Sharing Resources: Part 2

For "part one" of this assignment I focused on the EECERA, which still looks to be an interesting resource for international perspectives on early childhood.  However, membership fees are only collected via the postal service, and I have not as yet received a payment option.  Without membership, the site maintains very limited access.

Plan B!

     So for this week, I’ve decided to see what’s new with the Center on the Developing Child:  Harvard University.  This has been my favorite source of regular information for quite some time now.  I should make time to read it more often.  Although the CDC of Harvard emulates professionalism through every page, I also find that it is unpretentious, unbiased and easily accessible.  Have you noticed how easy it is to access articles by Jack Shonkoff and the National Scientific Council for the Developing Child, without paying fees or signing up to publisher sites?   Anyway, as a Montessori teacher, I teach in Montessori classrooms, which typically attract a larger-than-average number of immigrant families, from a variety of countries around the world.  So over the years I’ve had the great fortune of testing the Montessori method to it’s fullest extent in culturally diverse classrooms.  Because of this, I am always curious about what is going on around the world in regard to ECE.  That is why I originally chose to investigate the EECERA site mentioned above.  But fortunately,  on the CDC Harvard site I see there is a page called, “Global Children’s Initiative”.  When I clicked on the link, I realize that the page I’ve found is actually one of our resources for the upcoming week… So I read on:

     The GC’s Initiative recognizes that healthy children are an important aspect of “economic productivity”(Center on the Developing Child, n.d.), which has been a major topic of discussion for this week.  In being a part of the Center on the Developing Child at Harvard the site is constantly updating what we know from neuroscience, and providing that information to politicians and other policy makers.  Besides recognizing that economic productivity is an essential part of every culture's existence, I have not seen a lot about funding of EC programs beyond public funding.  The CG’s Initiative will focus on the following 3 areas:

• reframing the discourse around child health and development in the global policy arena by educating high-level decision-makers about the underlying science of learning, behavior, and health, beginning in the earliest years of life;
• supporting innovative, multi-disciplinary research and demonstration projects to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track; and
• building leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children.

As is traditional with the NSCDC, initiatives are based upon scientific findings from an array of scientific fields regarding human development.  This coming together of scientific disciplines demonstrates the superior strength of diversity over, for example, basing initiatives upon the insights of only one scientific discipline such as only education, or only pediatric medicine.

Within the realm of early childhood development, CG’s Initiative has developed two different projects:  One is sited in Zambia, and is assessing and measuring child development outcomes linked to malaria control strategies.  The second project is sited in Chile and focuses upon improving preschool quality in Chile.

Projects are also planned within the realms of “child mental health”:

• 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) (Center on the Developing Child, n.d.)

and “children in crisis”:

• Exploring comparable approaches to surveying child status in post-earthquake Haiti and Chile.
• Bringing the science of child development into strategies for addressing acute malnutrition (Center on the Developing Child, n.d.)

    “Finally, and central to the Center’s core mission, an array of education and training activities will be incorporated into all of the thematic areas described above. The first dimension of this work focuses on building a sustainable infrastructure to support the productive engagement of Harvard students and faculty in a diversity of global settings. The second dimension focuses on developing opportunities to provide leadership training for individual researchers, policymakers, and institutions, primarily in the majority world.” (Center on the Developing Child, n.d.)

Although through these projects, participants are likely to encounter many controversial issues first hand, I do not recognize any of the issues presented in this site as controversial.  We'll see how things go as the GC's Initiative tests itself in other cultures.

     Possibly, after my girls have gone off to college, I might be able to consider participating, myself, in activities such as these.  I think they would be great learning opportunities, and an opportunity to work with some very interesting people.

References:

Center on the Developing Child. (n.d.). Global Children’s Initiative. Center on the Developing Child Harvard University. Retrieved May 26, 2012, from http://developingchild.harvard.edu/activities/global_initiative/

   

Making Professional Connections

I am thrilled to announce that progress is being made.  Through the father of one of my former students I have initiated contact with Pasi and Johanna, both of Finland.  Johanna wrote back to say she needs two weeks to wrap up the school year after which she have time to discuss the issues and trends regarding ECE.  Although I received an email from Pasi to say "hi", and subsequently sent an email regarding the nature of this assignment, I've not as yet heard back from him.  Possibly, the email I sent, was diverted.  At this point, I have sent one more email to Topi, the father of my former student, asking him to let Pasi know I've emailed him.  Meanwhile, I went to an art show on Sunday, where two more of my former students were showing their art work.  Their mother is from Sweden, and I asked if she would inquiry with the Montessori teachers she knows who teach in Sweden.  As I am a Montessori teacher, I think it would be interesting to be in contact with other Montessori teachers from other countries as well.  Although I am still waiting.... I feel confident that contact with one or all of these people will happen soon.

