THANK YOU.....

Thanks…

I would like to thank my colleagues for their intellectual support they’ve given me throughout this course.  We had such a diverse group that made it worth the while and very intriguing at moments.  I thought Vanessa  Aldana’s eagerness played an integral role in this class, she would almost always be the first to post in our discussions and I greatly appreciate that.  There was a time that I didn’t quite have full clarity of the discussion’s post and it was Vanessa post that put me on the right track.  Most of the time we would agree and then there were times we disagreed agreeably.  I can’t forget about Rachelle Alvarez who ideas and thoughts were very creative and out of the box thinking kind of insight.  I always enjoyed her post.  One that stands out in mind, was the “Communication through body language and facial express”, I thought it was very unique how you used the examples of a TV show, which was a great post.  Also, your goal to set for the early childhood field related to issues of diversity is to build support for equal access to high-quality education for all and that is one of my personal goals to achieve, along with advocating for Early childhood developmental programs to be accessible to all. 

I certainly would not go with our thanking our own professor Dr. Tammy Shepard who wisdom and such enthusiasm help to drive us all until the very end.  I loved how she broke topics down into our discussions.  She kept the conversation and creative juices flowing.  You could tell the difference in her passion and how adamant she was for us to understand, absorb, and be able to apply what we were taking in.  Thank you for your dedication, and education, we couldn’t have done it without you.    

Adjourning

In the "adjourning" stage the project is coming to an end and the team members are moving off into different directions. This stage looks at the team from the perspective of the well-being of the team rather than from the perspective of managing a team through the original four stages of team growth.

High performing groups are the hardest to leave. My high school track and soccer team were the best teams to be a part of and graduation was the adjourning finale.  I felt a sort of closeness with my team mates because in both groups, we as team members had chosen the same path to journey.  Our responses and actions became similar and practically identical.  My teammates even joined similar extra curriculum activities that concluded in graduation and college credits and a trade.  The congratulatory that we received included awards, recognition, college credits, the experiences of being on a team, and graduation.  We had to arrive to school earlier than average students, sacrifice social and private time, sometime miss special events at home school but we did it because of our focus and our commitment.  Our ideas that weren’t so clear from the beginning became clear as we grew together.  We were a diversified group and everyone bought their own uniqueness  to the class and the team.  Together we formed a unique class and team.  We won matches, and many games together, we also lost together.  The commitment put forth, together, formed a high performing and successful group, my classmates

WE DID IT and We Graduated together, excelling to the next level in life.  That was one of  the greatest adjourning of a great process.

Conflict Styles

I think of myself of having a cooperative conflict style.  I will compromise and collaborate in order to resolve and issue.  A friend of mine asked me to babysit for her for the weekend, she failed to mention that it would be overnight.  Instead of me debating what I understood or what specifically she requested, I rearranged my schedule, changed some plans and just did, for peace sake.     Cooperative Strategies benefits both parties.  Conflict usually is a negative interaction between interdependent people, rooted with a disagreement.  The 3R’s  of respectful, reciprocal, and responsive can occur in our interactions with others, whether be professional or casual conversation.  The  Nonviolent Communication  is based on the principles of nonviolence, the natural state of compassion when no violence is present in the heart.   They use the natural giving possible solutions and the quality of giving.

Similarities and Differences of Communication Between Different Groups

Communication is appropriate when it meets the demands of the situation as well as the expectations of others.  In almost all situations, cultural norms and rules set the standards for expectations.  

A successful communicator can adjust their behavior to suit particular individuals and situations.   For example, in a professional setting, such as my boss, I will email him to inform him of my absence.  Whereas, a friend or coworker, I may just text.  An invitation to a social event that I may be hosting maybe sent in a similar fashion, by invitation and mail.  

Communication skills are behavioral abilities based on social understandings that are used to achieve particular goals.  

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.

Communicating More Effectively

To effectively communicate, it is important to diagnose their emotions and understanding those signs. According to Beebe, Beebe & Redmond (2011), to effectively communicate with each other, it is important to see their world view differently from our own.

"Individuals who fail to consider other cultural perspectives are said to suffer from cultural myopia, a form of nearsightedness grounded in the belief that one's own culture is appropriate and relevant in all situations and to all people" (O'Hair & Wiemann, 2015, p. 43).

Improving my perceptions and communicating more effectively with others:

• Be thoughtful when you seek explanations.  Look beyond the most obvious explanation for what you observe.  Being thoughtful sometimes means just pausing to give yourself time to evaluate.

