Excellence and Equity:
My contact, Trish, described the changes currently facing the early childhood field in Australia and many of those changes have ties to excellence and equity. The push in Australia has been towards nationalizing the regulations and requirements, which previously were like the US in that they were state driven. The changes come in many forms from qualifications for educators, child:staff ratios, and the introduction of the National Early Years Learning Framework, which the program curriculum is to be built on. Trish also stated that there are new National Quality Standards, which are similar to the old standards, but have been merged with the regulations and licensing requirements for all early childhood centers. This standardization of the early childhood field will bring about both equity and excellence.
Within the new standards, there are ratings and assessments based on the standards. The highest rating is a level of excellence. Trish's goal is to attain this standard and achieve this rating for her center. Her idea of attainment is when people walk into her program and say "wow" as it provides a place that is above and beyond what people are expecting. She spoke of her beautiful natural environment which is undergoing a renovation based on the new standards and requirements, and will include an outdoor space where the children can explore and learn. These changes will also promote equity between all early childhood programs.
Below is the link if you want to check out more on the National Early Year Learning Framework:
http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework.aspx
and
http://www.nationalearlyyearslearningframework.com.au/
Saturday, March 31, 2012
Friday, March 23, 2012
Sharing Web Resources, cont.
www.naeyc.org
Information relevant to my current professional development:This week as I searched more through the NAEYC site, which I have chosen for this class' blog posts contained quite a bit of information found in "member only" areas. So I took a step this week in my professional development and joined the organization, gaining rights to the member only areas. In regard to my current professional development, I believe this was a valuable step. The member only areas gained me access to many current research articles, the online magazine Young Children, as well as a subscription to the magazine "Teaching Young Children". I believe adding these options to my professional development will allow me to find current research, trends, and issues right at my fingertips! There is so much worthy information on the site about all walks and issues in the early childhood field that I will turn to this site often to further my knowledge of children.
Controversial ideas/New thinking about an issue:
When signing up for the website, you are asked to select from a variety of topics that interest you, which will include you in their forums. As I was scrolling through the list, one particular topic caught my attention which was a forum for Gay/Lesbian parents and families. This caught my attention as I often struggle in this area as a devout Christian and the knowledge that there is a good chance that I will be working in the future with families that live a Gay or Lesbian lifestyle. Although this goes against my Christian beliefs, I must acknowledge the lifestyle, accept the child and the family, and work through the internal prejudices that often surround this topic. It is an area that I struggle with and know that I will continue to need to work through this idea and other family situations that may go against my religious beliefs, but must accept as part of the families that I will work with.
Information regarding economists, neuroscientists, and politicians:
I did find in the current research tab an article titled "Research News You Can Use: Debunking the Play vs. Learning Dichotomy," written by Dr. Kyle Snow. This article suggests that the political drive behind No Child Left Behind and the Common Core Standards is causing some parents and policy-makers to look at early childhood programs more like education classrooms. This would lend itself to this week's discussion regarding play in early childhood and the struggle to maintain play while stressing the learning components that accompany it. This article also suggested that the science of play supports the view of early educators by stressing the importance and the focus on play that early childhood programs should have. It also provided links to another NAEYC resource which focuses on DAP and play in early childhood classrooms.
*****
I feel like making the choice to join NAEYC at their student membership rate will increase the impact that my own research has on my Master's program and the importance of tying research based ideas to our current learning. I am excited to learn more about issues and trends that are important in the field of early childhood.
Wednesday, March 14, 2012
My International Contact
About My Contact:
I'd like to introduce to you my international contact for this particular class, and as an ongoing professional contact within the field of early childhood. Her name is Trish and she is the director of Karana Early Education Centre in Brisbane, Queensland. Her centre serves approximately 60 children ages 15 months to 5 years. Trish is highly involved in the Early Childhood Community, including partnerships with peak early childhood bodies, government health departments, training organizations, and a number of forums. In her initial acceptance of my partnership, she explained that there are massive changes in the early childhood field currently taking place in Australia, which are leading towards a nationalized set of standards and practices. Trish's goals for her centre are currently focused on attaining a status of "excellent", which from my understanding can be compared with our national accreditation process through NAEYC and other accrediting organizations. On a personal note, Trish is also studying towards a degree in Child and Family Studies. Her statement to me in her last email was of particular importance as it truly reflects the heart of a passionate early childhood professional. She said, "Most of all, our service is about relationships - between Staff, Families, Children, and the community - and about creating a special place where people feel "at home" and that they belong.
