I chose to learn more about the Early Childhood Australia website located at www.earlychildhoodaustralia.org. It is very similar to the National Association of Education for Young Children of the United States because it seeks to provide provision for the high-quality services for all young children from birth to eight years of age, along with their families. It supports parents and the roles that they play in the lives of their children. Early Childhood Australia is focusing research on some of the same issues that are facing children in the states...issues of good health, respecting diversity in the education system, bullying, young children and aggression, engaging families, and types of assessment. These were just a few of the research topics that were described in their Research In Practice Series which is a collection of practical and easy to read resources that offer effective new approaches for anyone facing challenges that affect the early childhood field. One of the topics that really caught my attention was the use of portfolios as a way of assessing children in kindergarten. A portfolio is a collection of organized, purposeful information about the individual student that provides insights and an overview of their learning and development over time. What is so great about the portfolio is that the student, as well as teachers and parents, can place things in the portfolio and discuss why it was placed there. From this website I have learned that portfolios provide a valuable way to strengthen the communication between the children, their parents, and the school. Finding ways to create strong partnerships with all those involved in a child's live builds a child's capacity for learning and development.
Reference:
http://www.earlychildhoodaustralia.org.au/
Saturday, March 31, 2012
Saturday, March 17, 2012
RESEARCH THAT BENEFITS CHILDREN AND FAMILIES
As a first grade teacher, I was disheartened at the beginning of each year when I received records for students from kindergarten that included children who were extremely below level, but they were sent to first grade anyway. It was beyond me how the administration expected me to “work a miracle” and get these children ready for 2nd grade when they had not even mastered kindergarten material. That is why the article “Holding Back: Retention Won’t Cure What Ails Students…” caught my attention.
Since the 1970s studies have demonstrated that retention does not have positive effects for most low-achieving students. Recent students have indicated that grade retention does not improve students’ chances for educational success down the road. In fact, research shows that retention is often harmful to academic development. Sometimes retention is suggested for nonacademic reasons…the student may not be mature enough or lacks social skills. Also children who are retained may not do better academically later in life. A study of 1, 539 Chicago school children who graduated from public kindergartens in 1986 indicate that children who are retained do not improve their academic performance as compared to other students their age or the other students in their grade. It was found that over time the students fall further and further behind. Grade retention also has the unintended consequence of contributing to the dropout rate.
Present research shows that retaining students greatly increased the likelihood of their dropping out of school. When comparing students with similar academic profiles in the early grades, it was found that 30 percent of those in the sample who were retained had dropped out of school by age 17. Only 21 percent of students who were not retained had dropped out by the same age. However, promoting low achieving students is not the answer either. School districts and administrators have to come up with creative ways of providing a long lasting quality education for its students. An example of a successful alternative strategy is the Chicago public schools’ Child Parent Center and Expansion Program. This program is over 30 years old and is a comprehensive intervention program for students in preschool to third grade. It emphasizes basic skills, parent involvement, and small class sizes. The good thing is that students who participate in this program are less likely to be candidates for retention.
In the experiences that I have witnessed, most of the parents have never truly agreed with retention and viewed it as a negative alternative. A few have just gone along with it because of not knowing what else to do. This article provides a positive outcome to an otherwise sad situation. No parent wants to hear that their child is behind and is not making adequate progress. However, if they have positive alternatives like summer tutoring or enrichment programs instead of retention for the next year, they may be more apt to listen to what the school has to say.
Reference:
Reynolds, A., Temple, J. & McCoy A. (October, 1997). Holding back: Retention won’t cure what ails students : North sports final edition. Chicago Tribune. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.proquest.com.ezp.waldenulibrary.org/docview/418337227?accountid=14872.
Since the 1970s studies have demonstrated that retention does not have positive effects for most low-achieving students. Recent students have indicated that grade retention does not improve students’ chances for educational success down the road. In fact, research shows that retention is often harmful to academic development. Sometimes retention is suggested for nonacademic reasons…the student may not be mature enough or lacks social skills. Also children who are retained may not do better academically later in life. A study of 1, 539 Chicago school children who graduated from public kindergartens in 1986 indicate that children who are retained do not improve their academic performance as compared to other students their age or the other students in their grade. It was found that over time the students fall further and further behind. Grade retention also has the unintended consequence of contributing to the dropout rate.
