My personal Research Journey

I have struggled with deciding what topic to use for my simulation.  As I read through chapter 2 of our text I realized I needed to know the literature that is out there for specific topics in order to find questions that are workable  I also realized I often am asking questions that I need to find research on, not necessary create research about.   As I thought about things I am interested in  I found myself  always coming back to the equality in professional development for early childhood teachers.  What makes a quality early childhood teacher?  How can peer mentor/coaches be effective? What policies can improve equality among all teachers?  I then asked myself if these questions have been answered or are they to complex or broad. 

As my peers I was wondering if these questions would be something you would want to know about, or what questions about equality would you like to find out?  Do you think these questions are worth investigating, to broad, or complex?   

My struggle continues…….   I think the most important question I have is how effective mentor coaches can be for the professional development of teachers, what are the factors that make mentoring effective?  As we continue this process of learning about research I am hoping it hones my skills in finding the right questions to ask. The text is very clear that this is the most important step in the research process.  The text book “Doing Early Childhood Research,” says, “We cannot stress enough that it is worth spending time finding workable, appropriate questions,…..Your research question will influence what you research, how you research it and what you find out from your research efforts (p.23).”

As I was working on my application part 2, I found Proquest offered me more articles about mentoring than the Academic complete database.  Did anyone find one more successful than another?

This course is surely stretching my learning in an area I do not feel confident in.

Learning about the international early childhood field

I think the biggest thing I learned that covers a multitude of learning consequences is  what each country or group of people need in terms of education.  What we consider important for our children to learn is very different than what another country needs their children to learn.  In some areas they  are working toward policies that will offer children and education through the primary grades. In other countries it is teaching sanitation for survival and increase the mortality rate for children birth -5 years old.  In other countries it is defining what a quality education is for all.  One thing we all have in common is the passion to serve our youngest children, and find ways to improve their lives.

                The idea of working with the whole family will always be my number one passion, so when listened to the podcast with Chevighy and Morgan, they discussed providing integrated packages to families in which they would receive medicine, vaccinations, advice, and an outreach to the community from the clinics and outposts to network services.  I right away went to my husband and asked when he wanted to plan our next mission trip, because I am ready to become part of this package and offer whatever services I can.  I guess you could call this my goal or mission (either way) I just know children around this world need hope and I would like to give some.

Reference

Chevighy, B. (Director), & Morgan, R. (Performer) (2010, September 12). Equity in child survival: An opportunity to do things better. UNICEF. [Audio podcast]. Retrieved from http://itunes.apple.com/podcast/unidef-podcast/id77700259

Getting to Know My International Contacts part 3

UNESCO’s “Early Childhood Care and Education”

I read an article called, “Quality Education for All: A human rights issue.”  This article covered equity and equality for children to receive an education that is equal for all In Latin America and the Caribbean children. I found out that public school is supposed to be available (free) for all children, but not all children have access and the cost that come with it families of poverty cannot afford, they have to pay for uniforms, school building etc. (p.28). Below are some figures of children enrolled in some form of education.

·         Over 35.4 million individuals between the ages of 3 and 18 (24.7% of the total) are not enrolled in any kind of educational program.

·         Of these, 34 million are in Latin American countries (25.9% of the sub-regional total) and nearly 1.3 million are located in the Caribbean (24.6% of the sub-regional total).

·         In only five countries is at least 85% of this population in some kind of educational program of any level, and in seven countries this proportion is less than 70%. (Source: UNESCO (2007). The State of Education)

Another insight is the concern they have for teacher effectiveness and teacher preparedness.  Just as we have been discussing in class this week will raising salaries and providing training be sufficient.  They suggest that it is not sufficient (p.48).  They recommend public policies should also require a teacher must have a responsibility to their work and commitment to the student learning.  I like the word they use “professionalness” it has to do with a responsibility in fulfilling the mission assigned by society.  It seems to encapsulate the need for internal motivation and passion to teach, and still offer a respectable wage.  Below are some more statistics I thought were interesting, because education of our children often reflects the education of the parents.  It is a cycle we are all trying to change.

 Nearly 63 million people between the ages of 20 and 39 (36.5% of the total) have not finished

lower secondary education. To this figure one may add nearly 97 million more (56.2% of the total) if upper secondary education is included. 