 En lieu of direct contacts, I would like to share information about childhood poverty, I found of particular interest from Childhood Poverty Research and Policy Center website:

"Today's poor children are all too often tomorrow's poor parents. Poverty can be passed on from generation to generation affecting the long-term health, wellbeing and productivity of families and of society as a whole." (CHIP, 2012).    

"...under what circumstances does working in childhood trap children in poverty, and when does it provide useful skills for the future? What kinds of education best help children escape poverty? What sorts of economic and social policies are most helpful for preventing poverty being passed between generations? Answers to these questions are critical for breaking poverty cycles permanently. CHIP has started to answer some of these questions, though more context-specific knowledge is needed."  

 CHIP recognizes that there are many questions such as the ones above that have not yet been answered regarding childhood poverty.  As I researched poverty in New Mexico, I found a plethora of statistics all saying the same thing:  Poverty in New Mexico is among the highest in the nation.  As I continued my research, searching for more information regarding the "whys" behind poverty numbers in New Mexico, I was surprised by the utter lack of information.  In analyzing the data, I found my experiences over the last 20 years of living and working with the local populations my only source of information for addressing the why's behind the numbers.  Here in New Mexico, poverty is multi-generational.  Asking questions, like the ones above, is a task that needs to be done in order to address the issue of poverty in New Mexico.  Much research is still needed in order to be able to understand the why's behind chronic poverty in New Mexico.

Because CHIP works to understand international poverty, it by default must study and understand the cultures of the countries in which they work.  Even though New Mexico is part of the United States, the unique cultures of New Mexico (New Mexicans of Spanish decent, Latino Immigrants and Native Pueblo Indians) make New Mexico a world unto itself.  It seems that much of the work CHIP has done in foreign countries, may be applicable in New Mexico.  In the article, "Breaking Poverty Cycles-The Importance of Action in Childhood" (Harper, 2005) Caroline Harper offers several insights and suggestions regarding the transference of poverty from one generation to the next.  As I look over the article, I am aware that the information presented is congruent with observations and experiences I've had with local populations here in New Mexico.

I recognize that the international focus of the CHIP website is highly relevant to the issues of poverty in New Mexico, and should be considered as a primary source of information, at least until further research is done locally.  

Sharing Web Resources

The following sites are sources of information to which I subscribe, and to varying degrees have found useful.


Center on the Developing Child Harvard University:
http://developingchild.harvard.edu/

The Center on the Developing Child at Harvard University houses the National Scientific Council on the Developing Child.  The newsletter from this organization, I have found to be highly relevant in regard to all we are learning through our master's program, and to the educational needs of New Mexico where I live.  The Council is chaired by pediatrician Dr. Jack Shonkoff, and at this time focuses upon the understanding that the study of early childhood is a science of multiple disciplines.  Therefore the members of the council are from various disciplines including: pediatricians, neuroscientists, teachers,  sociologists, psychiatrists, etc.  The council also places emphasis upon the study of how stress impacts all areas early childhood development, including cognitive development.  Through the collaborative efforts of early childhood specialists from various scientific fields the council endeavors to affect positive change in policy regarding all aspects of early childhood.  Below is a link to a collaborative effort between the NSCDC and USC in the form of a short visually stimulating video about environmental aspects that affect brain development.  To view this video, check out the link below:  http://developingchild.harvard.edu/resources/multimedia/videos/brain_hero/?utm_source=Center+on+the+Developing+Child%27s+mailing+list&utm_campaign=b58733026a-jan_news&utm_medium=email

The European Early Childhood Research Association:

http://www.eecera.org/

For this organization, I am in the process of gaining membership, upon which time I will have more access to the site and be able to learn more about it.  At this point, I know that within the EECRA there currently are 11 "Special Interests Groups" (SIG's), which I have listed below:

• Birth to Three
• Equity and Respect for Diversity
• Leadership and Integration
• Leadership Mentoring for Early Years Services
• Learning and Participation
• Mathematics Birth to Eight Years
• Outdoor Play and Learning
• Professionalism in Early Childhood Education and CAre
• Transitions
• Young Children's Perspectives
• Working with Parents and Families

From the EECRA site, I hope to gain many insights into the ways in which a variety of countries view and implement early childhood education.  Above is a SIG entitled "Equity and Respect for Diversity".  I will be interested in learning what this means to the countries of Europe.  In discussing the topic of respect for diversity with some of my European friends, I've been led to believe that many European countries may have less  experience, compared to the U.S., with diversity.  I look forward to learning more about this topic.  

