As this course Issues and Trends in the Early Childhood Field comes to an end, I must say that all the articles, videos, audio segments, discussion questions, applications and comments from Dr. Klein and colleagues helped me to gain a lot of knowledge that I can continue to use throughout my professional career.
The three professional and personal learning consequences I learned that about all the current Issues and Trends in the early childhood field, the issue about poverty really hit home because my community consists of families who rely mostly on public assistance for daily survival, and the issue about facing cultural diversity and demographics within the classroom. This issue hit home, too. As an educator professional, it is my job to be prepared to help these children with diverse populations to live in this changing world (Boutte, 2008). By enrolling in a teacher preparation education program will help me tremendously to understand working with diverse children and families.
The three consequences I learned about the international early childhood field includes: I have a better understanding how other websites in the world view early childhood education. The website Pre[K]now: www.preknow.org/,
provided me with the most helpful information because it provided me with a variety of information for me as a growing and developing educator working with young children in pre-kindergarten. The final consequence of learning were about the strong sense of equity and justice means for the children and families worldwide who need early childhood care and education.
One goal for the field related to international awareness of issues and trends and the spirit of collegial relations would be continue to try and establish a international contact with a person from around the world. This would benefit me as I continue my journey in the early childhood field. By establishing contact with an international early childhood professional, it would help me to continue to grow and develop as an early childhood professional.
Reference
Boutte, G.S. (2008), Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4), 165-173, Retrieved from the Walden Library using the Education Research Complete database.
Finally, I want thank all my colleagues and Dr. Klein for making this class interesting and exciting. I must say that I have learned a lot of helpful information that I will continue to use in the early childhood field. I am looking forward to work together with you in upcoming classes. As we continue our journey of learning together in the early childhood studies.
Saturday, August 20, 2011
Saturday, August 13, 2011
Getting to Know Your International Contacts - Part 3
Although I have sent out a lot of e-mails in regards to establishing international contact with educators, I have been unsuccessful in receiving any responses. Unfortunately, I have to complete the alternate assignment.
The three areas on the web page that related to my goals and understanding are:
Views on Quality- this section discussed how early childhood care and education program should emphasise the child's holistic development. High quality childcare for disadvantaged children promotes motivation, confidence, good cognitive and linguistic development and school readiness. Although there are no universal standards for quality but offer some suggestions on ways to assure quality. This includes learning materials that are quantitative, culturally and developmentally adequate and focus on child-centered interaction. Also, active involvement from parents and communities and relevant play and learning materials ensure that early childhood services remain relevant to the needs of the children and all other stakeholders and increase sustainability (UNESCO, 2011).
Information they have on access for early childhood: In 1990, Jomtien Declaration of Education for All stated that learning begins at birth. Many countries are committed to expanding and improving comprehensive early childhood care and education, especially, for disadvantaged children. Even though there is access to care for the children in poor families, their is still a concern about sustainability and quality (UNESCO, 2011).
Gender Equality in Education- There is a powerful human rights argument and a strong case for achieving gender equality in education. When girls are educated, livelihoods are improved, education is valued, and civic responsibility is enhanced. Although the global expansion of primary education has brought greater gender parity, too many girls and women still remain excluded from learning. UNESCO is working to ensure quality inclusion education, concerning access, the learning environment and successful outcomes. The Organization, also, leads efforts to increase female literacy: a human right and a key to improving livelihoods, child and maternal health, as well as girls ' access to education, both in and out of schools (UNESCO, 2011).
All the information I gained from this website were very helpful because I believe that all children, regardless, of gender, economic background, and race should be allowed to receive an education.
The three areas on the web page that related to my goals and understanding are:
Views on Quality- this section discussed how early childhood care and education program should emphasise the child's holistic development. High quality childcare for disadvantaged children promotes motivation, confidence, good cognitive and linguistic development and school readiness. Although there are no universal standards for quality but offer some suggestions on ways to assure quality. This includes learning materials that are quantitative, culturally and developmentally adequate and focus on child-centered interaction. Also, active involvement from parents and communities and relevant play and learning materials ensure that early childhood services remain relevant to the needs of the children and all other stakeholders and increase sustainability (UNESCO, 2011).
Information they have on access for early childhood: In 1990, Jomtien Declaration of Education for All stated that learning begins at birth. Many countries are committed to expanding and improving comprehensive early childhood care and education, especially, for disadvantaged children. Even though there is access to care for the children in poor families, their is still a concern about sustainability and quality (UNESCO, 2011).
