Julie's Early Childhood Studies: February 2012

Wednesday, February 22, 2012

Consequences of learning:

What an interesting statement. As I reflect on my quest to connect with early childhood professionals from outside the US, I learned about many different agencies and incentives.

Three consequences:

1. I learned about advocacy programs, which have the same passions toward promoting quality, assessable, and affordable early childhood experiences for young children. I enjoyed reading about initiatives taking place in far off countries. I felt optimistic about the future of children and families throughout the world.

2. I have gained a greater appreciation for advocacy efforts. It is not difficult to spread the word about quality. I advocated for quality early childhood care and education by, posting on my Facebook page a message to all my Republican friends and family. The message was to encourage them to research the ECE position the current nominees running for the Republican Party. My sister got offended by telling me I should send it to all friends and families, not just Republican. I told her that my Democratic friends and family only have one person running. Analysis shows that Rick Santorum opposes early education as part of the public school system, and supports publicly funded vouchers for education. Mitt Romney believes government should be involved in education at the K-12 level and encourages the growth of charter schools. Rep. Ron Paul has said that the government should stay out of education policy, and is a strong proponent of homeschooling. Gingrich seems to remain consistent with what he said in 2009 -- he would be lobbying for funding to be designated for early childhood education to address the cycle of poverty. I personally was shocked when I read the position of Rick Santorum in an article on Care to Make a Difference.

3. I have become a bit frustrated with the politics of governmental agencies. I was shocked that Ireland could not share their hopes and dreams. In a “free” country, how can a person’s opinions be inappropriate to share? How can someone who is sharing his or her hopes and dreams, be anything other than a positive expression? Even though I consider myself very worldly, I guess I was very naive about people’s fears. This consequence was my most exasperating.

I think the most important goal, we can have as early childhood professionals is to band together to spread the word everywhere and at every possible opportunity of the effects of quality early childhood care and education. The goal to advocate for change starts with our own personal and professional journey. We must open the window for all children.

Saturday, February 18, 2012

Quality is in the Eyes of the Beholder

United Nations Educational, Scientific, and Cultural Organization (UNESCO) provide educators with a worldly outlook on education. Within the topic of education, we can research Early Childhood Education. Within the topics of Access, Quality, Investment, and Governance I believe as a person who is seeking to share knowledge to other, quality is a topic I find most appropriate to study. “Adequate training and work conditions are essential so they can integrate the content and practice of early childhood care and education and address the transition to formal schooling” (UNESCO, 2011).

We have begun to compare the social status of early childhood workforce, the quality they offer, their education needed, compensation, and recognition to other educators. “Second, even with higher levels of education, work in early childhood services may still be less socially valued than, for example, teaching older children in school.

Restructuring the workforce around a ‘core’ profession will increase costs, both for the education of workers and their employment. Once early childhood workers are educated at the same level as school teachers, there is a compelling case for comparable pay and conditions” (Moss, 2004).

I received an email from a contact in Ireland. It contained a link to a video. The content of the message was I think you would appreciate this video. It was not signed by anyone but, it was from Start Strong Ireland. I think it is a very good portayal of the status of Early Childhood Education within Ireland. Enjoy.

http://youtu.be/oWACtT776Og

Children 2020 - Campaign for a National Plan for Children's Early Care and Education in Ireland

United Nations Educational, Scientific, and Cultural Organization. (2011). Education: Quality. Paris, France: UNESCA. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/

Moss, P. ( 2004). The Early Childhood Workforce in ‘Developed’ Countries: Basic Structures and Education. Paris, France: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0013/001374/137402e.pdf

Saturday, February 11, 2012

How Confusing, Yet Interesting

Children’s Defense Fund publishes a monthly e-newsletter and within the January, addition there is an article about kindergarten for all children in all states. Within the article, there are links to external fact sheets about the state of education and child well-fair for each state within the United States. The Children in the States Factsheets 2012l, is an interactive map which provided the basic stats and rankings regarding poverty, health, hunger, child welfare, early childhood development, education and youth at risk for children in each state. I was very interested in the statistics for the states I am most familiar with Texas, New York, Alaska, Indiana and Massachusetts because they are states I have lived in and have followed for changes in their educational system.

