International Contacts Part 2

            Since I have not heard back from any of the international contact attempts, I listened to a podcast on the World Forum Radio.  This week, I chose to listen to Maysoun Chehab discuss her work as a Regional Early Childhood Care and Development Program Coordinator at the Arab Resource Collective in Beirut, Lebanon.  Her work there is non-government related.  She works with early childhood practitioners, policymakers, and the community to give information regarding children’s rights, best practices, and other relevant information.  Much of the information is in Arabic and seeks to target communities about issues in ECE. 

            Maysoun Chehab has been with this organization since 2005.  After the 33 day war on Lebanon, she worked on a project (beginning July 2006) that would give psychosocial support to children.  She related that many were affected by this war, as 126 primary schools were completely destroyed.  She said that families and children needed support post war to work on the emotional and social reactions the war had aroused.  Her work began with families first, because she felt if the adults did not have support, they could not adequately support the children.  After six days of intensive training, the adults were better equipped to help the children. 

            I also visited Harvard’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/activities/global_initiative/).  As we know, the first, earliest years of life are some of the most important in the development of children.  The Center at Harvard is promoting the mission of the importance of ECE all across the globe.  To do this, research is key, coupled with education.

            In Brazil, the Center is collaborating with Brazilian experts and beginning a program called “Núcleo Ciência Pela Infância.”  This seeks to take knowledge about child development and health and create better policies for children.  Policymakers, politicians, and leaders came together to discuss early childhood development.  I found this interesting as they all wanted to learn more to advance early childhood education.

            I found the biography of Gunther Fink to be inspiring.  He was a professor of international health economics at Harvard and began assessing the effect that malaria had in the country of Zambia.  There is no malaria vaccine available, and this and HIV is the leading cause of death in children under the age of five.  He began to ponder ways that this could be changed.  With measures such as treated bed mosquito nets, mosquito spray, and anti-malaria medication, the effects have been positive.  The death rate has declined.

            I was surprised at the global work of the Harvard based Center.  I learned the importance of advocating for children globally!

A Further Look at Global Fund for Children

As I continue to read the information on the Global Fund for Children, I am struck by how this organization seeks to use a grassroots movement to aid people around the world overcome some harsh circumstances.  As I read about the efforts and programs of the GFC, I cannot help but think how important it is to advocate for children and their families right where I am.  For instance, at my school, we have 3 Pre-K classes and 6 Kindergarten classes.  Many families do not come to Pre-K simply because they do not have transportation.  A reasonable solution, in my eyes, is to provide an age appropriate bus within safety guidelines for children to travel to school.  I plan to speak to my supervisors about this during the week.

Also, the GFC works to “advance the dignity of children worldwide” (GFC, 2012, para. 2).  I am impressed that the organization works to preserve the dignity of children.  So many programs I have seen have wonderful missions, but the dignity of humans is not preserved. 

I decided to turn to the blog this week to see what information was presented there.  I did not really see anything that was controversial to me.  I did find the report on human trafficking to be eye opening.  According to a report prepared by Secretary of State Hillary Clinton, “27 million people around the world are considered victims of modern-day slavery or human trafficking” (http://www.globalfundforchildren.org/the-promise-of-freedom/).  Wow!  This blog definitely opens my eyes to issues that occur worldwide.  The author of the blog, Alexandra Torrealba reminds the readers that all children are entitled to an environment where they can learn and grow up to be productive citizens.

I think my eyes continue to be opened as I read the stories from around the world and the impact GFC is making.  It is easy for me to sometimes get caught up in my own little world and forget about the lives and plight of others worldwide.  I am moved to have a stronger urgency for advocacy.

International Contacts Week 3

Although I sent out multiple e-mails, my attempt to make an international contact has so far proven to be unsuccessful.  I keep hoping… Congratulations to those who made contacts!

For this blog assignment, I visited the World Forum Radio and listened to an archived podcast.  I chose to listen to Meridas Eka Yora from Indonesia.  He related his efforts at establishing three boarding schools for those that were orphaned during the 2004 tsunami in Aceh, a territory that was closest to the epicenter of this natural disaster.  There were 500,000 people left homeless during the tsunami.

Meridas Eka Yora related that he and his staff trained teachers for the children who lost so much during the disaster, telling the teachers that they must be both mother and father.  He also discussed how they had many psychologists during this difficult time, but the teachers were best at helping the children, as they would get up in the night with the children, and the teachers tended to the needs of the whole child.  His goal was to create a family feeling.  For those who expected that their families may return, he took them into his own home. It seems as if he truly cares for the needs of these orphaned children, and also tries to encourage them.