Present research shows that retaining students greatly increased the likelihood of their dropping out of school. When comparing students with similar academic profiles in the early grades, it was found that 30 percent of those in the sample who were retained had dropped out of school by age 17. Only 21 percent of students who were not retained had dropped out by the same age. However, promoting low achieving students is not the answer either. School districts and administrators have to come up with creative ways of providing a long lasting quality education for its students. An example of a successful alternative strategy is the Chicago public schools’ Child Parent Center and Expansion Program. This program is over 30 years old and is a comprehensive intervention program for students in preschool to third grade. It emphasizes basic skills, parent involvement, and small class sizes. The good thing is that students who participate in this program are less likely to be candidates for retention.
In the experiences that I have witnessed, most of the parents have never truly agreed with retention and viewed it as a negative alternative. A few have just gone along with it because of not knowing what else to do. This article provides a positive outcome to an otherwise sad situation. No parent wants to hear that their child is behind and is not making adequate progress. However, if they have positive alternatives like summer tutoring or enrichment programs instead of retention for the next year, they may be more apt to listen to what the school has to say.
Reference:
Reynolds, A., Temple, J. & McCoy A. (October, 1997). Holding back: Retention won’t cure what ails students : North sports final edition. Chicago Tribune. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.proquest.com.ezp.waldenulibrary.org/docview/418337227?accountid=14872.
Saturday, March 10, 2012
MY RESEARCH JOURNEY
Our course text(Mac Naughton, Rolfe, & Siraj-Blatchford, 2010) states that when you are choosing a research project you first need to choose a topic that interests you personally. Immediately I knew that I wanted to learn more about educating children with special needs/learning difficulties while incorporating music/poetry and parental connections. My last three years of teaching have left me perplexed about how our high functioning autistic children are being educated in the public school system. I also want to learn more about the different types of learning disabilities as well because I always had students who did not qualify for any type of special education services but could not function day to day in a regular education classroom. Americans have always put their faith in the power of education to enrich the lives of children and make our nation stronger. One of the biggest challenges facing education today is providing the best, most effective education possible for children and youth with special needs or learning problems. For many years pull-out programs have been the approach to serving these children. In many instances these programs have failed to meet their educational, and social needs (Will, 1986). This week I have found many articles and websites that support the idea of inclusion teaching methods. What I have found out through my own personal experience is that inclusion works only if all parties involved...teachers, administrators, parents, and students know what is expected daily and what the ending goals are.
References:
Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.
Will, M.C., (February, 1986). Educating children with learning problems:a shared responsibility. Exceptional Children. Retrieved from http://eden.rutgers.edu/-nork/SNS/Educating%20Children%20with%20learning%20problems.pdf.
References:
Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.
Will, M.C., (February, 1986). Educating children with learning problems:a shared responsibility. Exceptional Children. Retrieved from http://eden.rutgers.edu/-nork/SNS/Educating%20Children%20with%20learning%20problems.pdf.
Wednesday, February 22, 2012
Collaborative Learning Community
Reviewing the Children’s Defense Fund and the United Nations Educational Scientific and Cultural Organization (UNESCO) Websites have shown me that children all around the world are being affected by the plight of low achievement, poverty, homelessness, and illiteracy. I am also now aware of the multitude of people who are working together to help our children. I have learned about the resources that are being offered in other countries and their connections to the United States. Making connections between countries allows for collaboration of ideas and resources. It also allows for diversity of learning among its participants. UNESCO promotes a holistic view of lifelong learning that includes early childhood, primary, secondary, and higher education for all of those involved. Through the Children’s Defense Fund I am made aware of national conferences and workshops that are being offered to bring awareness to the problems facing children and families today. This organization has a wealth of materials that can be utilized to reach children of all ages. It also provides an additional resource for me to view current issues and trends affecting children around the world.
As we continue with our journey in early childhood education through Walden, one of our goals should be to continue to try and make connections internationally with early childhood professionals. This will give us a broader sense of the diversity among children and demographics. This will also allow us the opportunity to develop relationships with other professionals in order to discover creative teaching styles and methods.
References:
Children’s Defense Fund. (2012). Retrieved from http://www.childrensdefense.org.
UNESCO. (2012). “Early Childhood Care and Education”. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/.
As we continue with our journey in early childhood education through Walden, one of our goals should be to continue to try and make connections internationally with early childhood professionals. This will give us a broader sense of the diversity among children and demographics. This will also allow us the opportunity to develop relationships with other professionals in order to discover creative teaching styles and methods.
References:
Children’s Defense Fund. (2012). Retrieved from http://www.childrensdefense.org.
UNESCO. (2012). “Early Childhood Care and Education”. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/.
