How incredibly exciting! This week, I received an email from Cyle Nielsen! Not only did she agree to share her expertise in the field of early childhood but also forwarded my message to 2 other professionals. Below is her response:
From Cyle Nielsen de Aquino
Hola, Marie,
I forwarded your request to Claudia and Hrna. Mercedes, the 2 coordinators for Pastoral del Nino. Claudia represents Pastoral de la Crianca, which is out of Brazil, but is working with Pastoral del Nino and has an office in Asuncion. They are very busy. Mercedes does not speak English. Claudia does. I am currently in the states, but if it would help, I would be more than willing to talk with you. Na Elizabeth is in Asuncion, is still in touch with Pastoral del Nino and currently works with a small program for children who have parents working in the streets in Asuncion. There are a lot of programs, as you can imagine, but I'm not sure which other ones are functioning. There has been a lot of turmoil within various organizations and the government itself in Paraguay. Let me know if you need other contacts. I may be able to connect you with someone else, if necessary (though Pastoral is wonderful!)
I'm glad you are in ECE. It's super important! We will eventually be back in Paraguay if you are ever interested in a first-hand experience.
Blessings in your studies.
Cyle
To fulfill this week’s requirement, I asked Cyle if she would be willing to share her insights on poverty and emailed her the following questions compiled from the “Children’s Defense Funds” (http://www.childrensdefense.org) and the National Center for Children in Poverty (http://www.nccp.org/faq.html):
1. Main causes of childhood poverty and poverty cycles
2. Knowledge of effective strategies to tackle cycles in different contexts: economic and social factors at different levels – international, national and local (contributing to poverty in childhood)
3. Anti-poverty policy and action – communicating with policy makers, practitioners and advocates
4. What kinds of education best help children escape poverty?
5. What sorts of economic and social policies are most helpful for preventing poverty being passed between generations?
6. What kind of political environments tend to reduce poverty among families and children?
7. What kinds of relationships between aid-giving and receiving countries promote child wellbeing?
Since I have not yet received a response from Cyle about children in poverty, I inquired the Child Poverty Research and Policy Centre CHIP, opened the page “Chip International Activities”, and was shocked by the photo of a young child wearing military apparel physically a child but with the gaze of disillusioned old man. Below this disturbing picture, a caption reads “A 1% reduction in world military spending could provide primary schooling to all the world’s children. A 10% reduction could eliminate illiteracy completely for a decade. If 0,5 % of world military spending were diverted to immunization, all children could be vaccinated against preventable diseases for the next 10 years (UNICEF, 2004). Those numbers are both encouraging and perplexing because one wonders why it has not yet been done. Every one of us would benefit from thinking in terms of income percentage. What is 1% of my monthly income? When I know that education is the best solution to end poverty, would I prefer that 1% go to support wars or be put in a program that “provides primary schooling to all the world’s children”.
As I opened the page “Country Reviews”, I was intrigued by Mongolia because our friends adopted two brothers from Russia. According to CHIP, poverty in Mongolia exploded in 1990 when Mongolia became a democracy and a full-fledged capitalist country. Mongolia opted for a quick transition where no programs helped people transition from government supported health, education, and food programs to privately operated organizations compensated by individuals paying for their health plans, education, food, and lodging without any financial aid from the central government. This transition to a capitalist economy has created significant decline in:
• Education – Budget cuts have kept herders’ children out of school and it is difficult for poor children to attend school and many drop out of school. Pre-school education’s quality once well funded now suffers from low budget and the expected consequences.
• Health – Fees and proof of residence are required preventing poor children from benefitting from health care.
Consequently, migration that once was due to the demands of a herding economy has spread over the country where people migrate to urban areas where people are faced with the hardships of moving from their supportive cultural background to a very different environment. Migrant children may have to work to bring home money, drop out school, and many end up on the streets. This scenario sounds very familiar.
Child Poverty Research and Policy Centre
http://www.childhoodpoverty.org/index.php?action=policy
UNICEF
http://www.unicef.org/
Saturday, January 26, 2013
Saturday, January 19, 2013
Sharing Web Resources
Changing Demographics and Diversity
If people can count on change as one constant in life, they can also count on people’s migrations to find better places to prosper with their families. Being a hybrid first generation product of a Spanish mother and a French father, my sensitivity and insights on the topic have developed over the years in search of a better understanding of people’s relationships with each other. This week I chose to focus on Australia and learn about their struggles with demographics and diversity.