I learned a great deal about the inequality of expenditures per child for education.

Education in the District of Columbia (1)
Annual expenditure per public school pupil $19,698
Number of 16- to 19-year-olds who have dropped out of high school 1,917/1.88%
Population of children 101,962
Education in New York (2)
Annual expenditure per public school pupil $17,746
Number of 16- to 19-year-olds who have dropped out of high school 58,479/13.44%
Population of children 4,345,622
Education in Alaska (4)
Annual expenditure per public school pupil $15,353
Number of 16- to 19-year-olds who have dropped out of high school 2,552/ 1.3%
Population of chidlren 185,469
Education in Massachusetts (9)
Annual expenditure per public school pupil $14,540
Number of 16- to 19-year-olds who have dropped out of high school 13,924/ .97%
Population of children 1,423,716
Education in Indiana (35)
Annual expenditure per public school pupil $9,254
Number of 16- to 19-year-olds who have dropped out of high school 25,358/1.5%
Population of children 1,607,469
Education in Texas (42)
Annual expenditure per public school pupil $8,562
Number of 16- to 19-year-olds who have dropped out of high school 98,585/ 1.4%
Population of children 6,783,873
Education in Utah
Annual expenditure per public school pupil $6,612
However the dropout rate is significantly low Number of 16- to 19-year-olds who have dropped out of high school 9,712/ 1.13%
Population of children 855,286

The comparison of expenditures spent to drop out rate is interesting; of particular interest was that of NY.
Washington DC ranks # 1 however dropout rate is 1.88%
New York ranks #2 however dropout rate is 13.44%
Alaska ranks # 4 however dropout rate is 1.3%
Massachusetts ranks #9 however dropout rate is .97%
Indiana ranks # 35 however dropout rate is 1.5%
Texas ranks #42 however dropout rate is 1.4%
Utah ranks #51 however dropout rate is 1.13%

I found the fact that expenditures spend did not affect the dropout rate to be shocking. I thought for sure that as the expenditures went down the dropout rate would go up, but that was not the case. Therefore, it led me to look into the expenditures and student achievement rates.

“Despite the lack of consistent findings, leading researchers in the area acknowledge that any effect of per-pupil expenditures on academic outcomes depends on how the money is spent, not on how much money is spent” (Lips, Watkins, & Fleming. 2008.¶.14). Taxpayers have invested substantial resources in the nation's public schools. However, ever-increasing funding of education has not led to similarly improved student performance. Instead of merely increasing funding for public education, federal and state policymakers should implement education reforms designed to improve resource allocation and enhance student performance.

Lips, D., Watkins, S., and Fleming, J. (2008). Does Spending More on Education Improve Academic Achievement? The Heritage Foundation. Retrieved from http://www.heritage.org/research/reports/2008/09/does-spending-more-on-education-improve-academic-achievement

http://cdf.childrensdefense.org/site/MessageViewer?em_id=26401.0&dlv_id=0#50states

Saturday, February 4, 2012

The Quest Continues

The Quest Continues

Standards are a set the goals of what we want children to acquire in the early childhood setting (Laureate, 2011). This week’s podcast connects nicely with the Global Children’s Initiative (2012) found on the Harvard University website. Standards, issue of school readiness and achievement gaps are the topics discussed for your listening pleasure. Vasquez (Laureate, 2011) described how many of today’s topics have been relevant and addressed for many years in the United States.