• Look beyond first impressions.  Don’t rely completely on your first impressions; these often lead to inaccurate conclusions.   Hold off forming a judgement until you can gather further perceptions.  

• Question your assumptions.  Don’t assume that you know what others think, feel, of believe based on their group affiliations or a host of other cultural factors.  Thinking that everyone else in your demographic believes the opposite of you is a common perceptual error. 

References:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.Chapter 4, "Interpersonal Communication and Diversity: Adapting to Others" (pp. 85–114)

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real communication (3rd. ed). New York: Bedford/St. Martin's.

Interpreting Communication

Interpreting Communication

Watched with Sound off

As I watched an episode of this show the characters relationships were easy to interpret. The main character usually set the mode for the other 3 to 4 characters.  I could tell the main character had a close, if not, intimate relationship with the woman character.  The neighbor which is another main character, played as the instigator. He appeared to stir things up.  He would always barge in the apartment, cause a diversion, and then leave. The performers all appeared to be close friends and trust each other enough.  Even their parents were included in this episode.  The diversion appeared to be about an alarm clock and how it has the ability to awaken people.  The conclusion of the show, the clock didn’t wake the person up.  The nonverbal communication skills that were used in this episode were, how the woman character was physically so close to the main character always.  The grabbing of the arms and the intimate touches, leads me to believe that these two characters are in an intimate relationship.  The neighbors that came over were communicated their relationships by entering the apartment without knocking, being comfortable enough by going in the refrigerator without permission.  The humorous events in this show were communicated by people pushing each other, falling down, facial expressions, and just simply laughing.

Watched with Sound On

As I watched this episode with the sound on, I realized that my interpretation was totally wrong and misrepresented. Most of their expressions were correct, but mostly were wrong.  The two main characters were not in an intimate relationship.  They were all close friends and the interpretation about the alarm close was incorrect as well.  The story was about them refraining from self-gratification.  I thoroughly enjoyed the show and laughed hysterically.  I did learn that most things can be misinterpret especially when we are not aware of the relationship of individuals, not familiar with their expressions and not clear of their culture of how the understand each other.  Until we can hear exactly how someone feels, we shouldn’t assume our own conclusion.     

Competent Communication

When I think about someone who demonstrates competent communication within a particular context, I immediately think of Jesyl C. Volkens, a member from my congregation.  She is the president of the executive daughters in our congregation.  She leads by great examples.  She’s a wife and mother works in corporate, so a lot of her skills come from a professional perspective.  Her messages are always clear, she gets along with everyone is very approachable.  Jesyl, has great abilities in public speaking, she’s very articulate, message is always clear relevant, and appropriate.  She possess good listen skills.  For example, Jesyl and I had a conversation that required of her just listening.   Through out the conversation, I did majority of the speaking.  She just listened.  Afterwards, as she concluded the conversation, not only did she not appear to be judgemental, she reiterated everything I said, and suggested solutions, or how to view the circumstances from a different point.  Even, in our and other casual conversations, she’s very humorous and appropriate.  She is never argumentative, yet, she gets her point across. Most of the time she is welcoming and very democratic when it comes to making decision with large groups of people.  Jesyl can be very influential at times, people hate telling her no. She can be very supportive of people and I can see now, with new insight, that she makes sure everyone, or she tries to include everyone.  She can be flexible and can apply those professional skill, or good ole down to earth skills to any situation.  I definitely would model her in all those capabilities.  How Jesyl applies  her professional and non professional skills and when she applies it, is always remarkable to me.  

Professional Hopes and Goals

I hope that the theories, and the lessons learned be forever planted in our hearts and that we strive to make a better tomorrow for everyone!
As a child advocate I must release and have a clean slate of any child and the families in order to serve those best.  We have to explore social justice by being active and we have to want to know what differences we share between one another and then accept those differences.  That diversity has to be defined to myself as a professional and be able to accept their differences as well as what may make us connect.  My goal is to establish or even advocate for an organization that dwells in investing in our children, so that they  may make the difference in the world.

I would like to first, thank  Dr. Davenna Williams, for her wisdom, diligence, patience and dedication she has poured into this course so that we could properly absorb, gain, and achieve from .  Your perspective directing and sometimes redirecting our ideas were taken very well.  Thank you!  To my fellow classmates, thank you for your correspondence and your perspectives that help to generate deeper thoughts and ideas.  Good luck in the completion of the course and the next course.  