First, I consulted the Early Childhood Australia (ECA) website to see what they had to offer regarding diversity. I scrolled down to Position Statements and clicked on “A statement of regret and commitment to Aboriginal and Torres Strait Islander children and families”. This is an ECA remarkable acknowledgement that, prior to invasion by ‘peoples from other places’, Australia was inhabited by native people, “Early Childhood Australia (ECA) acknowledges Aboriginal and Torres Strait Islander people as the original inhabitants of Australia and recognizes their culture as part of the cultural heritage of all Australians”. I also appreciate ECA’s reference to the UN Human Rights and the Australian “Human Rights and Equal Opportunity Commission Act” signed in 1986 and laying the ground work for upcoming issues.
So far, Australia shared similar history traits with the USA, namely invading an already occupied space. Wondering if this twin country/continent also shared immigration concerns and following this week’s assignment guidelines, I scrolled farther down and clicked on “Voice Newsletter”, the ECA newsletter. To my surprise, the president’s message in the last quarterly issue of 2001 addressed the need for the EC field to take good care of young children from asylum seekers families. This headline took me aback since I was not aware of peoples’ movements from Asia to Australia and Malaysia. According to the Guardian (2011) “More than 6,200 asylum seekers arrived in Australia by boat last year. Most were from Afghanistan, Sri Lanka, Iran and Iraq, and used Malaysia or Indonesia as a transit point.” Although circumstances may differ, Australia has to reflect on how to manage such an influx of people which brought unrest on Christmas Island where asylum seekers are being processed.
What surprises me about Australia is their apparent readiness to take a position in favor of children from refugees, children with differences, and working toward inclusion and every child’s well-being and the well-being of their families because the former is intricately meshed with the latter.
In 2012, the quarterly ECA Voice Newsletters continued to update the field on the progress made on behalf of “Aboriginal and Torres Strait Islander children” and asylum seekers. In the last 2012 quarterly, the ECA re-emphasized their groundwork:
• Implement national standards and programs serving each child and recognizing that each child has their particular needs
• Collegiality
• Vision and Commitment
o A vision to energize professionals in the field and give them perspective
o A commitment to make it right by Aboriginal and Strait Islander children
In the end, Australia’s history differs greatly from the United States’ own history and comparing both countries would be ludicrous. On the other hand, one could see a comparative point in their sizes and see that the country in the southern hemisphere makes a considerable effort to provide quality early education to each child regardless of their families’ circumstances.
Resources
Early Childhood Australia (ECA)
http://www.earlychildhoodaustralia.org.au/
ECA - Position Statements
http://www.earlychildhoodaustralia.org.au/position_statements/a_statement_of_regret_and_commitment_to_aboriginal_and_torres_strait_islander_children_and_families.html
The Guardian. News/World News/Australia. (Monday 25 July 2011 05.15 EDT).
Retrieved from: http://www.guardian.co.uk/world/2011/jul/25/australia-malaysia-immigration-swap-deal
If people can count on change as one constant in life, they can also count on people’s migrations to find better places to prosper with their families. Being a hybrid first generation product of a Spanish mother and a French father, my sensitivity and insights on the topic have developed over the years in search of a better understanding of people’s relationships with each other. This week I chose to focus on Australia and learn about their struggles with demographics and diversity.
First, I consulted the Early Childhood Australia (ECA) website to see what they had to offer regarding diversity. I scrolled down to Position Statements and clicked on “A statement of regret and commitment to Aboriginal and Torres Strait Islander children and families”. This is an ECA remarkable acknowledgement that, prior to invasion by ‘peoples from other places’, Australia was inhabited by native people, “Early Childhood Australia (ECA) acknowledges Aboriginal and Torres Strait Islander people as the original inhabitants of Australia and recognizes their culture as part of the cultural heritage of all Australians”. I also appreciate ECA’s reference to the UN Human Rights and the Australian “Human Rights and Equal Opportunity Commission Act” signed in 1986 and laying the ground work for upcoming issues.