I have connected to several people via Linkedin. I had posted a forum thread to discuss international early childhood topics as addressed within our course. One interesting post was from an American working at an International School in Chile. She told me to start researching early childhood initiatives in Chile, because there is a tremendous amount of change taking place. I only reviewed the post yesterday, so I did not have time to make connections with an early childhood professional in Chile, so I figured I was going to submit my post focusing on the alternative assignment. What a surprise to find that the Harvard site had information about Chile’s endeavors to improve the status of the experiences children have early in life.

“A Good Start,” is a joint endeavor taking place in Santiago, Chile, to improve early childhood education through teacher professional development. The concept is to improve the quality of educational experiences for preschoolers. Specifically, in the domain of language development. Additionally, the initiative is designed to intervene in critical health programs which improve school attendance as well as socio-emotional development, and it seeks to include the children's families in their education.

As I peruse through the webite and connecting links, I found an article which would have been a great resource last week. Nonetheless, the article still addresses the issues presented this week of equality and excellence. “Chile, which happens to be led by a pediatrician who's also a single mother and a committed socialist, is a particularly dramatic example of a growing trend throughout Latin America and beyond: as countries grapple with the economic downturn and reconsider spending, more and more are heeding the advice of a coalition of economists, scientists, and experts who argue that the best way to strengthen a society and increase development is to improve health, education, and other services for its youngest citizens.” (Langman, 2009).

The website offers a great deal of research, resources, activities, and news and events addressing the well-fare of children on a global perspective. There was a common link between all the resources and articles, which is meeting the needs of children through quality programs for all young children. The Center on the Developing Child at Harvard University provides a vast assortment of topics to review. The study of the science of child development, early childhood policies and programs, global initiatives, innovations, and partnership with states are topics, which are addressed in depth.

After I viewed a few of the videos and read articles, I connected with links to various sites in which I found further child advocacy efforts focusing on equality and excellence in early childhood experiences. I was surprised to find a link between my advocacy efforts and that of Shakira’s. It is interesting what you learn about someone when you do a little research. How interesting, I never would have thought she had such an interest in quality early childhood education for all children.

AlyssaCaverley on Mar 12, 2010

CELEBRITYSUBSTANCE.WEEBLY.COM

http://www.youtube.com/watch?v=9pHkqcgfH4o

Langman,J. (2009) Child Starts Early. Newsweek Magazine. :New York,NY:The Newsweek/Daily Beast Company LLC. Retrieved from http://www.thedailybeast.com/newsweek/2009/07/31/chile-starts-early.html.

Laureate Education, Inc. (Producer). (2010). [Video webcast]. Retrieved from http://sylvan.live.ecollege.comhttp://sylvan.live.ecollege.com/ec/crs/defaul ““Excellence and Equity of Care and Education for Children and Families” CourseID=5691444&Survey=1&47=9479337&ClientNodeID=984650&coursenav=1&bhcp=1

My Supports

Within my daily environment, I find the computer and
internet to be supportive to my needs. It supports me within my private and professional life. While at work I use the internet to receive training, seek professional development opportunities for our staff, find resources for families, search for websites to help with curriculum development, find out
information about possible field trip locations, print maps, keep current in NAEYC accreditation updates, and receive newsletters from professional organizations.
Within my private life, the internet provides my schooling,
recipes for healthy meals, weight loss tracking, shopping, keeping in touch with friends and families, maintaining my pet’s certifications, and entertainment.
The benefits of my computer and the internet are numerous. I
am able to sustain relationships from people in distant locations; I can further my education, maintain good health, saves time, and energy, and be more resourceful at my job.
If I did not have my computer or internet, I may not be able
to continue my education in the field I desire because the local university does not offer the course of study I wanted.
If I had to go to the library or elsewhere to do my schoolwork, it would take me away from my family for many hours during the week. If I did not have my computer or internet at work, I would not be as resourceful to staff, families and children.
If computers and internet service was not available to me at
any location, I would have to drive to the different helping agencies in my community to find resources. I would have to call NAEYC for updates and resources. I would probable talk a great deal more on the phone. I would attend expos and conferences to learn about companies who have goods and services for children as well as attend the workshops.