I visited The Childhood Poverty Research and Policy Centre’s (CHIP) website.  The website describes poverty as a denier of opportunities.  I agree with this!  Poverty can be a cycle, and that is why education is so vital! Further, effects of poverty early in life, such as malnutrition, can be devastating.

I decided to read about CHIP’s involvement in China, as I have a personal interest in this country.   China has seen a reduction in poverty over the years, as a result of economic growth.  I was surprised to find that life expectancy is 71 (I imagined it lower), and that 85 percent of the population over 15 is literate.  CHIP cautions that the figures vary by region (rural versus urban).

In 1997, a minimum living standard was begun, called the diabo system.  This is for families that have no work and no savings.  Over the last few years, the government has shown more interest in reaching out to the poor.

I did not know there was government aid to families.  I am glad to see that there is discussion among officials as to what can be done to help break the poverty cycle.

Web Resources Week 2

Having an interest in international education, I chose the Global Fund for Children organization.  The link to the website is http://www.globalfundforchildren.org/

I was compelled by the vision of the organization.  According to the vision statement, this organization seeks to provide “a world where all children have the opportunity to learn, grow, and thrive” (Global Fund for Children, 2012, para.1).  I too want this for the students I teach, many of whom come from poverty and other harsh situations. 

I also like how this organization is community based, relying on the strength of the communities it serves.  The organization works with communities all over world, including the United States.

The summer newsletter featured an article about child labor.  I was struck by the fact that over 215 million children worldwide are laborers.  These children do not go to school and are victimized at such an early age.  They are robbed of the innocence of childhood that many experience.  A featured article dealt with a lady named Josefa Condori Quispe who had been a child laborer, but escaped, and now is working with other young ladies through this organization, to help them reclaim their life and basic rights. 

References:

Global Fund for Children. (2012).  About us.  Retrieved July 7, 2012 from http://www.globalfundforchildren.org/about-us/

Establishing Contact

For our blog assignment, I have attempted establishing contact with several of the NAEYC international listings, as well as a few from the UNICEF list.  E-mails that I sent to China (Hong Kong) and Ghana have been returned.  I have e-mailed someone from Kazakhstan, Singapore, and through UNICEF, Nicaragua and China.  I am anxiously awaiting a response. I will give this until mid-week, and then explore the alternative assignment.  

                                            

For part two of the blog assignment, I visited the Global Fund for Children website, and signed up for the newsletter. I was impressed with the grassroots efforts of the organization.

My Supports

I began this assignment by thinking about a typical day.  I have the emotional support of my husband and daughter.  As I have embarked on this journey of furthering my education, my four year old has even said, in my last course, “Mama is it time for us to do our child development?”  Even this simple statement was an encouragement to me.  My husband is always there for me and knows me so well that he knows what I need, when I need it. He is a great supporter, as he helps me in every way he can.  I often get off task, like when I am cleaning, and he will help me complete the task, while listening to me talk. I have the emotional support of my parents, and extended family as well.  At work, I feel that my principal backs what I do, and believes in the power of early childhood education.  She is open to new ideas and is always positive. In addition, at school, my assistant teacher is an emotional and a physical support.  She helps me stay on task and accomplish goals we have set for our children.  She helps me finish our tasks, and carry through our plans.

            Another support in my environment is my cell phone. This is a must have for me!  Whatever did I do before I had an electronic contact list, camera, and texting all at my fingertips? I use my phone as a means of communicating with others, and keeping in touch.  Add to this list of electronic supports the Internet.  Without it, how could I further my education at my convenience?

            I also must rely upon the support of my glasses.  I have worn them since first grade-for 31 years now!  I cannot see without them!  They are the first things I put on and the last thing I take off.

            In my classroom, my lesson plans are a practical support for me.  Without them, I am not as effective.  I know that they are a guide, but well thought out plans ensure that I am meeting my goals, and prepare the needed materials.   I could muddle through a day without a lesson plan, but having this guide is crucial to me.  I can sometimes tend to veer off course, and having the plans helps me steer straight.

I imagined myself as having a speech difficulty, with limited hearing.  I would need many supports for this.  First and foremost, I would need the support of my family.  They would need to learn sign language to communicate with me and tolerance for interpreting my speech.  I would need their love and encouragement on a daily basis. I would need the support of professionals such as physicians and speech pathologists to aid me in my journey.  Teachers would provide support as I learned sign language and academic skills. A physical support would be a hearing aid.  Perhaps in some situations paper and pencil would be necessary if I was not understood.  If I was in school, I may a need a teaching assistant with me to help sign what teachers are saying. If I were attending Walden, I would need to utilize the closed captioning on the videos to aid me.  Without these supports, life would be difficult.  The supports are invaluable and needed for daily life.

