People, who do the same type of work from another country understands the different roles we take. Three consequences of learning about the international early childhood field from my professional and personal development are language barrier, manners, and respecting their culture.
In many other countries, people take the time to learn a language, and therefore can speak several different languages. However for me, I found it hard to communicate with another teacher due to English being my first and only language.
Having manners are like doing a project, it is not just business but the way things are done. We need to take the time to get to know the people who we are working with instead of rushing. We need to read a little about the culture and be polite.
There is pop culture and there is culture. We have media culture and fast food culture and some icons of our country that are a part of another world. As we are a young country, there are elements of culture and history of other countries that may not be so important to us, but is important to them.
One goal I have is help promote an understanding of cultures and the changing cultural patterns.
Tree of love
This was a gift given to me on my last day of student teaching in Leesburg, Ga by the students and my master teacher in May of 2010. I treasure this gift because it reminds me of the passion and the ambition they felt for me.
Friday, April 15, 2011
Thursday, April 14, 2011
Getting To Know Your International Contacts-Part 3
After viewing the webpage from UNESCO “Early Childhood Care and Education “what I found out that was interesting was……………………………….
“The mission of the UNESCO Education Sector is to:
• Provide international leadership to create learning societies with educational opportunities for all populations.
• Provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all.
• Work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals.
• Facilitate the development of partnerships and monitors progress; in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six educations for all goals. ”
However reading, Dakar Framework for Action Education for All: Meeting our Collective Commitments discusses, six education goals and strategies that is designed to enable all individuals to understand their right to learn and to fulfill their responsibility to contribute to the development of their society focuses on these six goals and strategies as follows:
• “Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
• Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.
• Ensuring the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills program.
• Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
• Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.
• Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.”
With “Dakar Framework for Action Education for All: Meeting our Collective Commitments” focusing on the six education goals and strategies is an essential tool that will make a better future for young children as well as addressing appropriate learning for young people and adults.
Reference:
Retrieved from: (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/),
Retrieved from: http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
“The mission of the UNESCO Education Sector is to:
• Provide international leadership to create learning societies with educational opportunities for all populations.
• Provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all.
• Work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals.
• Facilitate the development of partnerships and monitors progress; in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six educations for all goals. ”
However reading, Dakar Framework for Action Education for All: Meeting our Collective Commitments discusses, six education goals and strategies that is designed to enable all individuals to understand their right to learn and to fulfill their responsibility to contribute to the development of their society focuses on these six goals and strategies as follows:
• “Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
• Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.
• Ensuring the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills program.
• Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
• Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.
• Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.”
With “Dakar Framework for Action Education for All: Meeting our Collective Commitments” focusing on the six education goals and strategies is an essential tool that will make a better future for young children as well as addressing appropriate learning for young people and adults.
Reference:
Retrieved from: (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/),
Retrieved from: http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
Thursday, April 7, 2011
Sharing Web Resources
In viewing the e-newsletter from Harlem Children Zone (HCZ) website, I just learned that they are building a new school and community resource center in New York City. “The Obama administration’s vision for community revitalization challenges housing authorities across the country to undertake comprehensive plans for neighborhood development that integrate housing, schools, commercial corridors, community facilities, improved infrastructure and transportation.
Through a partnership with the Harlem Children's Zone (HCZ), NYCHA is taking on this challenge to transform communities, and empower and engage residents. The Harlem Children's Zone (HCZ)/ Saint Nicholas Houses Project will bring to the community:
• A new charter school, operated by Harlem Children's Zone, will be located on the grounds of Saint Nicholas Houses. HCZ's Promise Academies have outgrown their current facilities and they have been looking for a location within its Zone to build a new school building.
• Building a school at St. Nicholas Houses also provides an opportunity to re-introduce West 129th Street between Frederick Douglass and Adam Clayton Powell Boulevards. Building a school and community facility at St. Nicholas Houses meets the dual goals of NYCHA revitalizing public housing neighborhoods and HCZ expanding services to families in public housing.
• No residents will be displaced or buildings demolished as part of this plan.”
Education is not depending on a child’s family background. Student learning is fostered by policies that consider the strengths that each child brings as well as being active, engaged, and supportive to meet the expectations for each student. Giving low-income and minority children a challenge and rich learning opportunity can have a profound positive impact on their lives, and that is what Harlem Children Zone does.
New insight for this week from the e-newsletter is “for children to do well, their families have to do well. For families to do well, their community must do well also. That is why HCZ works to strengthen families as well as empowering them to have a positive impact on their children's development.”
References:
http://hcz.org/
http://www.hcz.org/images/stories/pdfs/St.%20nicholas%20groundbreaking.pdf
Through a partnership with the Harlem Children's Zone (HCZ), NYCHA is taking on this challenge to transform communities, and empower and engage residents. The Harlem Children's Zone (HCZ)/ Saint Nicholas Houses Project will bring to the community:
• A new charter school, operated by Harlem Children's Zone, will be located on the grounds of Saint Nicholas Houses. HCZ's Promise Academies have outgrown their current facilities and they have been looking for a location within its Zone to build a new school building.
• Building a school at St. Nicholas Houses also provides an opportunity to re-introduce West 129th Street between Frederick Douglass and Adam Clayton Powell Boulevards. Building a school and community facility at St. Nicholas Houses meets the dual goals of NYCHA revitalizing public housing neighborhoods and HCZ expanding services to families in public housing.
• No residents will be displaced or buildings demolished as part of this plan.”
Education is not depending on a child’s family background. Student learning is fostered by policies that consider the strengths that each child brings as well as being active, engaged, and supportive to meet the expectations for each student. Giving low-income and minority children a challenge and rich learning opportunity can have a profound positive impact on their lives, and that is what Harlem Children Zone does.
New insight for this week from the e-newsletter is “for children to do well, their families have to do well. For families to do well, their community must do well also. That is why HCZ works to strengthen families as well as empowering them to have a positive impact on their children's development.”
References:
http://hcz.org/
http://www.hcz.org/images/stories/pdfs/St.%20nicholas%20groundbreaking.pdf
Friday, April 1, 2011
Getting to Know Your International Contacts
“The Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda focusing on approaches to child survival, health, and development. The Center’s commitment to global work represents both an acknowledgement of moral responsibility to meet the needs of all children and a critical investment in the roots of economic productivity, positive health outcomes, and strong civil society in all nations, from the poorest to the riches. The Global Children’s Initiative seeks to advance the Center's core mission globally by implementing a compelling research, public engagement and leadership development agenda in child health and development that is grounded in science and engages researchers, public leaders, practitioners, and students from a wide range of institutions around the world. Specifically, the global program will focus on three strategic 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.”
Retrieved from:
Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/),
• 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.”
Retrieved from:
Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/),
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