Welcoming Families from Around the World

Country of Origin- Ethiopia
Here are five ways which you will prepare yourself to be culturally responsive towards this Family

I would research the native language of the family and learn key words that are familiar to those of this origin, that will enable me to greet them or use occasionally.

To ensure inclusion and that those individuals are welcomed, I would post pictures or artifacts that has it origin to make them feel at home.

I would include their family to participate and elaborate and share some of their traditions from their family's native land.

I would host a dinner and have different families to bring their most famous or favorite dishes.

I would design the curriculum that is based on cultural and expose different cultures to all students, also as a form of introduction.

My main objective would be to make sure the child and family felt comfortable and welcomed.  I would establish a relationship with the child and family to assure trust and openness.

The Personal Side of Bias, Prejudice, and Oppression

I have a younger cousin who is very attractive, in fact, she’s beautiful.  Two years ago she graduated and went off to college.  Her father is one of my favorite cousins, is very instrumental in her life, very knowledgeable when it comes to “street smarts” and is a great history buff.  His daughter is beautiful, and very intelligent and a very kind hearted person.  Immediately, after she moved into the dorms, she met someone.  The guy, had tattoos for days, everywhere! Wore his hat backwards, pants half way down, and just about every picture he took, he never had a shirt on.  When her dad saw these pictures, it was War War III.  He was livid and some of us, as concerned family members.   After a while, these two became inseparable.  We learned to love him and we accepted him.  This year, my family is visiting Martha’s Vineyard, he is planning to propose to her.   There are so many things they have accomplished together.  However, we chose to condemn him before we got to know him.  Those micoaggressions of our own internalized oppression's of the stereotypical “bad boy” entered our minds when we saw the picture of him with all the tattoos and the hat wearing backwards, without the shirt on.  We immediately judged him as being the total opposite of who is really is.  He’s hard working, edger for education, respectful, funny, and loves my cousin til the end of the earth.    It certainly would have been a misfortune if she would have listened to her family members and disregarded this young man.

My feelings about how we misjudge this young man are quite naturally, sad.  The sad thing about it, is how often do we do this? How often does this happen in everyday life, interviews, customer service, business transactions, or just regular conversations.   As educators we should want to recognize and alleviate any of these internalized oppression's, so that we become free of these biases and better teachers, and more diversified.    

This scenario turned out to be successful and no hard feelings were felt and but what about the couple whose family members didn’t like her/him, how did their relationship work out?  What bias or stereotypes or prejudices were pass on considering them.  We just have to be cognizant of what we say and how we think.  

Practicing Awareness of Microaggressions

I have mixed feeling about practicing awareness of microaggressions.  Does it make us a little too sensitive now? Or Does it encourage us to be extra careful what we say to each other?  This week, I’ve experienced and can point out some microaggressions in which I believe were not intentional. I do not have a regular 9-5 job where I physically have to transport to; however, I care for children (children transitioning out/in foster homes) in my home, morning, noon, and overnight most of the time. My schedule is very unpredictable, so when people ask me what I do for a living, although, I am technically unemployment, I will tell them that I am home schooling children right now.  With that in mind, I think people picture in their mind, I probably am unavailable 9-3.  I was just placed on 4 different committees, the  president said “ Deb we need your creativity and efforts for  the Father’s day program, the Daughter’s Anniversary program, the regional Sewing session, and I’ll need you to assist Rhonda to keep her on track, since you’re available during the day, you can work your magic and help us organize these programs.   I want to be able to see who’s doing what.”   The level of awareness of this unintentional person has not considered my time schedule, the fact that I did not volunteer as I usually do, and expected or assumed that my availability is open simply because I am not employed.  The microaggression was her not considering the fact that I do not have a traditional 9-5 job; however, I still am not available or have a lot of downtime, as she may think I do.

 What I observed is that sometimes, we assume that the next person either does the same or similar things we do ourselves, or we create our own definition of what perceived.  Awareness is everything, even though somethings are not intentional done to harm or hurt anyone, sometimes what we say can cut a person worse than any other weapon.  

Perspectives on Diversity and Culture

Person #1- Culture is common group of beliefs, language, food and diversity is the reason why a group of different ideas, culture and language.

Person #2-Culture makes you who you are.  Diversity is when your open mindedness to various cultured, belief systems, and others views points, no matters what color, shape, or creed

Person #3 Culture is like what people are known for.  Once you’re known for something you’ve developed a culture.  Diversity is the ability to adapt and cope with a wide range of anything ( people , food, anything ) Being flexible and open and inclusive. 