My Connections to Play

“Play is the highest form of research.” --- Albert Einstein

“We don’t stop playing because we grow old; we grow old because we stop playing.” ---George Bernard Shaw

 

“Play helps children weave together all the elements of life as they experience it. It is an outlet for the fullness of their creativity, and it is an absolutely critical part of their childhood.”---Joan Almon

At my parents house, there was a large old oak tree that I loved playing at.  The trunk was partially out of the ground and it made a great place to sit and play.  There were countless times my cousins and I would dig around the tree, look for objects, and make up stories.  This was also a place to go for comfort for me.  It also made a great place to play hide and seek.

I loved playing with Barbie dolls as a child. I did not have many of them, but my cousin did.  We role played with them and had a great time dressing them and pretended to be fashion designers.  

This is a picture of Norris Lake. My Dad and I spent lots of time fishing here and I loved playing in the dirt and rocks.  

And I could not forget my loom loops! I was a major crafter as a child. Every adult in my life received a potholder during my fourth grade year!

      As a child, I always played. Whether on summer vacation or Saturday, I was always involved in play.  I did not have the latest, greatest toys, but I was always involved in some sort of play.  I remember imagining many situations, and reading lots of books.  I remember not being busy or shuffled to the next activity. I had the experience of play and time to explore.I was always encouraged to play by family members.  It was a way of life.  I also remember playing in kindergarten, a now lost art.  Even in school, my teachers supported play by allowing creativity.

      I believe play is different now.  For one thing, there are safety concerns for outdoor play.  I am not comfortable allowing my own daughter outside by herself for any length of time. Therefore,her play schedule for outdoors must revolve around our schedule. I also think that families are just so busy that the art of play is being lost.  I would love to engage children in a variety of experiences in which they can be expressive and creative.  In the school setting, I would love to see more play implemented into the day.

     Play is important to me even now.  I have a sewing machine that I had to play around with to learn how to use it.  I also engage in fun activities with my family as a time of bonding.  Also, I have to have an outlet for stress, so what better way can I have this than to play? 

Relationship Reflection

            From my English literature courses, I remember what the poet John Donne stated in Meditation XVII, “No man is an island” (quote taken from http://www.online-literature.com/donne/409/).  I believe this to be true.  We are all part of the human race and our actions, or sometimes lack thereof, affect our relationships.  I believe that relationships are crucial in our lives. 

            In my own life I have many important relationships.  The first relationship that is of importance is that with my husband.  We have been married for eight years, and he is the love that I waited for!  He is different from me-outspoken and analytical.  I think this is what makes our relationship so fun.  He compensates for me in my weak areas and I in his.  The biggest barrier we have faced is quality time together.  He works from home now as a medical transcriptionist, and has a flexible schedule.  He used to work in retail on the weekends, and attend college, so our time was limited.  Now I am the one attending college and working full time.  He is creative in the ways we get to spend quality time together.  I must say he is a blessing to me.

            Next is the relationship with my daughter.  She is four years old and is constantly coming up with cute things.  I am a bit biased, but I believe that she is very smart.  She is analytical like her daddy.  Again, one of the challenges we face is quality time.  I have to remind myself that these days with her will never come again, and I need to enjoy every minute of her childhood.  I try to cultivate our relationship by spending time with her and doing things of interest to her.  I am trying to teach her some of the lessons passed down to me by my grandparents and parents.  She is truly a joy-we waited so long for her.

            My parents are a continuing influence in my life.  I do not always agree with everything that they say and do, but I do try to respect them.  I believe that having a respect for them has helped our relationship flourish over the years, even during those hard teenage years.  They have always encouraged me and have given me support even now.  For example I once told them that I was not sure I was going to continue my graduate courses.  Both parents have said, “Go for it!”  and they have always had that attitude.  I always felt accepted and loved by my parents.

            Work relationships are also important to me.  I have a great group of co-workers this year.  We truly are a team.  Our relationship extends beyond school and we are friends.  It is sometimes hard to be honest with others, and I have learned that even when I get mad, it is better to be open and honest rather than let feelings fester.  In thinking about work relationships, my assistant teacher is a very important one to me.  She is very creative and hard working.  I try to listen to her ideas, and implement them as appropriate.  She is also a friend and we have shared many joys and sorrows together.

