Final Blog Assignment

Three consequences of learning about the international early childhood field for your professional and personal development 

Creating consistent, reliable contact with the International Contacts had it’s challenges, however working through by continuing to make repeated contact, widening the search of resources and acknowledging to classmates this was not a lone issue. 

Limited resources on calling directly to the organizations and hearing the individuals voices to

clarify questions and or seek further understand centered around topics. 

Being able to read updated information and view pictures on the Facebook page and website could have served as a beneficial resource instead the information present on the sites were severely out dated.

One goal for the field related to international awareness of issues and trends and the spirit of collegial relations. 

Inspiring and mobilizing efforts on eradicating poverty through studying abroad programs by creating resources and funds for internships ,educational opportunities with renewed emphasis on cultural awareness. Similar to the opportunities created at Austin College students for an international experience, and support to the  students experiences with tangible resources. In order to enhance global learning in obvious and subtle ways, through faculty development, student scholarships, and infrastructure to support and coordinate programs and resources, including the creation of a Center for Global Learning that will promote cultural awareness among all Austin College students.Austin College (2014)

References: 

Page,O. Austin College. Quality Enhancement Plan (2014). Retrieved from www. Austincollege.edu

Getting to know your International Contacts-Part 3

I reviewed the UNESCO’s “Early Childhood Care and Education” webpage. The three new ideas or insights gained about issues related to international early childhood education are the use of a resources through The Association for the Development of Education in Africa (ADEA) and UNESCO’s Regional Office in Dakar. Launching the children's books centered on  “Childhood Cultures” through the experiences of the main characters Bouba and Zaza, the series seeks to develop life and socialization skills outside the family context among children aged 3 to 8. It is also aimed at older children, parents and teachers.  ADEA,UNESCO (2015) Partner organizations in Africa will facilitate 192 reading clubs and workshops to develop local authors capable of writing and publishing supplementary reading materials in local languages. ILA, (2015). The series covers topical subjects affecting the lives of African families that parents are sometimes reluctant to address. These include various topics such as war and conflict, the HIV/AIDS pandemic, the issue of water resources and environmental protection. ADEA,UNESCO(2015).

There is an Interview section where articles are located, one in particular with Katerina Markelova, wrote "young people in the world, so different and so alike", Interview with Monique Coleman an advocate,singer, and actress whom high-lights how the internet gives young people a voice the main purpose of this show Monique created was to help young people see that even the people you look up to share similar interests and are basically the same, and to break stereotypes. 

Lastly, videos depicting A UNESCO project giving displaced youth in the Kurdistan region of Iraq fresh hope of going back to school or finding work through courses in literacy, English, computer and life skills as well as psychosocial support. 




References:

International Literacy Association. Retrieved from http://www.reading.org/general/InternationalOutreach/AfricaOutreach.aspx

UNESCO. Media Services . http://www.unesco.org/new/en/media-services/single-view/news/adea_and_unesco_launch_bouba_and_zaza_and_childhood_cultures_an_intergenerational_african_series_of_childrens_books#.VdFRQCjRpao

Sharing Web Resources

I searched online for any websites that remotely had anything to do with the childcare facility, unfortunately what I found was a Facebook page, that hadn't been updated since 2009. Another site was on the Bahamas visiting site which gave a description of the program, which detailed that "This unique school is an option for parents who wish for their children to learn Spanish at a very young age.The school is designed for children ages 1-6 who have no prior knowledge of the Spanish language; it incorporates those who have been exposed to it, and those who speak it. “Chicos Felices”, is a community based program on learning and fun. Bahama Local (2015)
 In scanning the centers Facebook page I was able to see pictures of the children/staff and some activities they've participated in such as Community helper week; during that time community members were brought into the center and discussed their roles. It's important to bring this kind of awareness to the children because exposure leads to imagination and offers children avenues to pursue careers of their desires. 
I noticed a few differences in the classrooms in the site verse classrooms here in the States. From a couple of the photos I noticed items like clorox wipes out and within a child's reach, chords exposed and hanging freely which can cause a tripping hazard. Lastly, the children's art work appeared to be "ditto sheets" limiting the creativity of the process rather expecting the product. There wasn't an option to sign up for a newsletter however I did add the page. 

In thinking about the topic equity and excellence i believe it begins with offering children the absolute best start possible. Doing so needs to be in a space that is safe, enriched with age appropriate materials  and surrounded by educators willing to go the extra mile to see that this happens. 

Reference 
Chicos Felices. retrieved from. https://www.facebook.com/chicos.felices.33/media_set?set=a.1549876766063.58898.1809442305&type=3

Bahamas local. com retrieved from. http://www.bahamaslocal.com/listing_email/14888/Chicos_Felices.html#write_email

Getting to know your international Contacts-Part 2

I chose the podcast alternative, Harvard University’s “Global Children’s Initiative”  for this weeks assignment. Through exploring the site I was able to acquire knowledge about  the work and effort placed in knowing the importance of  protecting children from the biological consequences of significant adversity, in addition to providing them with enriched learning opportunities. Investments in the early childhood years are critical building blocks for lifelong health promotion and disease prevention, not just strategies to enhance school readiness.(Center on the developing child Harvard University, 2015)

In it's six year existence the Global Children's Initiative has sought out to  provide all children with the necessary tools to a successful future, through investing in economic productivity, positive health outcomes, and strong civil society of all nations—from the poorest to the most affluent. ( Center on the developing child Harvard University, 2015) This type of acknowledgement proves to children everywhere they hold value and it will not matter where their start was it's not a determining factor of one's end.  Center on the developing child Harvard University, 2015) 

A program of Grand Challenges Canada, Saving Brains seeks to improve outcomes for children living in poverty in Africa, Asia, the Caribbean, and Latin America. It is through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life. Its activities work to support the lifelong health of children and provide selected countries with a strategy to help break the cycle of poverty.  Center on the developing child Harvard University, 2015)   

Another, building a unified science of child development to explain the early roots of lifelong health, learning, and behavior in Brazil came through the Núcleo Ciência Pela Infância (NCPI) which seeks to translate and communicate science effectively to inform the public around issues that affect children and families while preparing in science of healthy development in the design and implementation of innovative policies and programs that reduce preventable disparities and promote greater well-being for all Brazilian children. 

Lastly, GCI has provided support to the Center's Harvard-affiliated faculty members who are working closely with researchers and institutions in low- and middle-income countries around the world, including in Chile, China, Sierra Leone, and Zambia. Funding the work of these professionals ensures productive outcomes in seeking a much happier, productive and long lived future for children and families everywhere.  

Through the reading i've gathered the purpose in the strategies of the Global children's initiative which are to reduce biological and environmental risk factors in the lives of women and their children. Doing so can simultaneously reduce child mortality, improve developmental outcomes, build human capital, and reduce widespread poverty throughout the world. ( Center on the developing child Harvard University, 2015)

Reference

Center on the Developing Child Harvard University, (2015). Global children's Initiative. Retrieved from http://developingchild.harvard.edu/indez.php/activities/global.initiative/