Sharing Web Resources

The National Black Child Annual Conference convenes this month, and its theme for this year is relevant to our current course studies—the effects that shrinking economy and poor quality education has made on the educational futures of our children.  It was both comforting and discomforting for me to find that the challenge to be creative and innovative in our work as educators is ongoing; it is good to know that educators all across the globe are on the same page when it comes to addressing the needs of children early in their development, but it is disheartening to see that we have not yet turned the page in moving forward.

The Parent Empowerment Program (PEP) is an innovative service designed to re-energize parents and increase their involvement as advocates for their children.  Culturally relevant tools and practices to promote literacy, social and emotional development, and other skill areas of children are concentrated towards the enhancement and celebration of African American children.  These are some of the areas that are being addressed by the National Black Child Development Institute, Inc. (NBCDI) Conference and should be addressed even here in our own community.

I was pleased to find that conference presenters include professionals in the psycho-social and medical health fields to address the social-emotional development issues as well as the physical health related issues of early childhood development. The NBCDI conference begins on October 8^th, 2011 and ends on October 11^th, 2011.  It will take place in Nashville, Tennessee.  Visit http://nbcdi.org for more information.

Ideas About Poverty Abroad

Over the past two weeks I’ve researched a website known as the Childhood Poverty Research and Policy  (CHIP) (http://www.childhoodpoverty.org/).  This organization has many great things to offer, but I took a closer look at the crisis of childhood poverty in China.  Two children by the name of Nan Nan (a 14 year old girl), and Xiao Bo (a 13 year old boy) express their  dissatisfaction with the way things are going   for them as their parents have relocated to different cities as a result of the poverty in their homeland.  Instead of crying over the situation, I found it intriguing how each child pitched in to help as much as they could. Nan Nan began to care for her siblings, getting up and cooking breakfast for them before going to school and then helping them with homework, serving dinner and putting them to bed.  In my observation, what seemed to be a wonderful decision by her parents to move in hopes of obtaining a better life, now becomes the catalyst for added indirect negativities of childhood neglect.

As a result of my research, the following three ideas were developed:
·         The age of accountability seems  to be lower for children in poverty;
·         Children of poverty stricken areas have feelings about hopelessness; and
·         No matter what country they are in and regardless of how impoverished they may be , children will always find a way to play or identify with friends if given the chance  to do so                                                                                             



Reference
 

Child Poverty Research Retrieved from http://www.childhoodpoverty.org/index.php?action=casestudy&id=135

                                                                                                                            

SHARING WEB RESOURCES

One of the major professional early childhood organizations I have chosen to research is the National Black Child Development Institute (NBCDI).  It is based in Washington, DC, but has affiliates in New York, Georgia, Louisiana, North Carolina, Illinois, Michigan, Florida, Texas, California, Wisconsin, Maryland, Tennessee, New Jersey, Pennsylvania, Washington, and Missouri.

It was born out of the fairness and equality struggles of the 1960's.  It achieved its corporation status in 1970, and has remained steadfast to its endeavors to "improve and protect the quality of life for children of color and their families by giving every child a chance".

NBCDI's programs include:
Love to Read - a program that encourages parents as their child's first teacher, to instill the love of reading at birth.

Entering the College Zone - a program that provides middle school students now with the tools they will need for college.

The Parent Empowerment Program - a program that strengthens parents' knowledge of child development while raising their confidence in themselves and parenting skills.

SPARK DC - a program that promotes school readiness to assure ready schools, ready kids and ready communities.

I encourage you to take a closer look at this website for insightful resources and information that will aid in the education of African American children and other children of color.

National Black Child Development Institutehttp://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )

EXPANDING RESOURCES

Establishing AND expanding  professional connections throughout one’s life is imperative to the growth and effectiveness of any educator.  This week I investigated two early childhood organizations outside the United States:  the European Early Childhood Education Research Association (EECERA) website – http://www.eecera.org/ , and the International Child Resource Institute website – http://www.icrichild.org . 