On the Subject of Poverty:
Trish gave me a very thorough overview of poverty and how it relates to her work, centre, and community. The first thing that she pointed out was that she has worked at two distinct centres. Her current center is in a high socio-economic area and they do not deal directly with children who come from poverty situations. However, her previous centre was situated in a low socio-economic area and they dealt with poverty on a daily basis. Most of the children that attended live in government supported housing units. She explained that in this centre she had constant contact with the Department of Child Services, which is the government body charged with the care and safety of children. They worked together to identify needs in each family and planned what they could do to help the families in need. Their main support for these families was in the form of clothing drives, connecting them with local food banks, and providing a safe, loving environment for the children in hopes of providing the emotional support that the children needed. Trish also emphasised the problem of drugs and alcohol on the families of children in her care. She said that when parents would come to pick up their children, she had to greet and decide if they were of sound mind before letting the children go with them. This statement broke my heart for those children. One major impact that Trish had on the previous centre was the development of a food program that provided nutritious meals for the children at the centre. This was a major improvement over the lunches that the children were bringing from home.
Despite the differences in lifestyles between the two centers, Trish made sure that the children were aware of the diversity of others and the poverty that exists in places other than their community. Both centers have children in other poor countries that they support financial, and they also do collections of various items that are given to families and children in need. The goal in this activity is to bring about awareness to the children that there are others in need and the focus becomes providing for others and accepting diversity.
I'd like to introduce to you my international contact for this particular class, and as an ongoing professional contact within the field of early childhood. Her name is Trish and she is the director of Karana Early Education Centre in Brisbane, Queensland. Her centre serves approximately 60 children ages 15 months to 5 years. Trish is highly involved in the Early Childhood Community, including partnerships with peak early childhood bodies, government health departments, training organizations, and a number of forums. In her initial acceptance of my partnership, she explained that there are massive changes in the early childhood field currently taking place in Australia, which are leading towards a nationalized set of standards and practices. Trish's goals for her centre are currently focused on attaining a status of "excellent", which from my understanding can be compared with our national accreditation process through NAEYC and other accrediting organizations. On a personal note, Trish is also studying towards a degree in Child and Family Studies. Her statement to me in her last email was of particular importance as it truly reflects the heart of a passionate early childhood professional. She said, "Most of all, our service is about relationships - between Staff, Families, Children, and the community - and about creating a special place where people feel "at home" and that they belong.
On the Subject of Poverty:
Trish gave me a very thorough overview of poverty and how it relates to her work, centre, and community. The first thing that she pointed out was that she has worked at two distinct centres. Her current center is in a high socio-economic area and they do not deal directly with children who come from poverty situations. However, her previous centre was situated in a low socio-economic area and they dealt with poverty on a daily basis. Most of the children that attended live in government supported housing units. She explained that in this centre she had constant contact with the Department of Child Services, which is the government body charged with the care and safety of children. They worked together to identify needs in each family and planned what they could do to help the families in need. Their main support for these families was in the form of clothing drives, connecting them with local food banks, and providing a safe, loving environment for the children in hopes of providing the emotional support that the children needed. Trish also emphasised the problem of drugs and alcohol on the families of children in her care. She said that when parents would come to pick up their children, she had to greet and decide if they were of sound mind before letting the children go with them. This statement broke my heart for those children. One major impact that Trish had on the previous centre was the development of a food program that provided nutritious meals for the children at the centre. This was a major improvement over the lunches that the children were bringing from home.
Despite the differences in lifestyles between the two centers, Trish made sure that the children were aware of the diversity of others and the poverty that exists in places other than their community. Both centers have children in other poor countries that they support financial, and they also do collections of various items that are given to families and children in need. The goal in this activity is to bring about awareness to the children that there are others in need and the focus becomes providing for others and accepting diversity.
Friday, March 9, 2012
Sharing Web Resources
Organization:
NAEYC: National Association for the Education of Young Children
www.naeyc.org
Description:
NAEYC is the world's largest membership organization working on behalf of children. The organization boasts 80,000 members, 300+ state and local Affiliates, and a growing global alliance. NAEYC members include teachers, paraeducators, center directors, trainers, college educators, families of young children, and the public at large. Perhaps the most notable portion to the organization is their accreditation standards and monitoring of child care programs. NAEYC accredited programs are sought by many parents for the level of education, care, and curriculum that NAEYC guarantees through the accreditation process. NAEYC, due to their national reputation as a leader in the field of early childhood, is often sought out by state and national policy makers to weigh in on public policies that affect young children.
Issue/Trend:
One particular thing that caught my attention was an area of the website devoted to "Childhood Obesity Prevention". At first glance, I was looking for one of the issues and trends that normally come to mind when thinking of diversity, but being on my own personal weight loss journey this area caught my eye. I began to think of obesity in a new light and certainly one that could be defined as an issue or trend within the early childhood setting. Obesity has many roots in early childhood nutrition, activity levels, and family histories. Knowing that this issue begins in childhood and can be prevented makes it a current trend that I think is valuable to know about and understand as it relates to the children in our care. On the other hand, as part of this wealth of resources was information regarding malnutrition and children who lack food and nutrition. Obesity, lack of nutrition, and the effects on learning and good health are all interrelated and part of early childhood education. It is our job as educators to provide good nutrition, model good eating habits, and healthy activities.
