=1050

Barton Reading and Spelling System (2016). Retrieved from: http://bartonreading.com/

Irish, Lisa (2018). Governor proposes a 9% teacher pay raise this year, building to a total of 20% by school year 2020 (+ videos). AZEdNews. Retrieved from: https://azednews.com/governor-proposes-a-9-teacher-pay-raise-this-year-building-to-a-total-of-20-by-school-year-2020/

Thomas, Joe (2018). Teachers won’t fall for governor’s claim of ‘new money’ (Opinion). Arizona Capital Times. Retrieved from:

               https://azcapitoltimes.com/news/2018/01/18/teachers-wont-fall-for-governors-claim-of-new-money/

Sharing Web Resources-Children's Defense Fund/Child Watch Column 4/13/18

I don't normally copy and paste an entire newsletter but this time I felt it was worth sharing instead of a link. Homelessness and poverty have profound, negative effects on child development. Children who move often, live in a crowded home shared with other family members, live in shelters, or live on the streets are missing that feeling of home and stability I feel most of us often take for granted. I also feel that with our current political and social climate, these families and possibly many others will feel these burdens intensify or worsen. More and more cuts are being made. These cuts are making it harder for those in need of a "hand-up" (I refuse to call them hand-outs). The Opportunity Starts at Home campaign is a multi-sector (health, education, housing, and economic status)effort to end homelessness through raising awareness and fighting to change policy. All sectors are in agreement that it effects all aspects of quality of life. Groups that have teamed up in this campaign include the NLIHC (National Low Income Housing Coalition), CDF (Children's Defense Fund), NAACP (National Association for the Advancement of Colored People), NEA (National Education Association), NAMI (National Alliance on Mental Illness), and UniDosUS. 

Here is just one quote from the campaign:

“NEA is committed to the three million members and the 50 million students we serve and are pleased to support programs, campaigns and initiatives that are in support of students, educators and families,” said Lily Eskelsen Garcia, president of the National Education Association. “We understand and know firsthand the impacts affordable and stable housing have on student success. We also know that given the wages and income of some of our members, it impacts where they work as well as their own families.”

What I like most about all of Edelman's Child Watch Column's is how they end with what we can do to help. Together, we can truly make a difference in the lives of others. I also believe that helping others also improves our own lives and society as a whole. Often times, it requires little effort on our part to be an advocate for those in need such as contacting elected officials and voting. 

I chose to talk about this because it focuses on the issue and trend of poverty that we discussed during week 3. Homelessness is a factor of poverty that can not be overlooked especially for young children living in these conditions. We have learned about the effects of toxic stress on the development of young children. Being homeless is another factor to consider when working with young children. I feel like it should be another aspect to consider when thinking of inclusion. It is also a factor to consider when thinking of accessibility, availability, and affordability. It might be difficult for these families to get their children to school or they may be moved from school to school which does not give them a since of security; plus the stress of not feeling safe and secure with home life. Reaching out to these families is another problem because of this lack of stability. They have usually moved on before you can provide enough support to help. This is why it is important that all sectors work together to provide support on all levels.

