When I Think of Research...

As I look back at the beginning of this class, I have gained knowledge about research. In this experience I
have learned how to:

Find and understand raw data and information

Ask a research question

Survey the literature

Formulate an informed opinions through the study of my research

Manage my resources

Cite sources

Entered the discussion, or conversation, of other writers and scholars in my field

Learned how others in my field use primary and secondary resources

Decide my point of view, for my research

Collect Evidence

Draw Conclusions based on the research

The research process is, for many of us, is just the way we do things. We research the best buys in cars and appliances, best schools for our children and ourselves as well as the job we all want. Research expands and adds to our experience and knowledge, providing us a broader base for thinking and writing. It enables us to become experts in areas not directly related to our everyday life. When we engage in research, we build valuable critical skills that serve us in other areas of life. We learn to ask interesting and thoughtful questions, gather and interpret data, read critically, form opinions, manage and understand conflicting information.

Challenges I had was finding valuable resources that tied into my study. I acknowledge the source of all evidence as well as help from my colleagues, my teacher, and the web and to each of you, I say thank you! My perception of an early childhood professional is that we are people who work with or on behalf of children and families in early childhood settings.

Research Around the World

The topic I will be discussing today focuses on Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) in Africa. After reading several research topics done by students in Africa that are in different committees, I will list a couple of them for you. The topics listed here are topics that were interesting to me that focused on early childhood devlopment . Parents’ and Other Caregivers’ Perception of Early Childhood Development Needs and Quality: A Study of the PLAN-Assisted Programmes in Bawjiase, Ghana by Stella Etse, Improving Multisectoral Cooperation and Coordination in Support of Early Childhood Development Programs in Tanzania by George Kameka Incorporating Indigenous Stories of Basotho in an ECCD Programme at Leseli Community Centre by Phaello Ntsonyane Traditional Child Care Practices in Tanzania: Supplementing PLAN Training Programs by Leoncia Salakana Using Indigenous Material for ECCD Curriculum in Malawi by Mary Phiri.


From reading about the article, “Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) in Africa”, I learned from exploring this international early childhood website was “the Early Childhood Development Virtual University (ECDVU) is an innovative(pioneering) and multifaceted(all around) approach to addressing ECD capacity building and leadership development in Africa. The ECDVU is supported by a range of international, regional and local organizations, including the employers of participants. It is a unique training and results-oriented program that uses face-to-face and distributed learning methods including: residential seminars, web-based instruction, CD-Rom and print material support, and a 'community of learners' strategy within and among cohort countries. To meet the ECDVU’s child and social development objectives, it employs a number of approaches to post-secondary education that are ‘non-traditional’ in nature, it includes: recognizing the strengths and expertise that exist locally and regionally; incorporating these ‘voices’ and experiences into the learning process; promoting sustainable, interactive networks that reach rural as well as urban populations; and using computer technology as a means for developing strong information and communication systems within Africa.” This is awesome!



Noteworthy information:

How the candidates are chosen through networking of the ripple effect and the generative curriculum approach each candidate must meet. Candidates are chosen by their country committees as emergent leaders to improve the well-being of children, families and communities in their countries.

Retrieved from:

http://www.ecdvu.org/ssa/index.php

http://www.ecdvu.org/ssa/major_reports.php

Research that Benefits Children and Families-Uplifting Stories

Due to the high volume of child obesity, I decided to readdress this topic once again. Child obesity is a serious medical condition that affects children and adolescents. It occurs when a child is well above the normal weight for his or her age and height. Child obesity is particularly troubling because the extra pounds often start children on the path to health problems that were once confined to adults, such as diabetes, high blood pressure and high cholesterol. Child obesity can also lead to poor self-esteem and depression.

In discussing child obesity, I came across a native woman who lives in Albany, GA that has a passion about child obesity and ways for children to say healthy and stay fit. Pamela Jackson founded The Youth Becoming Healthy (YBH) Project in memory of her brother, Bernard Green, who died in February, 2004 from complications of morbid obesity and other related illnesses. Pamela Jackson decided to meet with the local school system in Albany, GA and create a policy to benefit the youth’s health and eliminate child obesity so the children won’t suffer like her brother did.
Fitness centers have been placed in elementary and middle schools giving the students the opportunity to participate in a safe and physical activity program at the school they attend. Community leaders partnered with Pamela Jackson to provide nutrition, education and other services, to meet the needs of the students. She has received numerous awards and recognition for her efforts to fight childhood obesity including one of CNN's 2009 Heroes and profiled on Larry King Live.

Pamela divides her time between her non-profit organization, consulting business and working on her doctorate degree. She is also an advocate for implementing mandatory PE in all elementary and middle schools, as well as a policy maker, making changes at the state and federal level.

Please click this link to see an advocate at work!!!!!
http://www.youtube.com/watch?v=IS5xvJyGHpw

My Research Journey

The topic I chose to analyze and do research on is ways parents and teachers foster social developmental skills in young children. From infancy, children are active member in our world. Interactions with parent(s) are the first type of social exchange for infants. An exchange from the parent(s) and the child creates an attachment. Exchanges such as facial expressions, movements, and verbal interactions help create an attachment. With an increasing number of children enrolled in center-based programs, educators and caregivers play an important role in promoting the development of social skills. By analyzing ways to foster social development in young children will strengthen my social skill as an adult so that I can build a supportive relationship with families and their children.

My personal experience in relation to the topic would be based on my infant stage, where I learned facial expressions, hand jesters as well as body language. Through these examples given by my parents was a guide to promote learning. As an educator, it is our role to facilitate and encourage social behavior as well as provide the assistance to develop a social network that supports our young children.

If any of you have any insights or information concerning ways parents and teachers can foster social development for young children, please email any information is valuable.

Final Blog Assignment

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.

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

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