Getting to Know Your International Contacts—Part 3

In exploring the UNESCO’s Early Childhood Care and Education webpage and connecting information to my personal goals I believe professionals should have a relationship with families and the communities they work in. As teachers we should provide resources and information to help everyone in a child’s life have a greater understanding of the importance of quality early childhood programs and the positive benefits children can gain form such programs.  “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 increases sustainability”.

 

I also found more surprising information in an article from “The Early Childhood Workforce in ‘Developed’ Countries: Basic Structures and Education” about “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. The question hanging over all countries is who will pay for a properly qualified workforce?” The reason I found this interesting is because in the state of Georgia, teachers working in the public school system working with prekindergarten’s pay is higher, and offered more benefits than a teacher with the same degree working with the same age group but work in a childcare center. I believe the pay of the qualified teachers should be the same no matter which environment they choose to work in. Therefore this could be one reason for constant teacher turnover in the childcare environment.  

 

The last information I found insightful was the information on allowing children to develop at their own pace. In the article from the “Curriculum in Early Childhood Education and Care” it states, “because of the learning patterns of young children, social-emotional and cognitive progress will be at the child’s own pace, and take place through play and active methods, governed in so far as possible by the self-direction of the child. These considerations suggest caution about designing a detailed cognitive curriculum, which staff should ‘deliver’ to compliant young children”. Therefore with a well-equipped early childhood environment to benefit all children, I have always believe that if children are given age-appropriate tools to learn, and explore, the children themselves can/will help in their own development areas of growth. Moreover it is essential to remembering that each child is an individual, and every child develops at their own level, and not always by which development standards may imply.  

Reference

UNESCO’s “Early Childhood Care and Education” webpage http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

 

 

Sharing web resources

 

The area I searched within the organization of my choice was the “Consultation and Community Services”. Through these services the organization feels its treatments are important and they need to collaborate with the community. The organization stress that families and kids need them. They also said “We’re happy to work with other professionals who seek training or services for their clients with attachment issues”. They also provide their research and information about attachment disorder to communities. They express committed to learning more each day. They also facilitate and conduct research on a variety of aspects of attachment disorder, and have results of several completed studies on treatment outcome and the nature of attachment disorder available in their office. The organization also lead community workshops.

Although I did not receive an e-newsletter from this organization, I did follow another one of their links which lead me to the “National Child Abuse Statistics”. The organization stated that “In America “children are suffering from a hidden epidemic of child abuse and neglect. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children (a report can include multiple children). The United States has one of the worst records among industrialized nations – losing on average between four and seven children every day to child abuse and neglect” (Childhelp, 2014). http://www.childhelp-usa.com/pages/statistics#stats-sources

In searching for information about this week’s issues for children and families overcoming barriers the website did stress that “Child abuse occurs at every socioeconomic level, across ethnic and cultural lines, within all religions and at all levels of education”. So through this statement it is clear that child abuse is one issue that can be hidden as well with in early childhood education. Also it did not directly refer to the equity and excellence of early care and education but the organization does express the concern for all those working with children are to be made accountable for their outcome through finding ways to help in the development of the well-being of every child.

Furthermore, in searching through other links on the website of my choice I found that when looking at information pertaining to young children always seem to open my eyes to the harmful treatment being done to children right here in our own backyard. Therefore as educators we have to keep our eyes open to what is hidden when it comes to our children we teach and care for daily.

 

Reference

 

http://www.instituteforattachment.org/

 

 

Getting to Know Your International Contacts—Part 2

For this assignment I had to research the Global Children’s Initiative” website because I have not receive any connection with my international contacts. However when searching through the articles on the “Global Children’s Initiative website, I found it very insightful that they understand the need to help others understand what is needed to help children around the world through these three focuses;

