Early Childhood Research

There are two major insights I have gained about research and hope to remember whenever I design projects. In my opinion the nature of research has changed from the researcher being in control to equal power for investigator and subjects. In regards to children subjects I hope to always remember that consent from parents is not always adequate. Children are to be considered as capable of making decisions to participate or withdraw if they want and when they want from any project (Mac Naughton, Rolfe & Siraj-Blatchford, 2010). Even when written consent is secured from responsible adults the child’s desires should always be considered and respected. Another insight for me as an investigator is to always be fair toward potential subjects and regard them as people and not objects of my curiosity (Mac Naughton, Rolfe & Siraj-Blatchford, 2010). I hope to remember to always be cognitively aware of my beliefs and understanding and not impose them on any potential subject. It is my responsibility to become informed about the cultural beliefs and traditions of potential subjects and fully respect them in the design and processes of the project. This means that there is just as much preliminary work to be done before the actual design is constructed. There are many different ways and different combinations to consider in the design process in order to best secure valid findings. From this course and all the other courses in this master’s program I have come to realize the vastness of the field of early education. There are so many aspects from which positive contributions to the field can be made. However one way that my perception of an early childhood professional has been modified as a result of this course is by gaining the understanding that early childhood professionals will always be students no matter how any degrees we earn. We share equal power, in a sense with our students and their families. We are always learning about and looking for ways to better serve the young children and their families. Even while we are teaching them we are also learning from them as well. As people, societies and this world changes we have to remain abreast of these changes, constantly reflecting and looking for ways to better serve and provide appropriate best practices for all young children Best Wishes to all as you continue in the program and your careers as early childhood professionals.

International Research for Early Education

The website for the University of Victoria School of Child and Youth is very informative. The site offers research endeavors published by students fulfilling degree requirements for their master’s program. I thought the project submitted by Charlotte Day on rural early childhood development projects that focus on learning concepts that are developmentally appropriate for the culture of the people was particularly interesting. The community is working to build a facility for the children, but locals are reluctant to use exploratory learning methods with the children in care. This poses an interesting research question for international early education research endeavors. Many intervention projects that focus on underdeveloped nations are now seeking to design early childhood programs that are appropriate to the cultures of the people they ate attempting to help. This will be especially helpful when trying to define quality and excellence in their childcare. I had the pleasure of viewing a program about an organization called “Right to Play. An organization mostly composed of Olympic athletes is seeking to improve the mental and physical health of children in war torn countries through organized sports activities. The program is based on the belief that children learn through play. They believe children need to play even in the face of life threating conditions. For more information check out their site at http://www.righttoplay.com/International/Pages/Home.aspx.

Experimental Research

I would like to encourage everyone to review this blog called “Facing Autism in New Brunswick”, located at http://autisminnb.blogspot.com/2010/04/autism-and-experimental-stem-cell.html. It reveals real-life experiences of experimental stem-cell research done on a young boy with autism, with positive results. It shares outside links about the application for clinical research, the research, previous successes with other diseases and much more. One part I though was interesting is when the father of the participant (also a doctor) gave consent to only proven interventions with evidence to back it. That is a good example of Informed consent. I would also like to encourage you to look for and look at the movie, “ Lorenza’s Oil”. This movie was based on a true story about a family’s struggle to get help for their son, when the procedures/ medicines needed were not available or approved by the medical profession/ government. If you don’t want to look at the movie, then The Arts and Entertainment section of CBS News published an article about the real Lorenza, entitled “Son in True Story of Lorenza’s Oil Dies”, located at http://www.cbc.ca/news/arts/film/story/2008/05/31/lorenzo-oil-obit.html

Research Topic

I have made the choice to research for a solution to the question… Can universal definitions of quality and excellence in early education be valid and reliable across cultures and societies in the world? At this time I don’t believe it is possible to develop definitions that are appropriate for all societies? I made this choice because I believe the world is moving toward a global society. Globalization efforts will affect the field of early childhood in regards to reaching universal definitions for quality, excellence and standard guidelines in the field. Although I do not have personal experiences in this area yet, I am very interested in current endeavors to protect cultural practices. I also believe to impose universal definitions in Early Childhood will infringe upon people’s rights to be different and make choices for their children. Also in this process of universal early education many cultural traditions, languages, histories, and geographical treasures are at risk of being lost. One insight gained and has become a new challenge is putting information in my own words. I have not had problems before but Turnitin did not agree with me about what I thought were my own words. I noticed that the research chart requires summarizations and paraphrasing so I am looking into ways to re state what I have learned. I found an online writing lab sponsored by Purdue University @ http://owl.english.purdue.edu/owl/resource/563/01/. I found many helpful hints on quotes and paraphrasing. I also plan to use the Walden writing tutors.