I was curious about the trends of European ECE after reading Roger Neugebaurer’s (Exchange, May/June 2007) article on the global trends of EC.  I was amazed at the discovered trends of Italy’s pitiable image of children, and the deficiency of morals in younger generations.  I took a look at EECERA’s Special Interest Groups and decided to try making a more subjective connection after a closer look at their SIGs http://www.eecera.org/sigs/currentsigs.asp .

The International Child Resource Institute (ICRI) was another fascinating find.   ICRI has such a broad array of programs and services that I was overwhelmed at the enormous impact  that has been made on so many countries around the world, such as Kenya (http://www.icrichild.org/kenya )—from building bridges to access high quality EC education  for remote African children to offering generous financial support to encourage EC initiatives.  Whenever growth is desired, there should be credible resources of professional consultants available for educational guidance.  International Child Resource Institute is such a resource (http://www.icrichild.org/consulting/ )!

Regarding the National Association of Early Childhood Teacher Educators organization that was contacted a few weeks ago, I have researched the possibilities of making a more substantial connection with this EC establishment.  In Article 2 of their NAECTE Affiliates handbook on page 6 (http://www.naecte.org/docs/Affiliate_Handbook_9_09-nf.pdf ), I realized that there was something that NAECTE offered that fit my personal passion which is to educate educators.  Stay tuned as I embark upon the processes of making and maintaining a very positive, fruitful partnership in the ECE field.

Establishing Professional Contacts

During the course of our educational journey, it is imperative that we establish connections that will benefit not only our professional careers, but enhance the experiences of others as well.  Establishing professional connections is an easy, yet challenging task.  Connecting with people in general can be simple enough, but maintaining positive, fruitful partnerships takes time and effort. 

This week I reached out to an organization called the National Association of  Early Childhood Teacher Educators to explore new avenues of what other early childhood professionals are doing across the country.  Stay tuned to hear more on this and other professional connections throughout the next 8 weeks.

Check out the links below for EC professionals in the US and Internationally:

Early Childhood Related Websites—United States




National Association of Child Care Resource & Referral Agencies
http://www.naccrra.org/
(Newsletter: http://capwiz.com/naccrra/mlm/signup/ )



Zero To Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/ (May have to use http://www.zerotothree.org/about-us/ )
(Newsletters:
http://zttcfn.pub30.convio.net/child-development/from-baby-to-big-kid/ and
http://capwiz.com/zerotothree/mlm/signup/ )


National Black Child Development Institute
http://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )


National Institute for Early Education Research
http://nieer.org/
(Newsletter: http://nieer.org/resources/newsletter/index.php )


The National Association for the Education of Young Children
http://www.naeyc.org/
(Review also the position statements: http://www.naeyc.org/positionstatements )


Pre[K]Now: A Campaign of the Pew Center on the States
http://www.preknow.org/
(Newsletter: http://www.preknow.org/signupform.cfm )


Harlem Children’s Zone
http://www.hcz.org/
(Newsletter: http://support.hcz.org/site/PageServer?pagename=signup )


National Head Start Association
http://www.nhsa.org/
(Newsletter: http://www.nhsa.org/news_and_advocacy/advocacy/legislative_eupdate )


National Association of Early Childhood Teacher Educators
http://www.naecte.org/
(Newsletter: http://www.naecte.org/index.php?option=com_content&view=article&id=14&Itemid=29 )



The Division for Early Childhood
http://www.dec-sped.org/
(Review also the position statements: http://www.dec-sped.org/About_DEC/Position_Statements_and_Concept_Papers )



Children’s Defense Fund
http://www.childrensdefense.org/
(Newsletter: http://www.childrensdefense.org/newsroom/enewsletters/ )


Center for the Child Care Workforce
http://www.ccw.org/
(Newsletter: http://www.ccw.org/index.php?option=com_content&task=blogcategory&id=78&Itemid=72 )