Saturday, February 18, 2012
International Contacts: Part 3
I have still not received any other response from my international contact since the second week of class, therefore I visited the UNESCO website. The United Nations Educational, Scientific & Cultural Organization(UNESCO) seeks to build peace by ending poverty, sustaining development, and making intercultural contact through education, the sciences, culture, communication, and information. Through these sectors of society they are able to reach children in the early childhood, primary, and secondary fields of education. One of may professional goals is to establish connections with other early childhood advocates around the world in order to learn more about the plight of children. Through my connections I want to be able to provide mission relief efforts through my church. I am hoping this website will be able to help me full fill this goal. Their approach encompasses the entire well being of children....health, nutrition, security, and learning. Another goal I have is to one day open my own child care center. Studying information from National Organizations such as UNESCO enables me to see the big picture of how children are treated in other countries...not just in the US. It also enables countries to collaborate and work together to provide for the healthy development of children in the world. I enjoyed being able to learn how the sectors of natural, social services, and cultural all affect our children. Being able to utilize information from a variety of resources enables me to be a more effective early childhood advocate.
Reference:
www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Reference:
www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Saturday, February 11, 2012
SHARING WEB RESOURCES
The Website I have been researching is the Childrens Defense Fund: www.childrensdefense.org
I have found their policy priorities section to be very informative. I found their Achievement Gap Symposium this year to be extremely interesting. "A Strong Start":Positioning Young Black Boys for Educational Success was devoted to the issues facing African American boys in their early years. My husband and I are raising two teenage boys, my son and my nephew. We give them support academically, emotionally, and spiritually as well as financially. However, we still worry about their future in a society where African American men are not valued. During the Symposium, several speakers talked about the disparities facing young African American males which includes underachievement compared to their peers, growing up in single parent families, mothers working multiple jobs to provide enough food, and depression. Oscar Barbarin of Tulane University said that families must be invested in each other. He discussed his 3x's of parenting...expose, expand, and explain. Parents must expose their children to positive influences, expand on the knowledge they gain, and explain or provide interpretations for questions that they may have. Families, especially those of African American boys, must connect with their children by providing access to literature, expose them to positive male role models, connect with the schools where the children attend, and promote spirituality.
Society must change the way we think of African American males. Resources must be provided to promote their academic and socio-emotional needs. If we improve things for them, then we will improve things for everybody.
The Childrens Defense Website also provides a link to Youtube videos. These videos consist of people and students who have overcome obstacles to become leaders in their communities. They have each made a short video about their lives and the people who have helped them to be where they are today.
The Early Childhood Education and Care section discusses how the investments that have been made to early childhood education are still not enough to sufficiently support the thousands of children across the country who are still waiting to participate in quality early childhood programs. Additional funds released for the 2012 fiscal year have protected and expanded a number of early childhood programs and services. Among those programs is the Head Start program which received an increase of $424 million dollars. The challenge that we now face in this election year is that we must remember that our children do not get a vote. It is up to the families and educators to make the needs of children our priority and choose politicians who will provide for their education and well being.
Reference:
www.childrendefense.org
I have found their policy priorities section to be very informative. I found their Achievement Gap Symposium this year to be extremely interesting. "A Strong Start":Positioning Young Black Boys for Educational Success was devoted to the issues facing African American boys in their early years. My husband and I are raising two teenage boys, my son and my nephew. We give them support academically, emotionally, and spiritually as well as financially. However, we still worry about their future in a society where African American men are not valued. During the Symposium, several speakers talked about the disparities facing young African American males which includes underachievement compared to their peers, growing up in single parent families, mothers working multiple jobs to provide enough food, and depression. Oscar Barbarin of Tulane University said that families must be invested in each other. He discussed his 3x's of parenting...expose, expand, and explain. Parents must expose their children to positive influences, expand on the knowledge they gain, and explain or provide interpretations for questions that they may have. Families, especially those of African American boys, must connect with their children by providing access to literature, expose them to positive male role models, connect with the schools where the children attend, and promote spirituality.
Society must change the way we think of African American males. Resources must be provided to promote their academic and socio-emotional needs. If we improve things for them, then we will improve things for everybody.
The Childrens Defense Website also provides a link to Youtube videos. These videos consist of people and students who have overcome obstacles to become leaders in their communities. They have each made a short video about their lives and the people who have helped them to be where they are today.
The Early Childhood Education and Care section discusses how the investments that have been made to early childhood education are still not enough to sufficiently support the thousands of children across the country who are still waiting to participate in quality early childhood programs. Additional funds released for the 2012 fiscal year have protected and expanded a number of early childhood programs and services. Among those programs is the Head Start program which received an increase of $424 million dollars. The challenge that we now face in this election year is that we must remember that our children do not get a vote. It is up to the families and educators to make the needs of children our priority and choose politicians who will provide for their education and well being.
