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/ 

Getting to know your international Contacts-part 1

I choose the podcast alternative because communication has not been successful in receiving a response back from my contact I have followed up with my contact unfortunately, no luck has been made in that I haven't received a response back. 

I. Does money affect children's outcomes?
Unicef's website has offered great insight on childhood poverty, and some insight that i've found resourceful has been does money affect children's outcomes, Yes. In short, very strong evidence that money does matter: children from lower-income households have worse outcomes in part because they are poorer, not just because poverty is correlated with other household and parental characteristics. Low income affects direct measures of children’s well-being and development, including their cognitive ability, achievement and engagement in school, anxiety levels and behavior. Stewart,Cooper(2013)

II. Nutrition in Early Childhood insight from rural Ethiopia.
In the developing world a quarter of all children are underweight. The wealthiest children in the study are still incredibly poor by global standards, living in households who have far less than a Dollar a day to spend. However, their outcomes at age 5 are significantly better than poorer children, even if they were underweight in the first year of their lives. We take from this that even small improvements in living standards can increase a child’s chances of catching up from stunting or malnutrition in the early years. In particular, investments in sanitation and water appear to have large payoffs. Porter (2013)


III.Child development and economic development: lessons and future. 

It is not economic growth per se, or the level of that growth, that matters for children, but rather the nature or quality of growth. Policymakers concerned to improve children’s well-being need to better consider how to convert economic growth into social change that benefits poor children and their families.  Developing effective child-focused policies requires adequate infrastructure and funding, and good technical design. More than this, however, it demands:  understanding the mechanisms through which biases and exclusion are perpetuated for particular groups, and the ways that these mechanisms change over time more pro-poor growth concentrating on broad socio-economic development at the same time as investing in disadvantaged groups. Boyden,Dercon (2012)

Reference

www.UNICEF.ORG

Sharing Web Resources

I emailed a director a series of questions I had about the program in which she provides services for. I do not have access to call the location directly seeing how it's in the Bahamas.

Good Afternoon,

My name is Ebony O'neal and I am a Graduate Student at Walden University. I am currently in a course called Issues and Trends in Early Childhood Education. I have a series of questions I am hoping you could help me answer. 

If you would be so kind in answering my questions I'd greatly appreciate it.

1. What types of races do the children in attendance identify with?

2. What types of programs are offered for parents? (for example, classes to teach English, parent meetings)

3. Does your site have a newsletter? if so where can I access it ( email, online)

4. What problems have you seen represented by the families of the children? (lack of finances to send child to school, parents lack of education preventing child from going)

5. Are there payment plans available if a parent has a sudden job loss and can't afford tuition?  

6. Is there an option for a child to come to school without the uniform?

7. How are teachers recruited to work at this establishment?

8. In the event enrollment is low for a particular school year how does that affect the rest of the year?

9. Does the school offer any cultural activities for it's families?

10. Is there anything you'd like to share with me to learn more about your program?

Thank you so much for replying.

Establishing Professional Contacts and Expanding Resources

Part 1:

I desire to find more information about a program called Chicos Felices which is located in Nassau Bahamas.  

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.

Through a hands on learning environment along with the abeka curriculum, the children gain the necessary pre-reading skills which makes them proficient in the English language.

Jointly, they are introduced to the Spanish language through conversational activities, at this precise period; the once in a life time crucial age, for the acquisition of a second language, the pre-school age. Children learn Spanish the natural way, through hearing, doing, repeating and playing.

Altogether, the exposure to a second language, motivational and fun learning

Activities will aim to discover his/her linguistic abilities, develop his/her cognitive capabilities, and aim for the development of the whole child.

Charges Tuition: 300.00 a month *10 (months)= 3,000 

Uniforms: 45.00 a set (shirt and pants)

Lunch is not provided, nor snacks.

Reference
Chicos Felices - Nassau - Nassau / Paradise Island, Bahamas. (n.d.). Retrieved July 6, 2015, from http://www.bahamaslocal.com/showlisting/14888/Chicos_Felices.html





Part 2:
ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development. 

Once on the page you are greeted with "Early Experiences matter" the website has much to offer including easy to read wording, pictures of children, Resources for teachers, and parents. I observed training opportunities to sign up for. Lastly, the site provided an opportunity for it's views to find out updated information happening worldwide as well in their communities. 

Reference 
www.zerotothree.org

Professional Hopes and Goals

• One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length) My personal hope for children and families who come from diverse backgrounds is that they use there differences in language, tradition, and culture to an advantage to themselves, by educating those around them. I'd like to see both student and parents not becoming victims and or prisoners to values that aren't there own, rather they be able to celebrate a culture that has meaning to them. 
• One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length) I believe establishing diversity courses at every level professionally is beneficially to staff everywhere. Parents are able to be impacted by the knowledge learned by staff from workshops, meetings and engagement with other co workers.
• A brief note of thanks to your colleagues Thank you all for the constant encouragement during this course i wish you all a relaxing winter break and that you all come back well rested.  

Welcoming families around the world

• The name of “your” family’s country of origin

My family’s country of origin is the United States

• At least five ways in which you will prepare yourself to be culturally responsive towards this family

1. I accept that children bring knowledge to the classroom shaped by family, cultural histories, and communities.
2. As a teacher I can adapt an understanding and empathy for the real lived experiences of children entering my classes.
3. I will provide opportunities for families to feel included, accepted and apart which offer options for grand parents to read stories or sing songs in the classroom.
4. I need to begin with me transforming myself to transform my students and those around me.
5. I believe it’s important to not allow my own prejudices, biases and assumptions inform my teaching and interactions with students.

• A brief statement describing in what ways you hope that these preparations will benefit both you and the family.

My acknowledgement of knowing children bring many qualities and positive attributes to classrooms offer the group expanding resources and their own uniqueness. Education comes in all forms and children sometimes

In light of the most recent events with the Connecticut shooting all hearts are feeling this pain of those lost, many have come and joined forces to comfort the families and students affected. Religion, nor race, or family class is a factor at this moment just pure human nature of feelings and empathy of knowing it could have been one of our children or us as teachers.  

The Personal Side of Bias, Prejudice, and Oppression

• What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression? Keep in mind that one can encounter such incidents in real contexts, including online environments, as well as in fictional ones, such as movies, books, television shows, and the like.

There was an incident in which a woman was speaking to me and admiring what I was wearing, we engaged and I gave my casualties in which I thank her for the complement like any one else would, the lady continued on to tell me my color choice worked well together and in her words for me being so dark I wore the colors well.

• In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity?

This particular situation brought up feelings of my childhood and how I was bullied and made fun of because of how dark in complexion my skin was to everyone else. As a child I didn’t appreciate the beauty of the glow my skin gave off or the uniqueness in knowing not everyone has the ability to say that.

• What feelings did this incident bring up for you?

In listening to the woman I could feel after giving her comment I was angry because I felt like she was speaking ignorantly, and I questioned why she couldn’t just leave her comment at complementing what I was wearing. I know she had no idea of the affects of what her remark did and or how it made me feel. I simply stated to her I love all colors and walked away. Removing myself from that situation felt like the best thing to do at that moment.

• What and/or who would have to change in order to turn this incident into an opportunity for greater equity?

I could potentially have gone back and forth with the woman which could have lead into an unwanted argument.