So far, Australia shared similar history traits with the USA, namely invading an already occupied space. Wondering if this twin country/continent also shared immigration concerns and following this week’s assignment guidelines, I scrolled farther down and clicked on “Voice Newsletter”, the ECA newsletter. To my surprise, the president’s message in the last quarterly issue of 2001 addressed the need for the EC field to take good care of young children from asylum seekers families. This headline took me aback since I was not aware of peoples’ movements from Asia to Australia and Malaysia. According to the Guardian (2011) “More than 6,200 asylum seekers arrived in Australia by boat last year. Most were from Afghanistan, Sri Lanka, Iran and Iraq, and used Malaysia or Indonesia as a transit point.” Although circumstances may differ, Australia has to reflect on how to manage such an influx of people which brought unrest on Christmas Island where asylum seekers are being processed.
What surprises me about Australia is their apparent readiness to take a position in favor of children from refugees, children with differences, and working toward inclusion and every child’s well-being and the well-being of their families because the former is intricately meshed with the latter.
In 2012, the quarterly ECA Voice Newsletters continued to update the field on the progress made on behalf of “Aboriginal and Torres Strait Islander children” and asylum seekers. In the last 2012 quarterly, the ECA re-emphasized their groundwork:
• Implement national standards and programs serving each child and recognizing that each child has their particular needs
• Collegiality
• Vision and Commitment
o A vision to energize professionals in the field and give them perspective
o A commitment to make it right by Aboriginal and Strait Islander children
In the end, Australia’s history differs greatly from the United States’ own history and comparing both countries would be ludicrous. On the other hand, one could see a comparative point in their sizes and see that the country in the southern hemisphere makes a considerable effort to provide quality early education to each child regardless of their families’ circumstances.
Resources
Early Childhood Australia (ECA)
http://www.earlychildhoodaustralia.org.au/
ECA - Position Statements
http://www.earlychildhoodaustralia.org.au/position_statements/a_statement_of_regret_and_commitment_to_aboriginal_and_torres_strait_islander_children_and_families.html
The Guardian. News/World News/Australia. (Monday 25 July 2011 05.15 EDT).
Retrieved from: http://www.guardian.co.uk/world/2011/jul/25/australia-malaysia-immigration-swap-deal
Saturday, January 12, 2013
Getting Ready—Establishing Professional Contacts and Expanding Resources
http://mfposts.blogspot.com/
Here is my first blog for the class on issues and trends in the early childhood field. I am very excited to explore ideas driven by concerns about young children's welfare and development generated in the USA as well as across the world.
Part 1 Establishing Professional Contacts
With the goal of establishing contact with 2 professionals in the field of early childhood, I emailed my friend Sveta who recently moved to El Salvador. About fifteen years ago, Sveta moved from Russia to the U.S. to pursue her bachelor’s. Soon after receiving her undergraduate diploma, she moved to California, was hired as a preschool teacher, and completed a master in early childhood education.
Since Sveta’s background and new location were ideal for my needs, I emailed her at the beginning of the week asking if she could connect me with preschool teachers in El Salvador and in Moscow, Russia. Sveta responded that she would enquire at the local preschool in San Salvador, El Salvador, where consulate children attend classes. Regarding Russia, Sveta informed me that it might be more challenging to find an English speaking early childhood teacher.
Regardless of the difficulties attached to finding professionals outside of the United States, I am very excited at the prospect of exchanging ideas with colleagues across borders. While waiting for answers in El Salvador and Russia, I will extend my research to Canada and France, and use the alternative offering if by next week contacts have still not been established.
To fulfill the requirement for this week, I chose to listen to a podcast from the World Forum Foundation Radio.
Podcast:
TJ Skalski is Principal of The Mother Earth’s Children’s Charter School (MECCS), the first Indigenous charter school in Canada. Originally from the Blood Reserve and raised in southern Alberta, she eventually left to complete her education, including a Masters of Education degree.
Surrounded by Mother Nature, MECCS recently moved from Wabamun into the former Saint John’s School of Alberta located 35 minutes southwest of Stony Plain, AB on the banks of the North Saskatchewan River near Genessee. A Program Showcase on MECCS can be found in the January/February 2010 issue of Exchange. (World Forum Foundation Radio).
In this podcast, TJ Skalski gives a testimony of the difficulties incurred by belonging to two worlds one of which having only been recently officially recognized. TJ Skalski mentioned that her mother first lost her rights as first nation woman, “gained them back in 1995”, and those rights were also transferred to her daughter TJ. Although, TJ gained her federal rights back, she still encountered difficulty finding her rightful place in her community. Thanks to her grandmother’s unconditional faith in her, TJ was able to join the education field fulfilling her grandmother’s conviction that she was born to be a teacher.