Person #4- Culture is more about what people have in common. Race no withstanding ( ex. The culture of the Celtics is that they are hardworking) Diversity is specifically about the mixture of ideas or ideals (exam.. a classroom can have diversity regarding a variety of ethnicities or a boardroom can be diverse regarding the differing of  opinions. 

These definitions hold the general idea of what culture and diversity mean. Culture is a set of unconscious rule that govern everything we do.  Diversity is a benefit and a necessity, it allows us to adapt and understand.

My Family Culture

When we consider the simple things in life, if we were to really dig deep and search more than the surface of things, we would appreciate even those things that seem so insignificant.   The three items I would take to another civilization to preserve my own culture would be a photo album, an African American cookbook, and an ipod or some type of technical machinery that could play recorded music. 

The photo album would allow me to envision and keep a vivid memory of what people of my culture looks like.  Often times, we allow others to paint a picture of other cultures, or origins of a people, that sometime is not quite  accurate or we see something different from what they may be trying to describe.

An African American cookbook would preserve the authenticity in the foods we are used to eating.  Every type of food is cooked in a unique and very very very favorable manner.  The seasonings we use, the preparation and even the presentation is very important and makes all the difference in the world.  The taste and the special events in which certain foods are cooked are essential as well.  This cook book would be a vital item to have and a must to take in order to preserve my culture.

An ipod or something that plays recorded music preserves the soulful sound that we are uniquely known for and there is definitely no other way to describe music other than hearing it, straight from the horse’s mouth. 

If I was told that I could only take one item and that item would have to be the ipod. There is no other way to preserve and recollect sound.  Through the recordings we could still record recipes if need be, and give description of what we look like, but music cannot be preserved in any other capacity other that recording it and replaying it.

I learned to appreciate those things that I take for granted like, seeing others that look like me, and being able to cook freely and listening and hearing the music that I assume will always be there.  This was a very interesting assignment. 

When I Think Of Research....

This course has been an enlightenment of research, in such a way, that I have a better appreciation, understanding, and stronger dedication to early childhood education.  Before I took this course, I had no idea all that was entailed in researching which ultimately begins with a simple question and then developed into a research topic.

The factors that need to be considered in designing a research project are the following:

Refining the topic and framing the research questions

Deciding alternative approaches to the research

Considering issues related to time, place, and persons

Choosing techniques and methods of data collections and an analysis

Evaluating the practical constraints on the design

Modifying the design in the light of a small-scale trial

Just the terms just alone have enlightened me about how research and the process of research take place.  Making the necessary decisions of choices about which observational method to consider and how they are helpful in ways and how conclusions and results come to the matter of early childhood education.  Knowing how research is processed and properly used can help me to reflect, and predict the outcome/ reasons behind behaviors.

The challenge was, understanding the different methods and how to apply them to your research process.  For example, the importance of carefully refining a research topic and research question along with the practicalities of deciding what is a workable research question.  Designing and analyzing data appropriately appears to be very complex. 

Research allows teachers, parents, and advocates of early childhood education to process and analyze data and to draw conclusions on literature view that may develop a conceptual/theoretical framework.  Within that framework, there may be boundaries, rules, policies, and ethical practices, just for example.  

Research Around the World

European Early Childhood Education Research Association

EECERA is an independent, self-governing, international association which promotes and disseminates multi-disciplinary research on early childhood and its applications to policy and practice.

EECERA is a non-profit organisation, wholly-owned and subscribed to by its substantial and influential world-wide membership. It generates its own revenue, receives no external funding and thus ensures its independence, radical attitude and innovative openness

EECERA seeks to sustain and develop the rich tradition of European early childhood thought, the legacy of Pestalozzi, Owen, Froebel, Steiner, Vygotsky, Piaget, Malaguzzi and other pioneers, whilst looking forward to encourage the exploration of new paradigms, methodologies, concepts and applications in the ever-changing context of early childhood studies. Its reach and interest is resolutely international and, whilst wanting to identify with Europe’s pluralist and diverse cultures, it is open to learn of, and to share in, the equally rich early childhood traditions and concepts of the World.
EECERA's Annual Conference is the largest early childhood research conference in Europe providing an exceptional forum and network for scholars, policy makers, researchers and practitioners.
EECERA also encourages and supports cross-national collaborations and themed publications through its Special Interest Groups (SIGs).
The Journal of the Association (EECERJ) is the only European early childhood journal cited in the prestigious Social Science Citation Index (SSCI). The SSCI identifies scholarship from across 50 disciplines including 'education'. Only the world's leading social sciences journals are selected for inclusion in the index. The SSCI includes only four journals with an early years' focus, and of these four, only one is produced in Europe, the EECERJ.
Through its Annual Conference, its Journal, its SIGs and the activities of its distinguished membership, EECERA is a leading international contributor to the development of research, policy and practice in the developing field of early childhood.

