Share the new insights and
information you have gained from these conversations (or the podcast and
Harvard website)
Information
that I gained from the conversations or the podcast “Excellence
and Equity of Care and Education for Children and Families Part 1,” Program
Transcript, include prescribed
standards in the early childhood environments, the issue of school readiness,
and the question of achievement gaps.
Standards set the pattern or a
goal in the presence of early childhood care, and education professionals. It
points out the direction that children are guided towards what their educators
want children to acquire through their experiences in early childhood education
programs. On the other hand it fails to take into account the children’s
knowledge level, locale, prior knowledge before entering school, and the
holistic approach to educating the child. But it informs you of their needs.
School readiness focuses on the
whole child. Recently leaders in the education field have gotten off track and
are centered on academics. The demand
for standards and stricter academic assessment when it comes preparing early
learners for school has an impact on viewing young children holistically, when
support for intellectual maturation and social-emotional maturation are looked
upon as equally important to the well-being of children.
Head Start was created to deal
with achievement gaps. Children are under pressure to be knowledgeable about a
certain amount of a particular subject which has a trickling down effect.
Educators are stressed to drill children to memorize their ABC’s a head of an
activity that designed to build long lasting relationships in kindergarten and
in preschool which places extra pressure on non-educators. Children should be
taught understanding and communication failing to do so is unhealthy for them.
Social skills should be rooted early and we will not lose too much. We fail to
provide children with the tools that they need to cope, to survive, to
communicate, to ask for help, to maneuver everything else that we put in front
of them. It is critical to remain
sincere and remember we must be committed to working with children and not see
them as empty cups or objects and understand that we aren’t in the role of
fixing them. We should get to know them and build relationships with them, and
do what is right for them.
Describe in particular the
additional information about issues of equity and excellence you acquired from
your international sources
From the Harvard article
“Global Children’s Initiative,” three new ideas or insights that I gained about early
childhood systems around the globe is that there is an organization that serves
as a founding partner for the global agenda the Mother Child Education
Foundation (ACEV) located in the country of Turkey. The goals of the
organization are to build a portfolio of activities in the domains of
development, mental health and children in crisis and conflict circumstances.
With these domains, group will design
and implement new projects; facilitate continuing cross-disciplinary
collaboration; and engage additional faculty, students, and reach out
collaboratively beyond the Harvard community.
With early childhood
development, the first priority is to adapt the successful work in the United
States in order to strategically select the audience that they desire with the
intent to boost and reframe global discussion around investments in the early
years for children. The plan is t educate leaders of key international agencies, publish and
disseminate papers to establish strength-based scientific framework for global
work, and systematic collaborative research that will recognize effective means
to translate the science of child development for global policymakers.
With child mental health, there is
an vital need to identify the scope of this issue for the development of
children globally, and to develop evidence-based approaches in policy and serve
delivery that welcomes cultural diversity context. A Harvard University faculty team is working
together to develop a focused agenda in research, education, and public
engagement to deal with substantial gaps in knowledge and service delivery.
There are three initial projects that are aimed at fixing the problem that
include assessing the state of child mental health services in Shanghai,
China, developing and evaluating family-based strategies to prevent mental
health problems in children affected by HIV/AIDS in Rwanda, and addressing
child maltreatment and mental health outcomes in three Caribbean nations
(Barbados, the Republic of Trinidad and Tobago, and Suriname, and they are strengthening
their policy relevance by designing each project to include economic component to analyze allocation effects in the
supply and demand for services.
With children in crisis, the Harvard
Humanitarian Initiative, the François-Xavier Bagnoud Center for Health and
Human Rights at the Harvard School of Public Health, and the Global Children’s
Initiative is currently seeking potential synergies to work with children that
have emergent circumstances to foster interdisciplinary collaboration. This
collaboration will incorporate science-based, developmental perspectives into
the assessment and management of the well-being of children. This will be done
in a range of natural and man-made crises, with the focus on long-term
adaptation and their immediate circumstances. The focus will be on theses
domains that include exploring comparable approaches to surveying child status
in post-earthquake Haiti and Chile and bringing the science of child
development into strategies for addressing acute malnutrition.
Information that I gained about issues of equity and excellence from my international resource
include vital bottlenecks and barriers that hinder progress in making the
country of Kenya, South Africa an inviting environment for care and educational
development for children’s. Some inequalities in the country begins with the basic
right of children as they struggle with geographical and wealth inequalities
founded on uneven patterns of development and marginalism, pervasive gender inequality,
that adds to lopsided economic and power for women in the decision-making area,
challenges in implementation of policies that target the very poor,
insufficient budgetary allocations for certain programs and sectors.
Walden
University M.S. in Early Childhood Studies
Criteria for Blog Assignments
|
Quality of Work Submitted
|
Satisfactory
4/4 points
|
3/4 points
|
2/4 points
|
1/4 points
|
Unsatisfactory
0/4 points
|
|
Adherence
to Assignment Expectations
The
extent to which work meets the assigned criteria.
|
Assignment meets expectations
and reflects
graduate-level critical, analytical thinking.
All key components are included:
Initial post submitted with 2
comments to other students’ blogs.
|
Initial post submitted with 1
comment to other students’ blogs.
|
Initial post not submitted with
2 comments to other students’ blogs.
OR
Initial post submitted with no
comments to other students’ blogs.
|
Initial post not submitted with
1 comment to other students’ blogs.
|
Does not fulfill the
expectations of the assignment.
Key components are not included
Initial post not submitted
with no comments to other students’ blogs.
|
Laureate Education,
Inc. (Executive Producer). (2013). Issues and trends in the early
childhood
field:
Economists, scientists, and
politicians supporting the EC field. [Video podcast].
Center on the
Developing Child at Harvard University. (2010). Global children's initiative.
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