Reference:
www.childrendefense.org
Saturday, February 4, 2012
International contacts-part 2
Since I have not heard any other response from my international contact, I reviewed the Global Children's Initiative of The Center on the Developing Child of Harvard University's website.
The Center on the Developing Child of Harvard University has launched The Global Children’s Initiative as the center of its global child health and development program. The Initiative focuses on three domains of healthy development for children: The Early Childhood Development, Child Mental Health, and Children and Crisis. The three insights that I have gained include their willingness to work abroad in Brazil and Chile to bring healthy development to the children and families there, the role that mental health and natural disasters play in the development of children, and the support that has been given to early childhood development through the work of global influences of scientific research and global policymakers.
Through the Global Children’s Initiative, the center is working in collaboration with Brazilian policy makers to provide stronger policies and larger investments into the early care and development for children and their families. This will inevitably provide a stronger, more prosperous and sustainable society in the future. Un Buen Comienzo (UBC), which means “A Good Start”, is a collaborative project in Chile, which strives to improve early childhood education through the professional development of teachers. The idea here is to improve the attendance, language development, and social-emotional development of children ages four to six years of age. Family involvement is a crucial component of this project, which helps to aid in the healthy development of children. In the mental health field, there is an immediate need to identify problems and services between the countries that are related to the research, education and public awareness of children’s mental health issues and its effect on society as a whole. Projects in this area will assess services in China, Rwanda, and the Caribbean nations of Barbados, the Republic of Trinidad and Tobago.
The Center on the Developing Child of Harvard University believes that the healthy and successful development of children in early childhood will help to foster a prosperous, responsible, and productive society. The use of scientific research to enhance the well-being of children through policy and practice is crucial in providing a society that puts its children and families as first.
The InBrief video entitled “The Foundations of Lifelong Health” found on this website gave value information from medical doctors and professors about the necessary contributions to enforce lifelong healthy development in early in the life of children. Lifelong healthy development is formed by a combination of educational achievement and economic productivity from having good physical and mental health. Lifelong health is also influenced by the interaction of genes and experiences of children, and by stable relationships, safe/supportive environments, appropriate nutrition, and the policies that may provide for public health care.
Reference:
Harvard University. (2012). Global Children’s Initiative. Center on the Developing Child. Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/
The Center on the Developing Child of Harvard University has launched The Global Children’s Initiative as the center of its global child health and development program. The Initiative focuses on three domains of healthy development for children: The Early Childhood Development, Child Mental Health, and Children and Crisis. The three insights that I have gained include their willingness to work abroad in Brazil and Chile to bring healthy development to the children and families there, the role that mental health and natural disasters play in the development of children, and the support that has been given to early childhood development through the work of global influences of scientific research and global policymakers.
Through the Global Children’s Initiative, the center is working in collaboration with Brazilian policy makers to provide stronger policies and larger investments into the early care and development for children and their families. This will inevitably provide a stronger, more prosperous and sustainable society in the future. Un Buen Comienzo (UBC), which means “A Good Start”, is a collaborative project in Chile, which strives to improve early childhood education through the professional development of teachers. The idea here is to improve the attendance, language development, and social-emotional development of children ages four to six years of age. Family involvement is a crucial component of this project, which helps to aid in the healthy development of children. In the mental health field, there is an immediate need to identify problems and services between the countries that are related to the research, education and public awareness of children’s mental health issues and its effect on society as a whole. Projects in this area will assess services in China, Rwanda, and the Caribbean nations of Barbados, the Republic of Trinidad and Tobago.
The Center on the Developing Child of Harvard University believes that the healthy and successful development of children in early childhood will help to foster a prosperous, responsible, and productive society. The use of scientific research to enhance the well-being of children through policy and practice is crucial in providing a society that puts its children and families as first.
The InBrief video entitled “The Foundations of Lifelong Health” found on this website gave value information from medical doctors and professors about the necessary contributions to enforce lifelong healthy development in early in the life of children. Lifelong healthy development is formed by a combination of educational achievement and economic productivity from having good physical and mental health. Lifelong health is also influenced by the interaction of genes and experiences of children, and by stable relationships, safe/supportive environments, appropriate nutrition, and the policies that may provide for public health care.
Reference:
Harvard University. (2012). Global Children’s Initiative. Center on the Developing Child. Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/
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