Early Education Through the World's Eyes

During the course of this past eight weeks my scope of early education perspectives has broadened. By route of virtual explorations I have traveled the world experiencing issues and trends in the early childhood field. Attending conferences via World Forum Radio I heard first hand issues, challenges and successes of others that share my profession. I have also been made aware of many new innovative projects, ventures, hopes and dreams of people that share my vision of well-being for all children at home and abroad. I hope to become an active participant within this organization. Through the World Forum Foundation, I was also introduced to International Step by Step Association. Through association with this organization I hope to first be of assistance and then learn more about helping people to help themselves, by raising awareness of the importance of quality early care for our children. My virtual travels have also introduced me to an organization The Global Fund for Children. I am currently in the process of making application for full non- profit status for an organization ( Wisdom2000) that operates in my community as an advocacy system for children and families. The Global Children’s Fund provides grants for grass-root organizations seeking to improve the lives of children and families in your own communities all over the world. This is a valuable resource to help launch my contributions to children, their families and my community. “Issues and Trends in the Early Childhood Field”, has truly broadened my horizons in pursuit of child well-beings. This has been professional development for me, as well as confirms my original professional goals within the field. Although I did not have the anticipated conversations with my international contact I was still able to share and discuss issues and trends with a classmate that had first- hand information about issues and trends in her native country that is different from my own. And for that I would like to say, “Thank You” to Folashade. I would also like to say thank you to all my classmates and instructor for opportunities to learn and share my passion. I enjoyed the trip. I hope I have formed professional contacts from this class that I can continue to collaborate with on early education issues throughout my career. Best wishes in your pursuits. My Contact: janice.rhodes@wisdom2000.org

EC Issues at Home and Abroad

After reviewing my Early Childhood professional goals I find they are still the same as when I first started the master’s program. The only thing that has changed is my deepened understanding of current challenges, successes, innovations, and opportunities within the field. My goals all still evolve around early childhood teacher trainings. My professional aspirations are to write/publish teacher training programs as well as provide actual training opportunities for EC teachers locally and abroad. In addition to writing and trainings I would also like to establish a foundation that collects classroom/teacher materials to be distributed in developing countries, especially for children with disabilities. Without any new information to report on my international contact, I explored the United Nations Educational, Scientific and Cultural Organization (UNESCO). This organization has created an organization, Intangible Cultural Heritage that seeks to maintain and protect cultural values within countries as they evolve to become part of a global society. Efforts are being made to reserve a wealth of knowledge and skills that are at risk of being lost as cultures merge or co-exist. Traditions and living expressions like, oral traditions, performing arts, social practices, rituals, festive events, knowledge an practices concerning nature and the universe and traditional skills and crafts are reserved to pass on the coming generations (UNESCO). Intangible Cultural Heritage is linked through UNESCO‘s website. More new information gained from my exploration of UNESCO’s site is the promotion of Global Action Week, scheduled April 22-28, 2012. This is a global effort to raise awareness of needed supports within Early Child Care and Education community, especially for disadvantaged children. This is another link from within the site under the Education link. A third insight is in regards to a universally accepted definition for “quality” within the early childhood community. Some of the issues are the same in developing countries as in the US. Providing monies for early childhood education programs when funds are limited creates problems of assess and availability within different socioeconomic classes. Should monies be placed in programs serving lower socioeconomic families that merely prepare children for school at the expense of more evolved programs that promote holistic child development? Sounds familiar? Whether a prosperous country or a developing country the issues of universal definitions of quality and excellence is the same.

Consultants and Collaborations for Excellence

While viewing the Global Alliance World Forum website, I discovered the link "OnDesign for Children Working Forum". This is a global collaborative group advocating environment designs for children. They are now accepting applications for other early childhood professional interested in presenting early childhood environment information at their next international collaborative gathering, scheduled June, 2012. Claire Warden, and educational consultant, has been confirmed as participating in the upcoming event. Ms Warden is an award winning lecturer also know for her work in motivational math and connecting children with the natural world. Many of her methods are accepted/practiced in early childhood programs in several countries around the world, inspiring policymakers to implement her methods into policy. For more information on Ms Warden and her work check out her blog spot@ http://claire-warden.blogspot.com/2011/11/let-children-play-claire-warden.html. She is truly an advocate for "play" in early childhood settings. Another confirmed participanth is Michele Zini,editor of "Children, Spaces, Relations". Besides editing he also keeps an eye on Africa's financial conditions on thier way out of poverty. A good way to look for opportunities to advocate for monies to improve conditions for young children there. These people are on the front lines of a war of which we have all signed up for, advocates for the well-being of all young children. As far as equity is concerned this is a clear indication that the gaps of inequalities are closed one link at a time being joined to the main chain. This is just one area, but equally important to the whole. One might think you have not reached the point in your EC careers to make an international impact. Keeping abreast of issues by information provided on these different website might very well find areas where you can join in...Who knows what can happen.

