Sharing Web Resources

While further exploring the National Black Child Development Institute web page http://nbcdi.org/ I encountered a link titled Literacy under the Initiatives section.  I found that NBCDI has a national early literacy public education initiative.  This program is in place to assist parents and caregivers in of African American children through age 6, in their efforts to improve academic performance.  NBCDI partners with Reading is Fundamental (RIF) http://www.rif.org/ offering early literacy training to early childhood professionals.  RIF and NBCDI together offer RIF’s Care to Read early literacy training program in four cities of NBCDI affiliates.  Those cities are Nashville, TN; Charlotte, NC; Philadelphia, PA and Albany, NY.   This information about partnership led me to look further in to the RIF website.  I found that RIF is the largest and longest running nonprofit literacy organization.   RIF is supported by organizations and programs such as U.S. Department of Education, Macy’s, Univision, Radio One, and Koahnic Broadcast Corporation, campaigning to improve literacy skills in African-American, Hispanic, and Native American communities.  The campaign stresses the importance of developing the language skills of young children to help better prepare them for success in school and life.  RIF is motivated to changing the lives of children through their literacy initiative. Nearly two-thirds of low-income families in the U.S.  do not own books (Reading is Fundamental INC).  RIF delivers free books and other resources to children and families.   RIF has a network of 400,000 volunteers.  These volunteers are reaching children in places such as schools, homeless shelters, community centers, childcare centers, health clinics, and migrant camps. The RIF has three programs Books for ownership, Care to Read, and Family of Readers. 

The books for ownership involve the communities, supplying partial funding to buy books for disadvantaged children.  This is usually 25% for programs qualifying for the federal funding (Reading is Fundamental Inc.).  Volunteers buy the books and plan distribution process.  The children are given the opportunity to choose their own books.  This program is vital for children who have no books in their homes, who have limited access to libraries and bookstores.

The care to read program helps childhood professionals support children’s literacy.  The workshops in this program are based on early literacy and best researched practices.  The workshop programs provide training and information for building partnerships with families and using the best techniques.  They also enforce a “Train the Trainer” model that teaches participants to train their colleagues. 

The family of readers program is designed for parents.  It helps them take leadership in their child's reading and literacy.  These works shops are for parents teaching them how to select children’s books and read them out loud.  The workshops even teach them to plan community events of promoting literacy.  This program targets at risk families in elementary schools.

The NCBDI and RIF together are developing a nation of readers become productive people who help create strong communities.   These organizations are bringing awareness to the problems concerning literacy in low income families and taking steps to make positive changes for children and families.  I was unaware of the enormity of the challenges of literacy in the United States.  According to RIF, experts estimate that nearly 40 percent of U.S. 4th graders do not achieve basic levels of reading proficiency (Reading is Fundamental Inc.). The number is higher among low-income families, minority groups, and English language learners.  I felt this information relates to our discussion this week, which examined the challenges faced by low income and immigrant families providing quality early education to their children.  The challenge of access to such programs becomes difficult for families of these backgrounds.  NCBDI and RIF are helping local communities bridge the gaps of access, awareness, and understanding to families in need of literacy support. 

Getting to Know Your International Contacts—Part 2

Since I have had challenges connecting with an international early childhood professional, I chose to complete the alternate assignment for this blog. I did receive a response from a New Zeland contact of the UNICEF, but unfortunately she was unable to assist me in this assignment. She did forward an email of a hopeful prospective contact at the New Zeland College of Early Childhood Education, but so far I have had no luck making this connection. For this blog assignment I would like to analyze the early childhood systems of the Global Children's Initiative, developed at Harvard University. There are three objectives to this program: 1. Educating high level decision makers about the science behind children's learning, behavior, and health. 2. The support of research about healthy development and living. 3. Build leadership in child development research and contribute to the global movement (Harvard Edu). These objectives have led to three domains of this of this initiative; early childhood development; mental health; and children in crisis and conflict situations. Focusing on these domains has allowed collaborative efforts of projects moving beyond the Harvard community of faculty and students. I appreciate that The initiative also highlights Mental Health as an area of needed focus. The mental health condition of a child also directly effects children physically and developmentally. I believe that sometimes we forget the importance of “the state of mind” and the societal factors that lead to mental health decompensation.

One such program supported by this initiative is Un Buen Comienzo (UBC), “A Good Start,” is a collaborative project in Santiago, Chile. This project took flight in 2007 in four locations and has grown with expectation to encounter 60 schools with an approximate two year intervention plan (Harvard Edu). The focus of this particular program is to improve the professional development of teachers in early childhood education. This program focuses on the education of children ages 4-6. It is designed to target various capacities, keeping in mind a holistic approach. Some such capacities in socioeconomic development, health, school attendance, and family involvement (Harvard Edu). I am amazed and inspired by the work of this organization and the leadership that they have provided to communities such as Santiago, Chile. They are bringing awareness of researched material and the effects of poverty in children's development in to areas that are suffering from generations of hardship. Very importantly, this organization is also dedicated to making a difference globally in changing policy and providing leadership training, for the benefit of the future of all children.

Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/),

Sharing Web Resources

“The National Black Child Development Institute” (http://nbcdi.org/) drives a campaign dedicated to improving efforts for school success Pre -k through 3^rd grade. In my previous weeks blog posting I discussed an example of a Seattle elementary school who has been operating, specifically targeting a pre-k through 3^rd grade model. This week I want to highlight another resource that funds programs (such as Seattle's) that supports this targeted age group. Along with the “National Black Child Development Institute,”  “The Foundation For Children's Development” promotes a policy initiative that is dedicated to improving systems for children through age 8yrs-that connects high-quality early childhood and PreK programs with high-quality elementary schools. FCD supports proven research, and Pre-K -3rd grade policy Initiative by the restructuring Prekindergarten, Kindergarten, and Grades 1 to 3 into a well-aligned first level of public education for children.

This week in our discussions we examined ways in which politicians, neuroscientist, and economist support and contribute to the early childhood field. The FDC believes policy makers are required to engage in difficult conversations and make tough decisions pertaining to government spending, and need to understand that minimal investments made in children lead to minimal results. This organization highlights facts proving investments children have long-term benefits for the whole society  by allowing children to become more productive and contributing members of their communities. I felt the information that this resource provided further proved the necessity for quality programing and funding in to early childhood programs for the benefit of children, families, community, and our economy. With the information at hand I have pondered how I can become involved in participation efforts to continue bringing awareness to this subject through advocacy efforts. I am not currently connected or employed in the early childhood field currently however do have access to providers in my community. There is a family advocate within my son's pre-school who keep parents informed and connected with various topics and resources in the community. I would like to connect with the family advocate to understand her experience involving economy and politics in the field and what efforts are being made locally to improve programing. I feel that this is critical if I wish to to become a leader my self in this field, to know what is taking place locally and with in my state.

Getting to Know Your International Contacts—Part 1

Maysoun Chehab is the Regional Early Childhood Care and Development Program Coordinator at the “Arab Resource Collective” (ARC), a not-for-profit non-governmental organization based in Beirut, Lebanon. This organization works with childhood practitioners and policy makers to raise awareness of early childhood care and development, and children's rights. They also train caregivers on the best practices know in childcare. The countries included in this organization Lebanon , Jordan , Syria,Palestine, Sudan, Yemen, Iraq. They instruct parents and caregivers on issues in the early childhood field. In July of 06' Maysoun worked with children and families who had been affected by war in Lebanon. 126 schools were destroyed by this war. Maysoun and other members of ARC, implemented a psycho-social support project, training parents and teachers about post war emotional and social reactions. The targets of this project were initially parents and teachers, teaching them coping strategies. Adults were targeted first so that they felt comfortable and supported. This was a successful strategy because the adults then could give their children the support they learned from trainings with this organization.

I have not yet been fortunate to connect with an international early childhood professional. I chose to view some case studies from the “Early Childhood Research and Policy Centre” An interview of children in rural eastern Mongolia provided first hand look in to the lives of poverty stricken children of this area. The interview consisted of 5 boys and 4 girls aged between and 11 and 15 years. Most of them had recently started shcool, either having dropped out previously or never had attended at younger ages. Most days the children reported laborious activities such as collecting dung, water, or firewood. Others named mil-work responsibilities or assisting with household chores and providing care for younger children. Some of the children attend Unofficial training . This refers to special classes arranged for those who have dropped out/missed schooling to get them back into the education system – it is within the state system, but not in standard school classes. Although this program is in place, some children do not attend for various reasons.

Here is the statement of one of the interviewees

“I go to unofficial school sometimes – not this winter, though, because I didn’t have notebooks. And children make fun of us for going to unofficial training so we dropped out of it… I don’t like dropping out. I get dirty and don’t wash my hands – if I go to school I wash my hands all the time. My mother is always telling me to go to school and my older brother hits me when I don’t go. I dropped out of training this time when he moved to the rural area – he wasn’t around to beat me to make me go!”

When asked what are the advantages of working vs. attending School, some of the children replied...

“It is good to take care of yourself without having to depend on others.”

“If we stopped working it would be bad for our families.”

“Having more time to play.”

“Having money from collecting wood – to spend on themselves or their families.”

It is clear that the priority of many disadvantaged families in this area of Mongolia is to survive off of the resources that are available even if at the expense of their children’s education. Although some of the children do have desire to obtain education they are discouraged with embarrassment because of their poverty level. Some of the children did not have enough money for school supplies while others could not complete homework because they do not have electricity and no light is available after the sun goes down. I learned that due to the life style, conditions, and circumstances that these children are confronting; there is extreme challenge to succeed in gaining proper education.