TJ took the position of 5th principal of a school that had been opened 5 years ago and was the first principal to stay for a second year when a new superintendant, the 6th in the history of the school, was nominated.
In order to foster children’s success in school, TJ realized that “creating a community where culture and language were honored was essential to survival and progress of the people”.
Also, TJ came to realize that she had not fallen in traps such as dropping out of school where many of First Nations People had fallen because her family, mother and grandmother, had been able to pass on “their family values, and strong work ethics to provide for the family”. TJ’s sharing of her own life experience is an asset to her students who can identify with her, benefit from her strong values, and start healing their wounds. As she mentioned, students come to school “damaged, scarred, hungry, depressed, and feeling worthless”, and slowly rebuild hope.
Interestingly, this podcast addressed difficulties shared by immigrant children who belong to two worlds. However, TJ’s story talks about the reinsertion of peoples whose previous status had been obliterated from society and about the devastating effects the non recognition of their cultures had on children and their families.
Resources
World Forum Foundation Radio. Podcasts of conversations with early childhood professionals.
Episode 7. TJ Skalski. Retrieved from: http://www.worldforumfoundation.org/wf/radio.php
Part 2 Expanding Resources
A. Within the United States
Pre[K]Now: A Campaign of the Pew Center on the States
http://www.pewcenteronthestates.org/initiatives_detail.aspx?initiativeID=31672
(Newsletter: http://www.preknow.org/signupform.cfm )
The Campaign of the Pew Center on the States allows knowing what is done in other states, generates impetus by informing on what other states are doing, and provides the necessary research when developing arguments in favor of programs.
National Head Start Association
http://www.nhsa.org/
(Newsletter: http://www.nhsa.org/news_and_advocacy/advocacy/legislative_eupdate )
“Our mission is to coalesce, inspire and support the Head Start field as a leader in early childhood development and education.
We are compelled to fulfill this mission by the promise of all the possible outcomes:
• one powerful, united Head Start voice;
• a collegial, collaborative Head Start field, one that is a valuable and valued partner and resource to early childhood development and education;
• nonpartisan support of increased Federal commitment to Head Start and, ultimately
• healthier, empowered children and families and stronger, more vibrant communities.
An Evolving Mission
Over the past 25 years, NHSA's mission has changed from simply defending Head Start in Congress to actively expanding and improving the program. Membership types have been created for Head Start agencies, Head Start state and regional associations, and both commercial and nonprofit organizations. NHSA has an impressive portfolio of services and programs that support and advocate for Head Start”(NSHA).
I chose to refer to the NHSA because the association strives to provide the best education to all children. Also the NSHA’s new standards are research based.
B. Outside the United States
Early Childhood Australia: The Australian Early Childhood Advocacy Organization
http://www.earlychildhoodaustralia.org.au/
(Newsletter: http://www.earlychildhoodaustralia.org.au/contact_us/mailing_list.html )
In the last few years, I have been fascinated by Australia’s diligence in applying new science discoveries to the field of education. This class gives me an opportunity to follow-up with what is current in the land of down under.
Here is my first blog for the class on issues and trends in the early childhood field. I am very excited to explore ideas driven by concerns about young children's welfare and development generated in the USA as well as across the world.
Part 1 Establishing Professional Contacts
With the goal of establishing contact with 2 professionals in the field of early childhood, I emailed my friend Sveta who recently moved to El Salvador. About fifteen years ago, Sveta moved from Russia to the U.S. to pursue her bachelor’s. Soon after receiving her undergraduate diploma, she moved to California, was hired as a preschool teacher, and completed a master in early childhood education.
Since Sveta’s background and new location were ideal for my needs, I emailed her at the beginning of the week asking if she could connect me with preschool teachers in El Salvador and in Moscow, Russia. Sveta responded that she would enquire at the local preschool in San Salvador, El Salvador, where consulate children attend classes. Regarding Russia, Sveta informed me that it might be more challenging to find an English speaking early childhood teacher.
Regardless of the difficulties attached to finding professionals outside of the United States, I am very excited at the prospect of exchanging ideas with colleagues across borders. While waiting for answers in El Salvador and Russia, I will extend my research to Canada and France, and use the alternative offering if by next week contacts have still not been established.