The International Montessori Council:
http://www.montessori.org/

The North American Montessori Teachers' Association
http://www.montessori-namta.org/

American Montessori Society:
http://www.amshq.org/

North American Montessori Center:
http://montessoritraining.blogspot.com/

As a Montessori teacher, the above sites are extremely important to my practice as an EC educator.  In regard to the topic of changing demographics and diversity, I have to say that I know of no other sources that better address and embrace cultural diversification.  Cultural competency is of the greatest priority in the Montessori classroom.  Through the curriculums of geography, culture, peace, and family involvement, the culturally diverse populations that typically gravitate to Montessori schools are well served through respect, inclusion, and cultural knowledge.    

The following are non-web versions of resources to which I subscribe:

The Journal of Early Childhood Research

The National Association for the Education of Young Children

Expanding Professional Resources

     I am currently investigating the EECERA (European Early Childhood Education Research Association)  I have applied for membership and awaiting to hear how membership fees will be collected.  In any case I've learned that the EEC Educator Research Journal is published 4 times a year and is one of only 4 early years journals indexed by the Institute for Scientific Information.  I am curious as to what journals constitute the other three.  More to come on that.

EECERA is an independent, self-governing, international association which promotes and disseminates multi-disciplinary research on early childhood and its applications to policy and practice.EECERA is a non-profit organisation, wholly-owned and subscribed to by its substantial and influential world-wide membership. It generates its own revenue, receives no external funding [I find this part intriguing] and thus ensures its independence, radical attitude and innovative openness.  (EECERA, n.d.)

     In the past I have been mildly concerned with the NAEYC's sources and methods of funding here in the U.S.  As we as Walden students, access information and recommendations from the NAEYC, I am aware in the back of my mind that Walden University provides financial support for the NAEYC.  I have at this time no opinions (for or against) regarding this connection between Walden and the NAEYC.  The connection is simply noted.  This is why I find that the EECERA's policy of not accepting or soliciting external funding refreshing.

The EECERA currently supports 11 Special Interest Groups within their organization.  Each group has a minimum of two chairs, and they must be of different nationalities.  The groups are designed to discuss and share ideas about their given topics.  Sometimes these groups get together for conferences in addition to the annual conference the EECERA hosts in Europe.

References:

EECERA. (n.d.).European Early Childhood Education Research Association. Retrieved May 11, 2012, from http://www.eecera.org/

 

Professional Contacts

This assignment is such a great idea!  With that said, I've not had any luck establishing contact... yet.  Because I am so interested in Finland's successful education system I've been gathering information recently about the Finnish culture and the nature of the Finnish Educational Reform that has progressed over the last twenty years.  I sent emails to Lasse Lipponen at the University of Helsinki and Nico Wendelin also of the University of Helsinki.  I have not heard back from either of them.  Because I was unable to establish contact with Finland I accessed a podcast from the World Forum Foundation.  As a Montessori teacher I am also interested in the schools of Reggio Emilia in Italy, therefore I chose to listen to the podcast featuring Susan Lyons of the Innovative Teacher Project in San Fransico.  Dr. Lyons went to Italy to learn more about the Reggio Emilia schools there, and managed to bring the "100 Languages of Children" Reggio Emilia Exhibit to San Fransico for 4 months.  At the same time Dr. Lyons developed the Innovative Teacher Project in the Bay Area as a way in which teachers can gain professional development in the Reggio Emilia method and implement it in their schools, both public and private.  On top of that Dr. Lyons, as a means by which to prove the effectiveness of the Reggio Emilia methodology in the public school setting, successfully established the early childhood "Stand Alone Center" in the Presidio.  Wow!  What an accomplishment!  I have envisioned the same kind of thing here in Northern New Mexico, only with the Montessori Methodology which like Reggio Emilia is a highly effective and proven method teaching young children.  My attempt to contact the Innovative Teachers Project, unfortunately failed, as I was unable to get connected to their website.  So that is where I am at the moment, and will continue to make contact with other EC professionals.  Hopefully I'll have good contact news to share over the coming weeks.