Retrieved From http://www.childhoodpoverty.org/.  Case Studies - Children In Rural Eastern Mongolia Talk About Their Lives.

Sharing Web Resources

The organization that I will be focused on during this course is called National Black Child Development Institute.  The website connected to this organization can be found at http://nbcdi.org/.  This organization is dedicated to children and families by providing advocacy in areas of but not limited to health care, education, and child welfare services.  The organization relies on the efforts of volunteers across the Unites States, all with the vision of creating equality and access for underprivileged children and families.  NBCDI connects with local leaders in communities who can understand the needs of families and respond accordingly.  Those local connections consist of spiritual leaders, business owners, and community organizations, as well as educational leaders.   There are members in various cities along with affiliate chapters to this organization.

There is a Pre K - 3rd grade model that that NBCDI supports.  The example of this model that this organization highlights is located in Seattle's Rainier Beach district.  This is especially interesting to me because I currently live in the Seattle area not far from this location.  The Rainier Beach District is a richly diverse area of many cultures and nationalities. The particular school that encompasses the Pre K - 3rd grade model is named South Shore.  It is designed to invest in developing a young child through 3rd grade instead of focusing on preparation during pre-school, for further education in grade school "A beginning for a new education".  This is a quality integrated program that has been in operating for seven years.  The program is called "The High Scope Approach".  Children's input into the learning curriculum is welcomed by asking what they would like to work on or learn as a new skill.  It supports kids by teaching them to think about what they are learning, execute plans , and reflect on challenges and overcoming challenges.  The skills learned in Pre- k are also wrapped in to the children's education in the following years.  What was noted and a reason for implementing the the High Scope Approach was that some of the cognitive gains that children were acquiring in high quality Pre K education were fading once entering Kindergarten and beginning years of elementary education.  It is believed that this decline in educational achievement was due to transition in to low quality educational programs, otherwise known as "fade out".  This is a wrap around program where the team approach is a part of every child's path.  The team evaluates academics, social ,and emotional development every two weeks, and develops strategies or plans for needed intervention. The High Scope Approach continues to expose children to high quality education in the earliest formative years for a higher quality life long effect in to adult hood.  Statistics have shown that children in this program at South Shore school have scored higher in academics compared to children of similar demographics.

National Black Child Development Institutehttp://nbcdi.org/

Establishing Professional Contacts and Expanding Resources

Part1:

For this blog assignment I began by choosing early childhood professional contacts in Canada, Honduras, and Ghana. The reason I chose these countries is because I felt it was important to establish connections in different regions of the world. My email to Yvonne Dionne of Canada was successful, although I have not received a response. My email to Ps. Aura Rodríguez de Montes of Honduras was returned and the message to Rev Charles Arko-Nunoo of Ghana was unsuccessful. I emailed Mr. Hicham Moukram of Morrocco which was also returned. In a bit of a panic, I decided to try contacting several UNICEF organizations including; Australia, British Virgin islands, Canada, Dominican Republic, Ethiopia, Israel, Jamaica, and New Zeland. I will wait for responses but for now have decided to move on to the alternative option.

Part 2:

The following are the early childhood organizations that I chose to follow.

National Black Child Development Institutehttp://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )

I selected the National Black Child Development Institute because I am interested in learning more about this organization and the impact that it has on the children and families who encounter their affiliated programs.

The Division for Early Childhood
http://www.dec-sped.org/ 
(Review also the position statements: http://www.dec-sped.org/About_DEC/Position_Statements_and_Concept_Papers )
I chose the Division for Early childhood because for several years I have worked with disabled adults. I would like to learn more about this organization and its dedication families of young children who have or are at risk for developmental delays and disabilities.

When I Think of Research...

When first starting this class I was unsure of what to expect because of my unfamiliarity with research design and especially involving the topic of early childhood. During this course I have learned the process of research design and now understand the concepts of research which once seemed so complicated. For instance, narrowing a topic in to sub topics, learning to transform a research question in to a hypothesis, and choosing appropriate methods of which conduct a simulation project. I have learned that research derives from a comparison of people who are considered of the “norm”, with the intent to create change or govern behavior. I appreciate the regulations that have been placed on research of children in areas of ethics, consent and deciding if the benefit of research outweigh the risks. The challenges that I encountered were in deciding what method of research would appropriately fit my simulation. I found my self debating between a mixed method design and mufti method design of qualitative research. In order to decide the best method I attempted to learn as much as possible about the two methodological choices and compare ways that both of them would fit in to my research simulation. I decided using a mixed method design of both qualitative and quantitative data best fit because of because it would provide a accurate measurement of data and deep observations and discussions. I have learned that early child hood professionals who conduct research are especially valuable because they provide insight and standards in to the field for other professionals to build upon. I have also found a new respect for those conducting research who spend great lengths of time and dedication to seeking outcomes that add value and enhancement to the early childhood field.