References:
Adams, K., Bull, R., & Maynes, M. (2015). Early childhood spiritualiy in education: towards an understanding of the distinctive features of young children’s spirituality. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL.


EECERA's Annual Conference is the largest early childhood research conference in Europe providing an exceptional forum and network for scholars, policy makers, researchers and practitioners.
EECERA also encourages and supports cross-national collaborations and themed publications through its Special Interest Groups (SIGs).
The Journal of the Association (EECERJ) is the only European early childhood journal cited in the prestigious Social Science Citation Index (SSCI). The SSCI identifies scholarship from across 50 disciplines including 'education'. Only the world's leading social sciences journals are selected for inclusion in the index. The SSCI includes only four journals with an early years' focus, and of these four, only one is produced in Europe, the EECERJ.
Through its Annual Conference, its Journal, its SIGs and the activities of its distinguished membership, EECERA is a leading international contributor to the development of research, policy and practice in the developing field of early childhood.    

For additional information: www.eecera2015.org


What's New?

This Year they are Hosting their  25th  conference and  will be held:

Universitat Autonoma de Barcelona, Barcelona, Spain
September 7th-10th 2015
Theme: Innovation, Experimentation and Adventure in Early Childhood

 

 

Research that Benefits Children and Families—Uplifting Stories

One of the greater benefits from conducting research is the findings and the affects that are learned from the research.  Unfortunately, it is a risk that has to be considered but in the end the results help to find cures, causes, and treatment.   For example, there was a study done on why children are spending more time with technology and the effects that are inhibiting their abilities to recognizing emotions.

The research was performed by The University of California, LA and was published in the journal Computers in Human Behavior, found that sixth-graders who went five days without exposure to technology were significantly better at reading human emotions than kids who had regular access to phones, televisions and computers. 

Even though technology has advance in everything, over the years, doing things the “old fashion” way has better affects and benefits our children better, overall.  So, instead of having your child Google their next homework assignment, make a trip to the Library and check out the encyclopedia. 

My Personal Research Journey

I finally selected a topic to focus on.  Just as I want to advocate for higher quality early childhood educational programs for low income families, I want to develop early childhood education programs in other countries.  I've learned that other countries may not have the organization, standards, or quality in EC programs. United States interest in the potential early childhood programs have for improving outcomes for children is shared by policymakers and researchers in many other nations. 

The overall availability and quality of preschool programs tend to be much higher in rich industrialized nations than in poor developing ones, yet large differences distinguish even nations that are geographically close and at similar levels of economic development. Research shows that almost 100% of French and Belgian children are enrolled in educational preschool programs, and all by age three, compared with 28% of Spanish and Portuguese children of that age and less than 6% of Swiss three-year-old's.

Reviewing the research chart has giving me a basic foundation and better breakdown of how to begin, and conclude a research. It strategically explains step by step as of what to do. I am nervous and excited all at once to see the outcome of this course.  

Learning about the international early childhood field

There are three consequences of learning about the international early childhood field:
(Consequence 1) When an issue or trend has been identified it can be very effective to research other countries who have had a similar issue.  Research can be done to compare our identified issue/trend to another country ‘s issue/trend and learn about their solution or proactive approach.
(Consequence 2)The internet provides a plethora of information on EC programs, EC education, and EC initiatives.  Most importantly the EC leaders who are leading the research, programs, and initiatives are from all over the world who can be contacted through email, mail, or phone.  The internet provides communication opportunities with professionals in the EC field.
(Consequence 3) Studying international EC programs and initiatives stirs passion and ignites innovation.  For my personal development, I have found learning about the international EC community an opportunity to enhance my career.  I look for international programs and initiatives that inspire me an d check on the job opportunities.
My Future Goal:
As I have decided to approach the Early Childhood development on a more professional level, I believe if our countries would achieve by  having higher quality care and programs for their children so that they can have access to the necessary institutions. I would like to advocated for chhildren here in America, as well as other children from other countries.