Society for Research in Child Development
http://www.srcd.org/
(Newsletter: http://www.srcd.org/index.php?option=com_content&task=view&id=238&Itemid=543 )



Early Childhood Related Websites—Outside the United States


United Nations Educational, Scientific and Cultural Organization (UNESCO)
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
(Review also the online Resources listed on the right: Selected publications, Country Profiles, or Policy Series)


Early Childhood Australia: The Australian Early Childhood Advocacy Organization
http://www.earlychildhoodaustralia.org.au/
(Newsletter: http://www.earlychildhoodaustralia.org.au/contact_us/mailing_list.html )



Association for Childhood Education International
http://acei.org/
(Review also these online resources at: http://acei.org/knowledge/ )


European Early Childhood Education Research Association (EECERA)
http://www.eecera.org/


The British Association for Early Childhood Education
http://www.early-education.org.uk/
(Review also these online resources: http://www.early-education.org.uk/download_leaflets.htm )


The Canadian Association for Young Children
http://www.cayc.ca/
(Review also available issues of the organization’s journal at: http://www.cayc.ca/indexjournal.html )



Early Childhood Council New Zealand (EEC)
http://www.ecc.org.nz/MainMenu
(Review also media resources at: http://www.ecc.org.nz/Category?Action=View&Category_id=159)



International Child Resource Institute
http://www.icrichild.org/
(Review also the international projects at: http://www.icrichild.org/kenya ) Click on the International Projects tab at the top to see a list of the available projects.



International Step by Step Association
http://www.issa.nl/
(Review also the databases at: http://www.issa.nl/issadatabases.html )



The Global Fund for Children
http://www.globalfundforchildren.org/
(Newsletter: http://www.globalfundforchildren.org/index.php?option=com_civicrm&Itemid=340 )



Save the Children
http://www.savethechildren.org/site/c.8rKLIXGIpI4E/b.6115947/k.8D6E/Official_Site.htm
(Newsletter: http://www.savethechildren.org/site/c.8rKLIXGIpI4E/b.6213813/k.4C6/eNewsletter_Sign_Up/apps/ka/ct/contactus.asp?c=8rKLIXMGIpI4E&b=6213813&en=kvlQJ4ORKhlQJ3MOKcINI4NSJfLZiOSJmLYL4OSJrK9JsJ )

MY SUPPORTS

When I think of the word "support" I think of something or someone that is strong enough to lean upon (whether figuratively or literally), to bear the weight of something or someone else;  like leaning against a tree, or standing on a table--they both give support or strength to hold up the weaker object or person.  I've shared some of my daily supports along with their benefits to me through a previous blogs – see Relationships Reflection (Channey-White, 2011).

On a daily basis, I find that I do well when I receive the support of my family, my business constituents and colleagues, as well as my proselytized religious beliefs.  In my earlier years I relied heavily upon practical supports such as written reminders and specialized lists.  Today, although I’m older and it would seem most appropriate to have things written down as reminders, I do not seem to function well with these same tools used in the past.  Now, when I write things down, I can’t remember where I put the reminder notes; therefore, they are of no use to me at all.

This week’s EDUC course assignment is to imagine a scenario that challenges my need for supports and to describe factors within my daily environment that would be supportive to me. So, let’s imagine J

IMAGINE:  If your mother was gone.

Emotionally:  Because I rely heavily upon the support of my mother, I would definitely have feelings of disconnection, uncertainty, fear of raising a child alone without her input, and depression.  I count on her for spiritual, moral, and emotional support—it is hard to imagine life without her.

Practically:   I would predictably feel as though I had no faithful, trusted, or dependable child-care provider assistance for my son, counselor/advisor for myself, or personal encouragement that I could trust to be sincere and truthful.  Whenever I am in need of respite or retreat for the purposes of regrouping and strengthening myself, I go to my mother’s or arrange for my son to spend time with her.  Practically, I do not know of anyone else that I would trust my son with; and travelling to her home was a very low-cost vacation opportunity.