1. reframing the discourse around child health and development in the global policy arena by educating high-level decision-makers about the underlying science of learning, behavior, and health, beginning in the earliest years of life;
2. supporting innovative, multi-disciplinary research and demonstration projects to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track; and
3. building leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children.
   I believe this is what is needed for those deciding on where funds are applied to help young children. Also while focusing on all children around the world I believe a set value of standards will be set effectively to help children, families, and educators around the world to ensure all children have a chance to develop effectively with appropriate standards of developments.
   It was also exciting how every article within the website had a focus on educating the public and policy makers on the importance of early childhood development and their need to advocate for positive research information acquired by having sufficient evidence to back up their research on how science play a part in children’s developments.  
   Lastly I found it fascinating how the mission focus is to include all “Comprising scholars from universities nationwide, the Forum assesses and interprets evaluation research, as well as neuroscience and behavioral research, with the intent of informing policy and program decisions”. I found this interesting because it gives anyone and everyone a chance to voice their opinion on early childhood issues to ensure that all focus and priorities are on the well-being of all children everywhere.
   Harvard University’s “Global Children’s Initiative” website http://developingchild.harvard.edu/initiatives/global_initiative/
    
    

Sharing Web Resources

In viewing the website of The Institute for Attachment & Child Development I really have a desire to learn more about the disorder of attachment. Therefore the section on “symptoms of attachment disorder in a child” seem very interesting seeing that my professional development is about the overall well-being of the children. Within this section it gave many examples of attachment disorders in children, such as “does not trust adults in authority, manipulative and hostile, no empathy, remorse, conscience, or compassion for others, also resists guidance and nurturing”, just to name a few examples. After reading this information it made me think how so many children in our care that could be missed diagnosed if not seen by professionals qualified within that specific field. Sometimes we may look at children as having a behavior problem but indeed it could be a totally separated issue that has been developing from birth, such as attachment disorder for instance. This really made me think not to be quick to think I know what a child is going through when I have not been through it myself or have the professional qualifications to understand or diagnose without the proper training.

The Institute for Attachment & Child Development explains that “because the behavior of children with attachment disorder* often appears similar to (and is often misdiagnosed as) conduct disorder, oppositional-defiant disorder, and/or attention deficit hyperactivity disorder, it is important to be able to distinguish those children whose behavior problems indicate the presence of attachment disorder from those who have other disorders. Up until February 1997, the primary tool used to assess and diagnose attachment disorder has been the Symptom Checklist, developed at Evergreen Consultants, or one of its variations. The Checklist was developed to describe the symptoms that therapists had observed when treating children with attachment disorder. However, no research had ever been conducted to determine the reliability or validity of The Symptoms Checklist, and its items. The Randolph Attachment Disorder Questionnaire, (RADQ) was designed to be used by psychotherapists and school personnel to assist in identifying and diagnosing attachment disorder in children between the ages of 5 and 18 years. It can be routinely used as a screening tool to identify whether or not the behavior problems a child has are consistent with the presence of attachment disorder. Dr. Randolph and The Institute for Attachment & Child Development are committed to further research to validate the Attachment Disorder Diagnosis and its treatment. The Scoring Manual and Scoring Sheets can be ordered through the Institute for Attachment & Child Development”. (RADQ, 2013).

The Institute for Attachment & Child Development Resource Library. Reactive Attachment Disorder | Randolph Attachment Disorder Questionnaire (RADQ). (2013). Retrieved from

http://instituteforattachment.org/randolph-attachment-disorder-questionnaire-radq/

 

 

Getting to Know Your International Contacts—Part 1

In looking through this website on the “Causes of Poverty” I found a host of information and important facts that I wanted to share with everyone.

• Almost half the world — over 3 billion people — live on less than $2.50 a day.
• The GDP (Gross Domestic Product) of the 41 Heavily Indebted Poor Countries (567 million people) is less than the wealth of the world’s 7 richest people combined.
• Nearly a billion people entered the 21st century unable to read a book or sign their names.
• Less than one per cent of what the world spent every year on weapons was needed to put every child into school by the year 2000 and yet it didn’t happen.
• 1 billion children live in poverty (1 in 2 children in the world). 640 million live without adequate shelter, 400 million have no access to safe water, 270 million have no access to health services. 10.6 million died in 2003 before they reached the age of 5 (or roughly 29,000 children per day).