Gender Equality in Education- There is a powerful human rights argument and a strong case for achieving gender equality in education. When girls are educated, livelihoods are improved, education is valued, and civic responsibility is enhanced. Although the global expansion of primary education has brought greater gender parity, too many girls and women still remain excluded from learning. UNESCO is working to ensure quality inclusion education, concerning access, the learning environment and successful outcomes. The Organization, also, leads efforts to increase female literacy: a human right and a key to improving livelihoods, child and maternal health, as well as girls ' access to education, both in and out of schools (UNESCO, 2011).
All the information I gained from this website were very helpful because I believe that all children, regardless, of gender, economic background, and race should be allowed to receive an education.
Saturday, August 6, 2011
Sharing Web Resources (Part 2)
The website: Pre[K]now: http://www.preknow.org/
Under this website I clicked on the Educators link. The educator link provides information to help educators learn more about what a high-quality pre-k classroom looks like and about how to get involved in their state's pre-k movement whether through planning or implementation, regardless of the type of program they teach in. In addition, they offer profiles of great teachers from across the country who makes a difference in the lives of children every day. The links are as follows:
Pre-K Teachers Resource Center- get the facts about pre-k and teaching that every early childhood educator should know.
Virtual Classroom Tour- see what a high-quality pre-k program really looks like.
Community-Based Pre-K Providers- learn about the issues affecting community-based pre-k providers and how they can become involved in the pre-k movement
Teachers Profiles- read the inspirational stories of pre-k teachers from across the nation who have made high-quality pre-k their top priority (http://www.preknow.org/educators/index.cfm?&print=1&print=1
The newsletter: http://www.preknow.org/: I found an article: Even Start Family Literacy program focuses on adult, early childhood education by Kathy Walsh Nufer, August 4, 2011. This article talks about Even Start ,which is based in McKinley Elementary School, puts a premium on adult and early childhood education so low-income and "second language" parents learning to master English can improve their lives, and their young children are prepared for school. This program helped a thirty-four year old mexican woman learn to master English and earn her high school equivalency diploma. Also, it gave her youngest daughter, Abigail 23 months, a jump-start on acquiring language skills she will need later in the classroom. Without this program, Bedolla (mexican woman name) would not have been able to accomplish this because thirteen years ago; she depended on friends and tv to help learn English after she moved from Mexico. http://www.postcrescent.com/article/20110804/AOC0101/108040470/Even-Start-program-focuses-adult-early-ch...
This article shows how Even Start provides a Family Literacy Program that helps a immigrant mother from Mexico participate in this program for three years to learn English and receive her high school equivalency diploma. In addition, she gave her youngest daughter, Abigail, twenty-three months a jump start on acquiring language skills she will need later in the classroom. This program provide the accessibility that immigrant families needs to overcome the educational barriers that they encounter when they enter in the United States.
Under this website I clicked on the Educators link. The educator link provides information to help educators learn more about what a high-quality pre-k classroom looks like and about how to get involved in their state's pre-k movement whether through planning or implementation, regardless of the type of program they teach in. In addition, they offer profiles of great teachers from across the country who makes a difference in the lives of children every day. The links are as follows:
Pre-K Teachers Resource Center- get the facts about pre-k and teaching that every early childhood educator should know.
Virtual Classroom Tour- see what a high-quality pre-k program really looks like.
Community-Based Pre-K Providers- learn about the issues affecting community-based pre-k providers and how they can become involved in the pre-k movement
Teachers Profiles- read the inspirational stories of pre-k teachers from across the nation who have made high-quality pre-k their top priority (http://www.preknow.org/educators/index.cfm?&print=1&print=1
The newsletter: http://www.preknow.org/: I found an article: Even Start Family Literacy program focuses on adult, early childhood education by Kathy Walsh Nufer, August 4, 2011. This article talks about Even Start ,which is based in McKinley Elementary School, puts a premium on adult and early childhood education so low-income and "second language" parents learning to master English can improve their lives, and their young children are prepared for school. This program helped a thirty-four year old mexican woman learn to master English and earn her high school equivalency diploma. Also, it gave her youngest daughter, Abigail 23 months, a jump-start on acquiring language skills she will need later in the classroom. Without this program, Bedolla (mexican woman name) would not have been able to accomplish this because thirteen years ago; she depended on friends and tv to help learn English after she moved from Mexico. http://www.postcrescent.com/article/20110804/AOC0101/108040470/Even-Start-program-focuses-adult-early-ch...
This article shows how Even Start provides a Family Literacy Program that helps a immigrant mother from Mexico participate in this program for three years to learn English and receive her high school equivalency diploma. In addition, she gave her youngest daughter, Abigail, twenty-three months a jump start on acquiring language skills she will need later in the classroom. This program provide the accessibility that immigrant families needs to overcome the educational barriers that they encounter when they enter in the United States.
Subscribe to:
Posts (Atom)