Physically:   Again, mom’s house was a haven to go to for retreat to recollect, regroup, and revitalize.  Her establishment is about 1.5 acres of countryside in the southwest area of Michigan.

SUPPORTS: In her absence, I suppose that I would reach out to some of the current associations that I have right now with the Head Start Agency and Public School for helpful resources that they may have to offer me through their parent resources. 

Emotionally, I would have to strengthen my religious connection with God and surrounding faith-based organizations to participate in their family support groups.  Practically, I would reach out to my immediate and extended family members for assistance in caring for my son, as well as develop associations with peers and their parents for support.  Physically, I would try to connect with the available resources given to parents of early childhood students.  I may even pick up walking or running—good physical health helps to keep one alert and ready to stay on task. 

References

Channey-White, C. (2011, May 14). Relationships Reflection [Blog message]. Retrieved from http://eleazar-lazaros.blogspot.com/2011/05/relationships-reflection.html

MY CONNECTIONS TO PLAY

Work consists of whatever a body is obliged to do. Play consists of whatever a body is not obliged to do.
Mark Twain

You can discover more about a person in an hour of play than in a year of conversation.
Plato

Play was an integral part of my childhood.  I remember lots of time to play in my parents’ 1.5 acres of countryside.  The routine was, come home from school, change into your “play clothes” and go outside.  Homework was also very important, but we did that after dinner and before bedtime, so play was the thing that really sticks out in my mind.  It seemed as though we were always playing.  Back in my day there were three recesses during our school hours.  This was in addition to gym, and a very physical music class (this was in the first grade and above).  During my kindergarten years though, I remember walking to school, which was less than a quarter mile from my house.  These were times that I did a lot of imagining about rescues and adventures in the woods—there were lots of trees.

The role of play when I was younger was supported by my parents as probably just a way to get kids out of adult’s hair and to give them opportunities for exercise.  Given the information that I have learned about play’s importance to healthy development, I should be profoundly intelligent and filthy rich from all of the play experience I’ve had as a child.  Nevertheless, the role of play throughout my life has proven to be an indomitable source of strength from childhood into adulthood. Dramatic and Sociodramatic play have been found to be directly linked to better ability to take on the perspective of another, reduced aggression, better control of impulsive actions, and better emotional and social adjustment (Almon, 2002).  I understand now and believe adamantly that those of us who have learned how to preserve the art of play (I call it a playful or youthful spirit) can and have actually weathered life’s storms and challenges easier and more successfully.  If we are truly honest with ourselves, we ALL have the underlying basis for play—we just have different expressions of it as our years progress (2002).

Today, children hardly know what it means to play.  It seems as though the concepts of some closed-minded adults have been adopted by children as young as 8 and 9 years old—they feel as though play is for babies, and have not engaged in it since the age of 2 years old in daycare. Play today is the equivalent of a video game in front of the eyes of children from age 3 to 23.  Play has been replaced with structured athletic leagues and clubs, which have stripped the sheer creativity from the play experience. It is my hope that adults will recognize the imperative impact that creative free-style play, particularly dramatic and sociodramatic play, has on the total development and preparedness of a child throughout their entire life; and will incorporate and advocate for its proper implementation within the educational field.

Reference

Almon, K. (2002). The vital role of play in early childhood education. Gateways, 43. Retrieved from http://www.waldorfresearchinstitute.org/pdf/BAPlayAlmon.pdf

BrainyQuotes [Website]. Mark Twain – Play. Retrieved May 25, 2011 from http://www.brainyquote.com/quotes/keywords/play.html

BrainyQuotes [Website]. Plato – Play. Retrieved May 25, 2011 from http://www.brainyquote.com/quotes/keywords/play.html