Getting to Know Your International Contacts ( Part 3)

We are more than babysitters, and here is, yet, another example of taking assertive steps in terms of professional and preparing our children and pushing them to their fullest potential:

In this guest blog post, Dr. Manjeer Mukherjee describes the rigorous child protection policies at Arpan, where she is senior program officer. Arpan, a GFC grantee partner located in Mumbai, empowers communities with abuse prevention skills to reduce child sexual abuse, and works with survivors of sexual abuse to help them heal, both physically and psychologically.  

Written by Dr. Manjeer Mukherjee, Senior Program Manager, Arpan

Protecting children and promoting their welfare is a collective social responsibility. Child protection entails creating child-centric mechanisms for keeping children safe and giving them the help they need when they most need it.

At Arpan, this translates to fostering a trusting relationship between children and adults as a means to provide children with information and knowledge about their rights, empowering them to make their own choices, and ensuring that they have a voice in decisions that affect them. It also means creating an environment where all children are cared for; where more vulnerable children are identified; where children feel safe sharing any experience of child abuse, as they will be supported unconditionally; and where further harm to children is prevented.

Child protection, then, is not simply about creating an environment that minimizes risk or danger. Rather, it is about building an environment that is both safe and friendly and where children feel respected, valued, and encouraged to reach their full potential.

The fulfillment of every child’s right to protection can become a reality when each individual not only understands and respects his or her duty to children but also acts upon it. Thus, the rights of children are paramount at Arpan, both in its operation and in its program. At Arpan, ensuring the rights of children includes providing safe spaces, such as individual sessions after the class-based abuse prevention modules, so that children are able to express any experience of child sexual abuse and seek support.

Supporting child rights at Arpan also means that the children have their views given due weight in all matters affecting them. In the case of counseling sessions with children after the disclosure of child sexual abuse, counselors connect with parents only after gaining consent from the children. If children do not consent, counselors provide them with varied avenues to reach out to their parents until they are comfortable doing so.

Arpan’s program content acknowledges and addresses the diversity of children’s lived realities by incorporating examples and stories from varied locales so that all children can relate to, and identify with, the content. Children are never discriminated against on the basis of their socioeconomic standing, as Arpan conducts the prevention program with children from across socioeconomic lines.

- See more at: http://www.globalfundforchildren.org/child-protection-goes-beyond-keeping-children-safe/#sthash.Lbi3hDwt.dpuf - See more at: http://www.globalfundforchildren.org/child-protection-goes-beyond-keeping-children-safe/#sthash.Lbi3hDwt.dpuf

Sharing Web Sources! "How it works"

“Without support, a child may not survive, let alone dream about a future the grassroots organization intervenes providing critical services and given the child tools for the future.” - The Global Fund for Children

Investing in grassroots organization has endless dividends for children, for communities for the world.  Since 1997, The Global Fund for Children has invested $25.6 million, in more than 500 organizations in 78 countries, through the lives of 8 million children, worldwide.

The Global Fund for Children envisions a world where all children grow up to be productive, caring citizens of global society.

Through research, I’ve learned that there are other areas of focus: Education, even though poverty severely limits a child access to education and additional factors compound this advantage; ethnicity, language, ability level, gender and location all impacts a child’s likelihood of attending school.  This year, the GFFC invested more than $23 million in 180 grassroots a youngster that provide learning opportunities for children who might and others will miss out on education. Other areas of focus were, trafficking and slavery; War and Conflict; Enterprise and youth empowerment; Adolescent Girls; Emergency response and Disaster Recovery. 

Although, there are many triumphs stories and success of saving many children’s lives, the exposure of trends, and issues of other countries, cultures, Immigration of families, victims of Domestic and Child abuse,  are just outrageous.

Getting to Know Your International Contacts—Part 2

I’m just intrigued about all the insight I’ve gained about the importance of early childhood education and the impact a child has with and without it.   Just observing the research on the importance of the early childhood years and how it has compelled states to support children’s school readiness. This brief provides an overview of states’ Early Learning Guidelines (ELGs) and school readiness assessments, and outlines the following considerations: School readiness is more than academics: Practices that also consider children’s physical, social, and emotional progress will be most effective in supporting school readiness. Align standards in appropriate ways: Care must be taken not to narrowly align ELGs in ways that fail to reflect what research tells us is important for child development. Carefully consider the common challenges associated with assessing young children: States must take specific precautions when assessing young children, including clearly defining the purpose and use of the results. Readiness depends on supportive families, High-quality comprehensive services are equally critical for at-risk children’s overall well-being and academic success.

