Saturday, February 23, 2013

Web Resource


The World Education Forum of governments, development agencies, civil society and private sector working together to achieve educational goals by 2015. The objective of the goals was to meet the learning needs of all children, youth and adults and they are:
1.       Expanding and improving comprehensive early childhood care and education for vulnerable and disadvantaged children.

2.       Ensuring all children, particularly girls in difficult circumstances and ethnic minorities, have access to quality education. 

3.       Ensuring the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs

4.       Achieving a 50 per cent improvement in levels of adult literacy for women, and equitable access to basic and continuing education for all adults.

5.       Eliminating gender disparities and equality in education, with a focus on girls’ full and equal access to and achievement in basic education of good quality.

6.       Improving all aspects of the quality of education and ensuring excellence to recognize measurable learning outcomes are achieved by all, in literacy, numeracy and essential life skills.
 
It is good to see strong advocacy going on worldwide for girls and women to set measurable obtainable goals. In other countries girls are so often over looked when it comes to education.

 

 

Saturday, February 16, 2013

Sharing Web Resources


The Working Group on Men in Early Childhood Education (MECE) provides a global meeting place for male and female early childhood professionals to reflect on the value of gender balance in early childhood education and the benefits and barriers to men’s full participation, and to identify actions to promote these important issues worldwide (http://worldforumfoundation.org/wf/wp/initiatives/men-in-ece/).
Twelve nations met in Honolulu to discuss the issues and trend of men in early childhood to explore myths and stereotypes on men in early childhood and strategies for increasing male involvement on a global level.
The forum allowed delegates to learn play activities within the context of cultural and natural environment of children and families, and its impact on education through nature education, outdoor play, games, and the varied roles of men and women in early childhood education.
This link led to the full report of the forum https://ccie-media.s3.amazonaws.com/wfwp/in04-mece/WF_games_report.pdf
I was glad to learn of this initiative that advocates for men‘s participation in early childhood education. Male involvement is needed in the field for many reasons in making positive differences in the lives of children.

Saturday, February 9, 2013

Part 2


Three insights gain from Developing Child:
1.       Zambian Early Childhood Development implemented comprehensive assessment tool was used to determine the effects of ongoing anti-malaria on children’s development (developing child, 2012). The initiative measured anti-malaria's impact. The children were assessed in all areas of development.
2.       It also had positive effects on children’s health. The mortality rate for children under age 5 declined. The percentage of children under age 5 with fever caused by malaria dropped.
3.        Due to language barriers across Zambian, the assessment presented challenges of fairness in being culturally appropriate and addressing the academic gap appropriately.

Saturday, February 2, 2013

Sharing Web Resources


I found the information in the newsletter controversial in the notion that standardized playgrounds with approved equipment is dangerous.  The argument is there is not enough risk taking for children. I believe that children benefit through outdoor exploration.  I do not view standardized playground as dangerous to the children growth.  A standardized playground with equipment provides opportunity to explore elements of nature such as digging and planting seeds, plants, etc...  Also the way playgrounds are arranged and its space contributes more to how much children move around and explore.  I believe that art, blocks, literacy, water, music and types of inside play can be enjoyed by the children outside.  We implement our outdoor classroom frequently on the playground when weather permits and the children freely explore and create. The children love it! However, in certain demographics hiking and rope climbing would be difficult and not an option.

The World Forum Foundation is involved in many initiatives to support early childhood field to deepen professional connections globally through:
Conversations on teacher education for advocacy and leadership.
Conversations on teacher education in bicultural and multicultural contexts. 
Conversations on teacher education and relationships.
Conversations on teacher education and adult learning strategies
Conversations on teacher education and curriculum.
Conversations on teacher education and the role of technology in program delivery.
http://worldforumfoundation.org/wf/wp/

A new trend around the globe is extending play beyond the playground and giving children more access to natural world.