Child Opportunity and Stability Starts at Home Fifty years ago this week the Civil Rights Act of 1968, also known as the Fair Housing Act, became law after passing Congress in the wake of Dr. Martin Luther King, Jr’s assassination. The Fair Housing Act prohibited discrimination in the sale, rental and financing of housing based on race, religion, national origin, or sex. It followed up the landmark Civil Rights Act of 1964 by addressing the persistent and pervasive housing inequality undergirded by federal policy that threatened to derail other efforts towards a more integrated and equal society. As he signed it President Lyndon B. Johnson said, “With this bill, the voice of justice speaks again. It proclaims that fair housing for all – all human beings who live in this country – is now a part of the American way of life.” The hope at the time was that the Fair Housing Act signaled the beginning of a new era giving all Americans access to safe, affordable housing. But as with so many of the historic promises during the Civil Rights Movement era, we have made great progress but huge implementation gaps and barriers remain. Fair access to housing for all is far from a reality and many Americans still have no access to decent and safe shelter they can reasonably afford as gentrification floods the land pushing the poor into shelters and the streets. Recently the National Low Income Housing Coalition (NLIHC), an organization dedicated to achieving more just public policy that assures people with the lowest incomes in our nation affordable and decent homes, launched the Opportunity Starts at Home campaign together with partnering organizations to champion federal policies to protect and expand affordable housing today. The national multi-sector campaign includes organizations addressing poverty, economic equality, civil rights, nutrition, health care, education, mental health, and more that recognize how essential quality affordable housing is to their own goals. The Children’s Defense Fund (CDF) is pleased to be one of its steering committee members. In a 2015 CDF report on the impact of modest improvements in nine existing policies and programs that could help reduce child poverty significantly right now, CDF found increasing housing subsidies for low-income families would have the largest impact. We know having a safe, stable home is a basic need for all children. Homelessness, unstable housing, and the unavailability of affordable housing all have dire consequences. But the critical demand far outweighs the supply for those most in need. As NLIHC explains: “There are only 35 affordable and available rental homes for every 100 ELI [extremely low income] households nationwide, and no state has an adequate supply of affordable rental housing for the lowest income renters. Just one out of four eligible low income households receives federal housing assistance.” NLIHC research shows 11 million extremely low income renter households spend more than half of their incomes on housing, leaving them with far too little left over to fully cover other necessities, and there are only 12 counties in the entire nation where a full-time worker earning minimum wage can afford a one-bedroom rental home. In many cases the lack of affordable housing drives families into overcrowded rental units with extended family members or into homeless shelters.  Our housing crisis is felt in every state as new families, seniors, people with disabilities, and young adults entering the labor market face great barriers in their search for affordable apartments or homes. The Opportunity Starts at Home campaign’s goals are to “advance federal housing solutions that bridge the growing gap between renter incomes and rising housing costs; provide aid to people experiencing job losses or other economic shocks to avert housing instability or homelessness; expand the affordable housing stock for the lowest income renters; [and] defend existing rental assistance and other targeted housing resources from harmful cuts.” It is clear that such a broad new national movement is desperately needed.  At a time when on any given night more than half a million people are homeless in America, fair housing enforcement is being cut back under Housing and Urban Development Secretary Ben Carson and housing assistance is under attack in the Administration’s budget proposals that included deep funding cuts, harmful rent increases, and arbitrary work requirements increasing the burden of vulnerable people already facing many challenges. In a recent Child Watch column I cited findings from the University of Chicago’s Chapin Hall Center on Children’s Missed Opportunities: National Estimates report which highlighted results from a national survey on unaccompanied youth homelessness in America. The study, also published in the Journal of Adolescent Health, captures the horrible burdens of youth homelessness, including sleeping on the streets, in shelters, running away, being kicked out, and couch surfing. It showed one in 10 young adults 18-25 years old and at least one in 30 adolescents 13-17 years old experience some form of homelessness unaccompanied by a parent or guardian over the course of a year. This is horrific and demands urgent action. As a nation we are hurting our growing edge and abnegating our responsibility to ensure all young people can reach their full potential and contribute to stronger communities and economies across the country. I can think of nothing worse than having no place to call home. Another recent survey reports nearly one million American households received eviction judgments in multiple states in 2016. Author Matthew Desmond taught many of us in Evicted the profound repercussions of evictions. Families may lose their benefits when they are sent to an old address, be denied employment, and be required to find new schools for their children and transportation to help them get there. Healthy child development is linked to safety, nurturance, and predictability in daily routines. Yet too many children are being bounced around from pillar to post jeopardizing their positive cognitive and emotional development during a critical stage of their lives when stability is crucial. Find out how you can become involved in the Opportunity Starts at Home campaign.  It provides many ways you can take action including sharing your own story about how housing needs have affected your family. It also shows you how to contact your Members of Congress to urge their support for stable, safe, affordable housing everyone, especially children, needs.   May 1 – May 8 will be a “Our Homes, Our Voices” National Housing Week of Action, with events across the country including letter-writing campaigns to elected officials, meal- and story-sharing, community discussions, housing site visits, press events, rallies, meetings with elected officials, and nonpartisan voter registration drives. I agree with Doug Rice, senior policy analyst for the Center on Budget and Policy Priorities, a campaign partner, that: “[A] home is much more than just four walls and a roof; it’s the pathway to a healthier, more prosperous, and more secure life, and something that far too many Americans cannot attain.” It’s way, way past time to make that pathway of stability and safety accessible to all of America’s children and families. Click here to share your comments and find out what others are saying. Marian Wright Edelman is President of the Children's Defense Fund whose Leave No Child Behind® mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. For more information go to www.childrensdefense.org. Mrs. Edelman's Child Watch Column also appears each week on Mom's Rising. References Edelman Wright, E. (2018). Child opportunity starts at home. Child Watch. Retrieved from: www.children'sdefense.org National Low Income Housing Coalition (NLIHC). (2018). Opportunity starts at home. Retrieved from: https://www.opportunityhome.org/leading-national-organizations-in-education-civil-rights-healthcare-and-more-join-in-a-campaign-to-increase-affordable-housing-across-america/

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