State Early Learning Guidelines focus on factors such as: language and literacy, early math and numeracy skills, early science and problem solving skills, the creative arts, social studies and technology, social and emotional development, approaches to learning, and physical health and development. All 50 states and the District of Columbia have developed Early Learning Guidelines for preschool children (age three to five), which define what children should know and be able to do by the time they enter kindergarten.  I would like to see these guidelines taking abroad to some of these other countries where early childhood education is not developed, or established. 

Daily, S., Burkhauser, M., & Halle, T. (2010). A review of school readiness practices in the states: Early learning guidelines and assessments. Child Trends: Early Childhood Highlights, 1(3), 1–12. Retrieved from http://www.childtrends.org/Files//Child_Trends-2010_06_18_ECH_SchoolReadiness.pdf

Sharing Web Resources

UNICEF has helped save more children’s lives than any other humanitarian organization by providing livesaving assistance to the world’s most vulnerable children. Some times we have to look into the corridors of our own calamities and still face the reality of life. The U.S. Fund for UNICEF supports UNICEF's work, and other efforts in support of the world's children, through fundraising, advocacy and education in the United States.

We work with governments, civic leaders, celebrities, corporations, campus groups, churches, teachers and people just like you; anyone willing to help us advocate for the survival and well-being of every child.

References:

United Nations Children's Fund (UNICEF). (2009). The state of the world's children: Special edition (Research Report). Retrieved fromhttp://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf

Getting to Know Your International Contacts—Part 1

I am still overwhelmed by the determination and the creativity of Mohammed Rezwan who is the social entrepreneur of the “boat school” which is the combinations of a school bus and a schoolhouse.  The issue was that in the height of monsoon season in northern Bangladesh, regular school building is closed due to floodwaters.  This encouraged me to do a little deeper research of Bangladesh.

The insight that I’ve gained about child poverty in Bangladesh is not just morbid but their strong willpower is relishing as well.  Despite continuous domestic and international efforts to improve economic and demographic prospects, Bangladesh remains a developing country. Its per capita income in 2006 was $2,300 compared to the world average of $10,200(UNICEF,2009) . The economy of Bangladesh is still largely agro-based, with 22 per cent of the country's GDP and 48 per cent of employment linked to agriculture. While the service sector contributes 60 per cent of GDP, industry contributes less than 20 per cent.  Poverty levels fall as the educational attainment of parents rises: 53 per cent of households where the head has no education live below the upper poverty line, compared to only 19 per cent of those where the head has post-secondary education. Children from about 74 per cent of households where the heads have no education suffer from at least one deprivation; while the same is true for about 29 per cent of households where the heads have post-secondary education (UNICEF,2009).

"Protection of Children at Risk" is a Tk. 194 million (just under $3 million) project for children living and working on the street and children without parental care, which covers a small portion of such children. A large proportion of the three million child laborers in Bangladesh live and work on the streets.

Nationally, there are no published data on child poverty for Bangladesh. Data are, however, available on household level poverty. This assumes that if a household is poor, all members in that household are also poor. Data are generated using two methods: the Direct Calorie Intake (DCI) method, which measures only food intake, and the Cost of Basic Needs (CBN) method, which is based on the monetary value of basic consumption needs (UNICEF,2009). DCI and CBN methods of poverty measurement Two types of poverty measures commonly used in estimating poverty headcounts are: Direct Calorie Intake (DCI) method, and Cost of Basic Needs (CBN) method. The DCI method is used to estimate the incidence of poverty by using a threshold food calorie intake (UNICEF,2009). A person having a daily calorie intake of less than 2,122 kilocalories is considered "absolute poor" while one with an intake of less than 1,805 kilocalories is considered "hard-core poor" or "extreme poor" (UNICEF,2009). The CBN method stipulates a consumption bundle deemed to be adequate for basic consumption needs and then estimates its cost. The household expenditure on basic need items including food, clothing, housing, health care expenses, and education is considered, and an "upper poverty line" and a "lower poverty line" are estimated. People living below these lines are considered poor (UNICEF,2009). 

References:

United Nations Children's Fund (UNICEF). (2009). The state of the world's children: Special edition (Research Report). Retrieved fromhttp://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf

Sharing Web Resources

There is a reality of millions of children around the world who are born into slavery, working in mines, and no experience of attending school.  Since 1997 the Global Fund for Children has reached 9 million children worldwide and has transformed the lives of children on the edges of society, trafficked children, refugees, child laborers, and help them regain their rights and pursue their dreams.