To fulfill the requirement for this week, I chose to listen to a podcast from the World Forum Foundation Radio.
Podcast:
TJ Skalski is Principal of The Mother Earth’s Children’s Charter School (MECCS), the first Indigenous charter school in Canada. Originally from the Blood Reserve and raised in southern Alberta, she eventually left to complete her education, including a Masters of Education degree.
Surrounded by Mother Nature, MECCS recently moved from Wabamun into the former Saint John’s School of Alberta located 35 minutes southwest of Stony Plain, AB on the banks of the North Saskatchewan River near Genessee. A Program Showcase on MECCS can be found in the January/February 2010 issue of Exchange. (World Forum Foundation Radio).
In this podcast, TJ Skalski gives a testimony of the difficulties incurred by belonging to two worlds one of which having only been recently officially recognized. TJ Skalski mentioned that her mother first lost her rights as first nation woman, “gained them back in 1995”, and those rights were also transferred to her daughter TJ. Although, TJ gained her federal rights back, she still encountered difficulty finding her rightful place in her community. Thanks to her grandmother’s unconditional faith in her, TJ was able to join the education field fulfilling her grandmother’s conviction that she was born to be a teacher.
TJ took the position of 5th principal of a school that had been opened 5 years ago and was the first principal to stay for a second year when a new superintendant, the 6th in the history of the school, was nominated.
In order to foster children’s success in school, TJ realized that “creating a community where culture and language were honored was essential to survival and progress of the people”.
Also, TJ came to realize that she had not fallen in traps such as dropping out of school where many of First Nations People had fallen because her family, mother and grandmother, had been able to pass on “their family values, and strong work ethics to provide for the family”. TJ’s sharing of her own life experience is an asset to her students who can identify with her, benefit from her strong values, and start healing their wounds. As she mentioned, students come to school “damaged, scarred, hungry, depressed, and feeling worthless”, and slowly rebuild hope.
Interestingly, this podcast addressed difficulties shared by immigrant children who belong to two worlds. However, TJ’s story talks about the reinsertion of peoples whose previous status had been obliterated from society and about the devastating effects the non recognition of their cultures had on children and their families.
Resources
World Forum Foundation Radio. Podcasts of conversations with early childhood professionals.
Episode 7. TJ Skalski. Retrieved from: http://www.worldforumfoundation.org/wf/radio.php
Part 2 Expanding Resources
A. Within the United States
Pre[K]Now: A Campaign of the Pew Center on the States
http://www.pewcenteronthestates.org/initiatives_detail.aspx?initiativeID=31672
(Newsletter: http://www.preknow.org/signupform.cfm )
The Campaign of the Pew Center on the States allows knowing what is done in other states, generates impetus by informing on what other states are doing, and provides the necessary research when developing arguments in favor of programs.
National Head Start Association
http://www.nhsa.org/
(Newsletter: http://www.nhsa.org/news_and_advocacy/advocacy/legislative_eupdate )
“Our mission is to coalesce, inspire and support the Head Start field as a leader in early childhood development and education.
We are compelled to fulfill this mission by the promise of all the possible outcomes:
• one powerful, united Head Start voice;
• a collegial, collaborative Head Start field, one that is a valuable and valued partner and resource to early childhood development and education;
• nonpartisan support of increased Federal commitment to Head Start and, ultimately
• healthier, empowered children and families and stronger, more vibrant communities.
An Evolving Mission
Over the past 25 years, NHSA's mission has changed from simply defending Head Start in Congress to actively expanding and improving the program. Membership types have been created for Head Start agencies, Head Start state and regional associations, and both commercial and nonprofit organizations. NHSA has an impressive portfolio of services and programs that support and advocate for Head Start”(NSHA).
I chose to refer to the NHSA because the association strives to provide the best education to all children. Also the NSHA’s new standards are research based.
B. Outside the United States
Early Childhood Australia: The Australian Early Childhood Advocacy Organization
http://www.earlychildhoodaustralia.org.au/
(Newsletter: http://www.earlychildhoodaustralia.org.au/contact_us/mailing_list.html )
In the last few years, I have been fascinated by Australia’s diligence in applying new science discoveries to the field of education. This class gives me an opportunity to follow-up with what is current in the land of down under.
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