Web Resource

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access-and-equity/

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.

 

 

Sharing Web Resources

http://worldforumfoundation.org/wf/wp/initiatives/men-in-ece/

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.

Part 2

 (http://developingchild.harvard.edu/initiatives/global_initiative/)

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.

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.  

 

 

 

Getting to know your International Contact

My international contact this week comes from India by way of Swati Popat Vats.  She is an educator, author, educational entrepreneurs, parenting expert and nature advocate. She understands learning as something not restricted to schools but part of everyday living. She is president of the Early Childhood Association. She emailed this week. This is the website:  www.eca-india.org  that tells about the organization. 

She sent me a PDF document about the “War and Peace Project.” I thought there might be a way to insert into the blog to share, but my technology skills need much prayer. It explains War and Peace as being both abstract concepts for young children. Social development at this age is still a work in progress.  Ideas like war or fighting and making peace, and solving problems are difficult for some 5 to 6 year olds who participated in the project. 

It was interesting that none of the children who participated knew about war.  They were able to explain it to fighting, swords, bombs, and army.  But when asked about peace, they only knew about piece, pieces and peas.  Their drawings illustrated pizza piece, pieces of chocolate, green peas, and glass pieces.

Feel free to check out her blog: http://www.swatipopatvatskiducation.blogspot.in

Sharing Web Resurces

Early Childhood Australia: The Australian Early Childhood Advocacy Organization@ http://www.earlychildhoodaustralia.org.au/

Early Childhood Australia is the peak early childhood advocacy organization, acting in the interests of young children, their families and those in the early childhood field. The mission of Early Child Australia is to advocate to ensure quality, social justice and equity in all issues relating to the education and care of children from birth to eight years. I liked this organization’s mission statement and principles on social inclusion and diversity.
Principles

1. Our position is also based on principles that are particularly relevant to the inclusion of young children with a disability in ECEC. They provide a framework for assessing policies, services and actions.
2. Importance of families: children’s growth and learning occurs mainly in the context of their primary relationships in their families and partnerships between ECEC, support professionals and families are essential.
3. Social inclusion: every child has the capacity to make a unique contribution and to participate in a wide range of activities and contexts as a full member of a family, communities and our society.
4. Diversity and difference are valuable in their own right, as are the commonalities among people. Understanding the practices, values, beliefs and cultures of families and acknowledging difference is fundamental.
5. Equity requires that each child receives the support and resources needed to participate, engage and succeed.

 I learned that successfully navigating diversity and differences is a time of celebration for children, their families, teachers, and programs. Professionally, this is an important issue to me because of the increasing diversity of children and families that are served in all 15 of our Head Start classrooms. Every year the number multiplies.  We all come with deeply felt cultural traditions, and viewpoints, and more often than not they are not the same. That is the beauty of diversity because it provides an avenue for learning a whole different world.  

 Educators who are committed to creating culturally diverse classroom settings understand our differences and view them as an asset that allows children full participation to obtain success. When educators connect with children and families in ways that recognize cultural identity with honesty and respect, it is an experience that benefits everyone involved.

Expanding Professional Resources

Newsletter | World Forum Foundation

The mission is to promote an on-going exchange of ideas of quality services for young children in diverse settings. Through the World Forum Foundation you able to subscribe to NACC Newsletter. Its intent is to keep children connected to and appreciate the natural world.