Global Children's Initiative

With no new information to report on my international contact I explored the website, “Center on the Developing Child”, sponsored by Harvard University. This center has launched a global effort to help ensure better health perspectives, appropriate development and greater rates of survival. Although adequate funding is still an issue an agenda has already been set for initiatives to study situations of child well-being in several countries, as well as the United States. Using an interdisciplinary approach, they are hoping to use data and insights from different disciplines to help form research-based programs and policies world- wide. Planning is also underway for collaborative gatherings so that representatives from all over the world can meet, share information and plan for global answers for young children. Unfortunately I have not had any more responses from my international contact. I plan to try to make contact by phone again.

NAEYC

The website I have been reviewing is NAEYC. This organization is leading in setting standards for quality care of young children. NAEYC standards have been adopted by major EC programs like Head Start, as well as internationally in countries like Africa. This is such a valuable source of information for any EC professional. There is a section for families in their magazine. It is filled with resources for parents with every day parenting issues like, sleep schedules, death of pets, and self-esteem. As for me professionally, since viewing this site and realizing their standards are adopted in some African programs, I would like to find out if any modifications have been made in regards to cultural and financial differences. I feel sure there are adjustments and I am wondering which ones and why. NAEYC also publishes ready- to- use guides for EC professionals. These guides help caregivers/teachers connect research to the practice of quality care. One personal insight is there is lots more to learn and find out about this interesting field.

International Early Childhood Contacts

I made contact with the director Delfena Mitchell of Liberty Children's Home in Belize. Contact was made by telephone. This children's home is currently caring for abandoned, abused or orphaned children, which incidently has the highest rate of abuse in the Carabean. Children from birth to five are the primary focus, but older siblings are accepted. I am impressed by the fact they allow abused children time to heal from their ordeals before mainstreaming them with school and community. Due to the fact contact was made today I don't have any additional information past our agreement to become partners for the duration of this class. However after studying the home's webpage I was able to get a better picture of the plight this home is facing. They are in urgent need of financial assistance for basic needs like food and utilities. This is something I would like to donate to personally. Director Mitchell was very welcoming and willing to assist me in making contacts with other EC professionals as well. I am very excited and look forward to the conversations. The poverty level of this children's home is obvisous to anyone, but there are children suffering in poverty that are not easily seen. In my own neighborhood there are children living in big houses,new family vehicles and all the looks of prosperity. Unfortunately and unseen is the fact the only meals these children eat each day are the ones served at school in the cafeteria. This is the new face of poverty to me and I will be doing further research on this topic.

International Step by Step Association

International Step by Step Association (ISSA) Within its network, ISSA supports a wide array of programs that collectively provide a comprehensive set of educational services and advocacy tools intended to influence policy reform for families and children, with a special focus on the years from birth through primary school (ISSA, n.d.) The global network offer memberships to individuals and nongovernment organizations. The main objective of this organization is that all children will have equal access to quality education, by implementing the Step by Step Program. This is especially for early years from birth to five years old. The hope is that children will become life-long learners that are equipped to make decisions that ensure success in an open society. Believing parents are the first teachers a child encounters strong parental involvement is encouraged. They also believe in community sharing of resources and ideas help accomplish these goals for all children. In one of the latest global meetings, sponsored by ISSA, several objectives were concluded as part of promoting quality within its program. One objective is to improve the quality of in-service training for new EC teachers. Another objective is to bring professional development and higher education into a modernized state by addressing global societal changes. As societies change new needs for children arises. One proposed way of doing this is by connecting higher education institutes with EC communities and programs. International Step by Step Association http://www.issa.nl/

Professional EC International Connections

Making contact with early childhood professionals outside the United States has proven not to be an easy task. So far, every contact attempt via email addresses outside the US have been returned undeliverable. The addresses for the main offices of the organizations located in the US have not been returned, but no responses so far. I have resorted to purchasing international phone cards to try establishing contact by phone. I am concerned about language barriers with contact outside the US. Perhaps the offices within the US will be helpful with communication attempts. Establishing connections is my first choice, rather than the alternate assignment. However, I will do the alternate assignment until contact is established.
At this point I have decided to study the websites for NAEYC and National Black Child Development Institute. This is for starts, but hopefully will get to examine many more. Because my plans are to work with lower socioeconomic child development establishments I made selections based on demographic interest and being informed about national standards and resources.
I will certainly post any helpful hints that might help international contact attempts and am interested in any information that will help me in my attempts.