GFC’s model can be summarized in three steps: Scout, Support, Strengthen:

SCOUT

Our program officers are regional experts who put their feet on the ground, seeking out organizations that serve the most marginalized children in the world. We look for true grassroots groups—local leadership, community and youth involvement, creativity, and sustainability. A tried-and-true method for assessing a grantee: walk through the neighborhood with the director and see how many people know him or her by name.

SUPPORT

Small amounts of money, when put in the hands of innovative leaders, go far in the developing world. We invest in undercapitalized organizations that provide critical services to vulnerable children. Our goal is to invest early, help our partners increase capacity, and leave them bigger and stronger than when we found them.  Because we strategically disburse small, flexible grants, we invest in the right place at the right time for greatest impact.

STRENGTHEN

We believe that money alone is not enough—for lasting change, you need strong leadership and healthy organizational development. We support our partners through management assistance, capacity building, networking opportunities, and additional strengthening services.

- See more at: http://www.globalfundforchildren.org/what-we-do/our-approach/#sthash.5cpuf1KP.dpuf

Two stories that caught my attention were:

“Coats for Children during a Winter of War”

As conflict in Ukraine continues, we are working hard to offer extra support to our Ukraine partners and are maintaining close contact with them.  Last spring, when the conflict reached the doorstep of our partner Association of Young Disabled People of the Eastern Donbass  in Luhansk, the organization helped 200 of its beneficiaries—primarily children and youth who have physical and mental disabilities—safely relocate to Kyiv: http://www.globalfundforchildren.org/coats-for-children-during-a-winter-of-war/#sthash.NHWJY6cJ.dpuf

“Bangladesh’s “Boat Schools” Tackle Education and Climate Change”

The issue  is , in the height of monsoon season in northern Bangladesh,  regular school building is closed due to floodwaters, but a different kind of classroom has been adapted. A school that floats. “A boat school is the combinations of a school bus and a schoolhouse,” says Mohammed Rezwan, executive director of Shidhulai Swanirvar Sangstha and the social entrepreneur behind its mobile boat schools. Rezwan and his organization are featured in the new documentary “Easy Like Water” part of the Sundance Institute’s Stories of Change initiative.

As I look at international issues and their conflicts that they endure, when I weigh their issues against our issues, our circumstances seem to be tedious.  Most of us, in this country and outside of this country, all face similar issues as well, such as poverty, hunger, homelessness, child abuse etc.  The biggest fight we all endure is the fight of survival, to be able to habitat together with human betterment and deeds of kindness towards each other.

“Bangladesh’s “Boat Schools” Tackle Education and Climate Change”

Bangladesh is known as the land of six seasons which appears in our literature. Each season consists of two mounts and they are summer, rainy season, autumn, dry season, winter and spring. However, in reality the most of the six seasons are overlapped with each other. For example rainy season lasts for more than two months and with the exception of nearly three months winter, the summer lasts rest of the year.

Thus from meteorological view point Bangladesh climate is divided into the following seasons. Winter: December, January and February. Pre monsoon: March, April and May. Monsoon: June, July, August and September. Post Monsoon: October and November. In the north-eastern hemisphere of the globe where monsoon is predominant, land area is about 60% whereas in the rest of the world, this is about 20%.

The issue  is , in the height of monsoon season in northern Bangladesh,  regular school building is closed due to floodwaters, but a different kind of classroom has been adapted. A school that floats. “A boat school is the combinations of a school bus and a schoolhouse,” says Mohammed Rezwan, executive director of Shidhulai Swanirvar Sangstha and the social entrepreneur behind its mobile boat schools. Rezwan and his organization are featured in the new documentary “Easy Like Water” part of the Sundance Institute’s Stories of Change initiative.

In 2003, The Global Fund for Children became the first institutional investor in Shidhulai’s single boat school. Today, the organizations boasts a fleet of more than 50 floating schools, libraries, health clinics, and training centers, serving nearly 100,000 people in flood-prone areas of Bangladesh. The rising sea levels, Rezwan recognizes that much of his country may one day disappear, but he remains hopeful. “Issues like this need local solutions by local people,” he says. “Shidhulai is proving that it is possible to deal with this climate change, to tackle pollution, and at the same time, to lift people out of poverty.”