Relation to this week's topic:
Relating obesity and nutrition to changing demographics and diversity at first was difficult. However, after some thought, the two can certainly be interrelated as children from different cultures and backgrounds will come into our care with specific food that they like and dislike, food that is specific to their culture, and perhaps even eating cycles or meal preparations that are not the same as our western culture. As educators, we need to be sensitive to these issues and be sure that we are aware of the role that food plays in cultures and specific families.
NAEYC: National Association for the Education of Young Children
www.naeyc.org
Description:
NAEYC is the world's largest membership organization working on behalf of children. The organization boasts 80,000 members, 300+ state and local Affiliates, and a growing global alliance. NAEYC members include teachers, paraeducators, center directors, trainers, college educators, families of young children, and the public at large. Perhaps the most notable portion to the organization is their accreditation standards and monitoring of child care programs. NAEYC accredited programs are sought by many parents for the level of education, care, and curriculum that NAEYC guarantees through the accreditation process. NAEYC, due to their national reputation as a leader in the field of early childhood, is often sought out by state and national policy makers to weigh in on public policies that affect young children.
Issue/Trend:
One particular thing that caught my attention was an area of the website devoted to "Childhood Obesity Prevention". At first glance, I was looking for one of the issues and trends that normally come to mind when thinking of diversity, but being on my own personal weight loss journey this area caught my eye. I began to think of obesity in a new light and certainly one that could be defined as an issue or trend within the early childhood setting. Obesity has many roots in early childhood nutrition, activity levels, and family histories. Knowing that this issue begins in childhood and can be prevented makes it a current trend that I think is valuable to know about and understand as it relates to the children in our care. On the other hand, as part of this wealth of resources was information regarding malnutrition and children who lack food and nutrition. Obesity, lack of nutrition, and the effects on learning and good health are all interrelated and part of early childhood education. It is our job as educators to provide good nutrition, model good eating habits, and healthy activities.
Relation to this week's topic:
Relating obesity and nutrition to changing demographics and diversity at first was difficult. However, after some thought, the two can certainly be interrelated as children from different cultures and backgrounds will come into our care with specific food that they like and dislike, food that is specific to their culture, and perhaps even eating cycles or meal preparations that are not the same as our western culture. As educators, we need to be sensitive to these issues and be sure that we are aware of the role that food plays in cultures and specific families.
Saturday, March 3, 2012
International Professional Contact
Professional Contacts:
In order to establish international professional contacts, I chose not to use the links provided by Walden as I was unsure how many people would be emailing the same organizations. Instead I chose to use my most favorite internet tool, Google, and searched for a listing of daycares in specific international areas. I searched for Tokyo daycares and for Sydney Australia daycares. Both searches provided a list of links for daycares in the respective areas, along with a brief description of each organization (home-based, center-based, and approximate number of children served). I opted to contact center based programs that would have more people perhaps willing to partner and also those who served more than 40 children, giving a good age range of children. I emailed between 10 and 12 organizations on Thursday morning. By Thursday afternoon, I had received one email back from a daycare center in Australia who was willing to partner with me! I was super excited and emailed her back with a brief overview of what I would need from her. She should be a good source of information and is excited about working together. I have yet to hear back from any other contacts, but am hoping for at least one more.
Expanding Resources:
In looking through the list of resources, I chose to further explore NAEYC. This organization is often resourced for current research based information that is valuable to our current program of study and also to the field of education. I am familiar with the position statements and requirements of NAEYC as I was a teacher at a daycare, as well as a parent, at the time of accreditation. I trust the organization and know that they will be a future resource that I will use when interviewing and working in the early childhood field. Being familiar with their information will make them a valuable resource to me in the future.
In order to establish international professional contacts, I chose not to use the links provided by Walden as I was unsure how many people would be emailing the same organizations. Instead I chose to use my most favorite internet tool, Google, and searched for a listing of daycares in specific international areas. I searched for Tokyo daycares and for Sydney Australia daycares. Both searches provided a list of links for daycares in the respective areas, along with a brief description of each organization (home-based, center-based, and approximate number of children served). I opted to contact center based programs that would have more people perhaps willing to partner and also those who served more than 40 children, giving a good age range of children. I emailed between 10 and 12 organizations on Thursday morning. By Thursday afternoon, I had received one email back from a daycare center in Australia who was willing to partner with me! I was super excited and emailed her back with a brief overview of what I would need from her. She should be a good source of information and is excited about working together. I have yet to hear back from any other contacts, but am hoping for at least one more.
Expanding Resources:
In looking through the list of resources, I chose to further explore NAEYC. This organization is often resourced for current research based information that is valuable to our current program of study and also to the field of education. I am familiar with the position statements and requirements of NAEYC as I was a teacher at a daycare, as well as a parent, at the time of accreditation. I trust the organization and know that they will be a future resource that I will use when interviewing and working in the early childhood field. Being familiar with their information will make them a valuable resource to me in the future.
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