I am often nervous about completing homework
on Sunday’s. I often have physically debilitating migraines, which effect my cognitively as well, as physically. My thought processing is inhibited and I have to hibernate in a dark room. I take a daily preventative medication, which lessens the frequency. However but, still several times a month I get excruciatingly bad headaches.
I have incredible support from my family, doctors, and medication. My family supports me by taking on the responsibilities of the house, being quiet, providing me
with medication, and a cold compress for my head. My husband and daughter will pick up the medication from the pharmacy, or bring me to the Emergency Room if
the medication does not provide relief. My doctors are amazing. My neurologist is very thorough through diagnostic test and experimenting with a variety of medication. She is trying to improve my quality of life. The Emergency Room staff
provide a quiet dark environment, and medication which relieves the pain within a few hours.
The benefits of these supports allow me to recover more quickly, fell loved, and allow me to finish
any required work. Without the support system I have for my migraines, I would be in pain for a number of days, losing work and unable to complete homework assignments. Without my daily medication, I would have more frequent and
intense migraines. I would be isolated in my bedroom without being able to engage with my children or husband. Without my husband and children as supports, I would feel isolated and helpless. I would not be able to complete homework by
the required due date. The ramifications of not having quality supports would prevent me from furthering my education.
Without the reassurance of my supports, my life would be a great deal more secluded, hinder my professional growth, and inhibit my quality of life.

Quotes to Inspire

On Parenting:
"Parents often talk about the younger generation as if they didn't have anything to do with it."
Dr. Hiam Ginott

On Teaching:
" I've come to the frightening conclusion that I am the decisive element int the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized."
Dr. Hiam Ginott

On Respect:
"Respect according to [people] should not depend upon the way in which they spend their working hours. In a social sense there shuld be only one class- The great class of humanity."
Eglantyne Jebb

On War:
"All wars are waged upon children."
Eglantyne Jebb

On Passion:
"I have a passion to create a safe and just world."
Louise Derman-Sparks

On Motivation:
"It's an instrinsic motivation, knowing the work I do will benifit the lives of children."
Raymand Hernandez MS Ed

Personal Childhood Web

Having a large family has been a complete blessing to grow up in. I have 4 brothers and 4 sisters. My parents we married for over 50 years. My dad passed away 5 years ago and my mother is still living in Plattsburgh Ny in the same house we lived in when I was growning up. My dad was 1 of 4 and my mom 1 of 7. I have 56 first cousins who I know very well growing up. It is difficult to pick just 5 people who influenced me the most. But here goes;

My dad was a hard working small business owner. He worked hard and provided for his large family. We had everything we needed and then some. He was French Canadian Indian with dark brown hair and a bushy mustache. He taught me how to work hard. He taught me many life skills, which help me throughout ever given day. I have manners and a lot of common sense. I can eat at fancy restuants and talk about world politics, realigions, and travel destinations. We watched 60 Minutes together every week and also snuck in a bit of Sunday Morning before Church. He taught me to dress up if I was going to the bank, lawyers or doctors. Most importantly he taught me patience.

My mother is a short little woman who while growing up always had a belly. She is French and Irish. Mom taught me to believe in Jesus Christ. She always had food in the pantry and on the stove. She taught me hospitaility. She also taught me how not to cook.

My brother Bryan is a short little guy with a bit of a belly on him. He is just a couple years younger than me and we think he has William's Syndrom. but he has never been diagnosed. He taught me to be tolerant and accepting of everyone. He taught me that playing your air guitar and dash board piano is perfectly acceptible for an adult as you drive down the road.

My Aunt Delima was my dad's sister. She died only a year before my dad. She was a large woman with jet black hair and a loud voice. She lived about a half hour from us but, we got together quite oftern. She taught me that family was always worth your time. She came to every family gather no matter how small. She baked the most amazing Christmas goodies and to this day Christmas is not the same. She taught me the importance of family.

About Me