Final Blog Assignment

I would have loved to have had the opportunity to interact or conversant with an Educator form another part of the world; unfortunately, I had not response. I was blessed by the acquired great information from the alternate resources made available through the class. There were stories that made me cry from the continual suffering of children in poverty, stories that showed improvement and progress of conditions of health and education provided for children and there were so many stories about programs and advocates that are sponsoring awareness to diminish the suffering and issues children are enduring and proof of the steps that have set in place to improve issues.

We need to make people aware of the issues we are facing so that together in our partnerships we can eliminate most of the issues we face. There is always someone that has been through it before you and can give you so suggestion.  Communication is the key!! My grandmother’s favorite quote is; “You have not because you ask not” and I lived and gained so much because I learned to ask. Sometimes we have to put our pride to the side and do what is best for those around us; especially the children. So when I reflect back to what I knew before the class and what I know now, I am willing to fight more, ask more, and communicate more for the children in my community and work harder to build relationships with other interties to meet the needs of my children. Thanks to my colleges for sharing what you have gained. We have enlightened each other and supported each other in our endeavor to gain knowledge. I pray that you all reach, modify to enhance and expand on your goals and the goals for the families you serve.      

Getting to Know Your International Contacts—Part 3

On the UNESCO’s “Early Childhood Care and Education” webpage, I found an article called “Quality” that addressed quality and how it refers to our children from the perspective of the ECCE work force. Children desires to have an early opportunity to be exposed to interaction with their peers and teacher as early as possible but these experience should not only repair them for kindergarten but it should provide them with the necessary skills to be able be productive in their new environment. Teaching method guides are not written in stone with step by step instruction.  The article suggest that; “There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction”. It requires dedication, collaboration and determination to promote the learning environments our children desire and need.

  

Sharing Resources

Let’s Get Children Outside with Nature-Based Education!

Growing Up WILD: Exploring Nature with Young Children was figured on the National Association of Early Childhood Teacher Education sharing with others all the wonderful things children are learning through their interaction with nature. This program gets children away for those electric devices that are consuming their physical activities and get them down right dirty in the middle of exploring, discovering and learning while physical challenging them to be active. The program has, “27 nature-based activities correlated to the Head Start Domains and NAEYC Standards with easily digestible background information, Growing Up WILD provides educators with the knowledge and skills to comfortably teach nature-based education that includes math, science inquiry, literacy as well as music and movement”.

Even though this subject is not correlated to our class discussions I felt that it is good to know that our children are being exposed to outdoor activities that stimulates both cognitive and physical development. 

View it on the National Association of Early Childhood Teacher Education website @ http://www.naecte.org/docs/Summer%202012%20eLetter.pdf

The Children of Zambian

Health and Education plays hand in hand. Children must have a balance.

I was intrigued with an article on the Harvard University’s “Global Children’s Initiative” website. It was titled Zambian Early Childhood Development Project. There has been so many health issues and death for children in their country that there has never been a study or measuring tool for children learning and developmental growth in sub-Saharan African. They got it off its feet in May of 2010. They called it Zambian Child Assessment Test (ZamCat). It would help them to be able to understand and improve child development and to be able to identify important opportunities for intervention. And the Harvard University collaborated with a team to help them control and maintain a stable healthy, developmental appropriate and stimulating environment for children.

 

 

When you think of all the studies for the need for early childhood programs, you think that every country has some type of program in place; however, this country was fighting to save the lives of their children and families. I learned that there are children under that age of five have been dying from Malaria and HIV but with the efforts of the Zambian anti-malaria initiative the number are 30 percent lower on sickness and death and higher of educational growth. I learned that they speak 770 different languages in that region of the country. It makes me wonder if they just created an assessment tool to show the need for early childhood education; how did they previously determining how much funds would go to health and education? I glad they have one in place now.