Reference

working team. (2007, February). Quality education for all: A human rights issue. Retrieved from http://unesdoc.unesco.org/images/0015/001502/150273e.pdf

Sharing Web Resources

At the NAEYC home page I went into the links and a page came up titled “ Links to National Early Childhood Organizations”  this page has direct web site addresses to national organizations which are listed in alphabetical order often requested by members of the NAEYC.

I went into the naccrra web site and found current information on what is happening in the field of early childhood across the nation.  I went into the Early childhood focus, it is for parents, early childhood professionals, policy – makers, and advocates.  You can sign up to receive weekly news alerts on hot topics in the E.C. field. 

The Call to Action on the NAECY web site is very informative about child care and the need for change.  It covers the topics of quality, accessibility and responsiveness and gives facts about how child care is measuring up to the standards they have set forth in their accreditations. 

Getting to Know My International Contacts Part 2

Global Children’s Initiative

As I explored this site I found out that the Center for the Developing Child is working toward educating policymakers around the world.  They have three strategic objectives:

1. To reframe public discourse about the early childhood period

2. To support innovative, multidisciplinary research and demonstration projects

3. To build leadership capacity in child development research and policy

They want to translate scientific research to educate international agencies on the science of child development that has been used in the United States.  A 3 minute video called Super – Cerebro which was translated from Portuguese is available to watch in different languages.  This video is about brain development and the effects of chronic stress and how family and community can play a role in outcome of a child’s life by changing the environment during the early stages of life.  There are many videos on this web site that offer great insight into the brain and how neuroscience is making an impact on the understanding of early development. 

In 2000, the world’s government set up Millennium Development Goals called MDG’s the goals are that every child in the world completes at least a primary age education, and to reduce child mortality by two thirds by 2015.  At a first time ever conference in Moscow called ‘World Conference on Early Childhood Care and Education: Building the Wealth of Nations.”  Discussed the MDG’s, the director of the Center on the Developing Child at Harvard was the keynote speaker.  Dr. Shonkoff discussed brain development and the impact of early experiences on the brain.  I was able to listen to an interview with him and he talked about the circuitry of the brain, and simple skills build upon simple skills build complex skills.  This circuitry shaped by experiences are critical because when toxic or chronic stress is constantly high the body’s response system produces hormones and increases physiological reactions that if chronic can later cause health issues such as diabetes, heart disease, and high blood pressure just to name a few.  One thing I found interesting is the hormone that can kill brain cells that will disrupt memory.  This excessive adversity is linked to the future outcomes of children.

Thirty governments have established national early childhood development policies and over 70 countries have some type of national commission to coordinate such programs. 

"The goal of the Moscow conference was to spur action by UNESCO member states by demonstrating that ECCE is about much more than preparing children for literacy or for school, said Dr. Mmantsetsa Marope, the director of the Division of Basic Education at UNESCO. “ECCE is an unshakable foundation for the development of the human capital required for higher value-added productivity, sustainable growth, competitiveness… and ultimately more equitable and politically stable societies.” Indeed, she said, providing high-quality, broad-based ECCE worldwide circles back to yet another MDG, because it offers “a real promise at enduring poverty eradication.”"

—Millicent Lawton

http://developingchild.harvard.edu/index.php/topics/global_child_development/moscow-conference/

http://developingchild.harvard.edu/topics/global_child_development/

Sharing Web Resources: NAEYC

Throughout this week I have been exploring the NAEYC website.  In the newsroom sections and found and article under the press releases that caught my attention.  Senator Casey introduced the NAEYC’s recommendations to strengthen the birth to third grade.  The Continuum of Learning Act is part of the Call to Action written for the 112 Congress.  If you are interested in reading the full Call to Action Report follow this link:  http://www.naeyc.org/files/naeyc/file/policy/federal/Call_Action_112(2).pdf

It addresses the need for high quality early childhood education which includes well – trained staff and educators, developmentally appropriate curriculum, and services that support children’s health, nutrition and social well – being (p.2)This report is for our politicians to consider when they  make decisions about funding programs.  It also addresses how states and communities can help.  This report has covered everything we have been talking about this week, the impact of economists, science and politicians.  The NAEYC used information from the economists, scientists and politicians to help explain the need for high quality care and raise an awareness of the importance of all domains including the social /emotional and approaches to learning that children need throughout their elementary years. 

I am excited to learn more about the tiers of the QRIS and how it will help create high quality learning environments for all children.