Also another article on this website stated that one cause of poverty is that many people are powerless and that the rich and wealthy are the ones that make or break certain policies that put people in some situation that they may not be able to get themselves out of. Also throughout this website there are 14 articles on “Causes of Poverty” and 6 related issues to poverty that I feel are worth looking at. Such as information on how some 21,000 children die every day around the world.

That is equivalent to:

• 1 child dying every 4 seconds
• 14 children dying every minute
• A 2011 Libya conflict-scale death toll every day
• A 2010 Haiti earthquake occurring every 10 days
• A 2004 Asian Tsunami occurring every 11 days
• An Iraq-scale death toll every 19–46 days
• Just under 7.6 million children dying every year
• Some 92 million children dying between 2000 and 2010

 

Global Issues: Causes of Poverty

by Anup Shah

http://www.globalissues.org/issue/2/causes-of-poverty

This Page Last Updated Sunday, March 24, 2013

Sharing Web Resources

The organization I chose to do research on was the Institute for Attachment & Child Development. What is Attachment Disorder?  http://www.instituteforattachment.org/

One of this organization’s focus is on attachment disorders in children. The organizations states that “attachment disorder is the inability to form loving and lasting relationships, to give or receive love or affection, form a conscience, or trust others. Attachment difficulties are on a continuum of disturbance that range from attachment issues all the way to attachment disorder.
Attachment disorder falls under many names and categories.  In children, these names include: Reactive attachment disorder or RAD; Oppositional defiant disorder; Post-traumatic stress disorder; Childhood trauma, and Pervasive development delay or PDD” (Institute for Attachment & Child Development, 2014). The organization also gave some great examples of why some children do not form attachment within the first three years of their lives. The examples they provide were;

ü  Abuse
ü  Neglect
ü  Abandonment
ü  Multiple changes in caregivers
ü  Foster care
ü  Adoption
ü  Painful illness
ü  Exposure to alcohol/drugs in utero
ü  Maternal depression
ü  Inconsistent daycare
ü  Loss of a parent due to death or divorce
ü  Emotionally distant parents

In reading through these example I found them to be very interesting but it seem as though one example could be missing from this list. I truly thought culture background would have been in this group of examples through understanding that each individual culture may have their own specific ways of displaying what is consider acceptable attachment to children within their own culture. Whereas some others may view their ways as unacceptable and view these children as having a form of attachment from the list provided above if those evaluating young children having no background information or history on the cultures upbringing.   

 

 

 

Establishing Professional Contacts and Expanding Resources

In my attempt to contact with someone I am still awaiting to hear back. I understand that organizations can be very busy and it may take time for them to get back with me. However I feel if I have not heard back from them by mid-week of next week I will re-send my emails and continue my search. The contacts I attempted to contact were;

South Africa

The National Early Childhood Development Alliance.

Europe

Belarus
Belorussian Parents' and Teachers' League "Step by Step"

Germany
German National Committee for Early Childhood Education

However in part 2 of the assignment I explored;

Pre[K]Now: A Campaign of the Pew Center on the States
http://www.pewstates.org/projects/pre-k-now28067
(Newsletter: http://www.pewtrusts.org/news_room_alerts.aspx )

“These providers visit the homes of vulnerable families regularly (generally once or twice a month) from the time a mother is pregnant through the first few years of the child’s life. During this critical developmental period, parents receive support and knowledge about how to provide a safe and stimulating environment as well as information about how children grow and learn. In this voluntary program, motivated parents learn how to be successful in their new role. Children get off to a better, healthier start with parents who have the skills needed to raise them”.

I believe this is what is really needed for new parents, and some parents with children but no family support or experience. Also through this program children and their families are said to be more ready for starting school.

These are some other sites that I found to be interesting as well.

National Association of Child Care Resource & Referral Agencies
http://www.naccrra.org/
(Newsletter: http://capwiz.com/naccrra/mlm/signup/ )

National Institute for Early Education Research
http://nieer.org/
(Newsletter: http://nieer.org/resources/newsletter/index.php )