            I could go on about important relationships (but I won’t since this is getting wordy!).  I feel that having relationships helps us weather the storms of life together, and celebrate the triumphs!  In thinking how relationships impact the role of an early childhood educator, I believe one of the biggest things I have learned from my relationships is respect and quality.  I may not always agree with a parent, but if I have a relationship, I can respectfully disagree.  Respect carries over to the work environment as well.  Additionally, I believe that quality is important.  Taking the time to get to know my students and their families is beneficial. I must take the time to develop quality relationships.

Thanks!

This video has two of my all time favorite songs- "Somewhere Over the Rainbow" and "What a Wonderful World."  I chose these two songs because I think children see the world as a wonderful place, full of excitement and possibilities.  Children also have dreams and wishes.  As an early childhood educator, I think it is important to find the good in the world, and in each child, and encourage exploration.  For those children who do not have strong support from family, I feel it is my job to teach and show them that someone cares, and that this world can be a wonderful place, and that they should dare to dream.  In this course, I have learned so much from each of you.  This journey has been enriched by each one of you, and I thank you for all your input and hard work!  Thanks, Dr. Kien for your guidance and support!  May each of you be blessed in your future endeavors.
Somewhere Over the Rainbow - Israel Kamakawiwo'Ole

Achievement Tests

In my home state of Tennessee, children are formally assessed on achievement tests in third through fifth grade, taking the Tennessee Comprehensive Achievement Test (TCAP).  This test is based on state standards, testing Reading, Language Arts, Math, Social Studies, and Science.  In fifth, eighth, and eleventh grade, students take a writing exam.  (They are given a writing prompt, write, and are scored based on a rubric).  (Tennessee Department of Education, n.d.) Students also take end of the year exams in courses such as English, Biology, and Algebra.   This year, in my district, 15% of the end of year grade will come from the TCAP test at the elementary level. 

Having taught in a tested grade, I know that this test is very stressful for students and teachers.  I do think that teachers should be held accountable for the job they do, but I believe that this stress is kind of a trickle-down effect.  School districts do not want to have poor scores; therefore they put stress on the principals to raise test scores.  Principals then come down on teachers, and teachers come down on students, pushing the test.  Job performance in the past has been evaluated by test scores.  Little time is left for anything but test preparation. 

Now I teach in a non-tested grade.  To evaluate my students we administer the Brigance at the beginning and end of the year.  I have time to teach students life skills like sharing, getting along with others, cooperation, and appreciation for diversity.  We do not have other formal assessments. 

I think that standardized tests have a place.  I do think that students need assessed but I think it would be remarkable if there were tests to measure other parts of development such as emotional growth and cooperation.  If students are to take the ACT and SAT tests, there needs to be tests such as the TCAP to “practice.”  However, I think too much emphasis has been placed on achievement tests.

These tests do not take parent accountability into consideration.  If a child is neglected, abused, or does not have someone at home to help them with school because of limited resources, how can they be expected to make tremendous gains on a test?  I know that a child can do wonders based on a positive teacher, but sometimes all we do cannot make up for deficiencies outside of the school environment. 

I decided to research testing in China.  Chinese students take tests at the end of their junior high years for placement in a good high school.  At the end of the high school years, a test is administered for entrance into a university (Pham, 2010).   “Failure or low scores on the test send many students back to high school for one more year” (Pham, 2010, para.12).  According to Pham, students spend time focusing on test scores, which does not allow time for using imagination and creativity.  I found an interesting comparison and analysis of Chinese and American education systems in an article published by Pearson Education, Incorporated.  In this article, Betty Case (2005) states, “Chinese assessments focus on the whole child, including academic growth, student learning styles, emotional health, values, fine arts and

confidence” (p. 5).  She further states that in the United States, summative assessments are used, but in China, “both formative and summative assessments are used” (Case, 2005, p.6).

When I was in China twelve years ago, I had many junior high and high school aged students.  They were driven to perform well on their tests at their schools because they felt that scoring well helped them get better placements in universities and better job choices.  In researching the testing practices, I think they are right in assessing the whole child.  All of us have strengths and weaknesses, and I do not think that the achievement tests in the United States do a good job at assessing the whole child.

 

Pearson Education, Inc.  (2005).  The age of accountability.  Retrieved April 1, 2012 from http://www.pearsonassessments.com/NR/rdonlyres/9B951F2F-37A6-4508-A656-3EF8FE346B19/0/AgeofAccountability.pdf

Pham, S.  (2010, December).  High test scores, but China education flawed.  Retrieved April 1, 2012 from http://abcnews.go.com/Politics/chinas-education-prepares-students-tests/story?id=12348599#.T4DUF9ksFfK

Tennessee Department of Education.  (n.d.)  Office of Assessment Logistics.  Retrieved April 7, 2012 from http://www.tn.gov/education/assessment/index.shtml