RESEARCH THAT BENEFITS CHILDREN & FAMILIES

It has been noted that Sensory Processing Disorder (SPD, also known as Sensory Integration Dysfunction) predictably affects about 5% of all children, over half of children with Attention Deficit Disorder (ADD), and 80% of children with Autistic Spectrum Disorder (Sensory Systems Clinic, n.d.).  These high percentages are definitely worth taking a deeper look.  Without the proper awareness of the scope of SPD among young children and school-age children, many professionals could suffer the consequences of improper assessments and treatments for children who are currently being labeled disruptive, unruly, uncooperative, or worse. 

Imagining that I possess the means and the knowledge to conduct unrestricted research studies about any topic in the early childhood field, which will make a major positive contribution to the well-being of children and/or their families, I would choose this topic of Sensory Processing Disorder as it relates to the excellence and equity of care and education for children and families (Laureate Education, Inc., 2010).  It seems apparent to me that with proper awareness of SPD, greater specificity can be obtained to the proper assessment and treatment of children who are otherwise disruptive in the learning environment as well as their home environment.  Proving SPD’s validity is a massive task to embark upon, yet small steps toward recognizing its prevalence in pre-school age and school-age children could open the door to shedding some positive light on it’s existence.  Sensory Processing Disorder: Is It Real?  The journey towards answering this question must begin soon for the sake of early childhood development. 

RESOURCES
Laureate Education, Inc. (Producer). (2010). Excellence and equity of care and education for children and families-Part 1 [DVD]. Early childhood development. Baltimore, MD: Author. 

Sensory Systems Clinic (n.d.). The ‘jobs’ of children” play, school, social skills, self reglation, emotional, & self care.[website]. Retrieved November 19, 2011, from http://www.sensorysystemsclinic.com/

A PERSONAL RESEARCH JOURNEY

In the next several weeks I will embark upon a personal research simulation regarding the topic of Sensory Processing Disorder (SPD), a neurological disorder that is commonly recognized by the brain’s inability to integrate, process, and respond to certain information received from the body’s five basic sensory systems.   My goal is to bring a deeper awareness about its origin and prevalence among young children to the fore-front of the early educational field.    My intentions are to discuss (1) the origin and causes of SPD; (2) its commonality among young children of preschool and school age; and (3) the available resources for addressing the care needed for children with this diagnosis within an educational environment.  The success of my research will expectantly produce credible information that will aid in (1) a reduction in negative behaviors found in the classroom environments associated with children who demonstrate SPD behaviors;  (2) bring SPD awareness to educators so that professional development can be implemented to address this diagnosis in young children within classroom environments, and (3) provide necessary assistance through resources regarding  SPD children and families.

My personal and professional reason for choosing SPD as a research simulation topic is because my son has been diagnosed with SPD, and a deeper understanding of the condition will provide me with the insight to better care for him as well as other children within the early education environment who have the potential for SPD.

Here is a link to an interesting resource regarding Sensory Integration Therapy: http://www.sensoryprocessingdisorder.info/sensory-integration-therapy.html

Although not considered a scholarly resource, this blog site has numerous entries that will enlighten ones awareness about Sensory Processing concerns in children, as well as provide additional links that might prove to be very helpful.

IN SEARCH OF ANSWERS - RESEARCH AS A TOOL

This week I will be studying the importance of research in the Early Childhood field.  I will be observing (1) Why research is important; (2) What makes "good research"; (3) How to become an informed advocate for quality research; and (4) Where to find research on Early Childhood Development and Education. 

Here is a link to the latter observation for accessing EC Research:  http://www.naeyc.org/resources/research/accessing

ISSUES & TRENDS: CHANGE, CONTEXTS, CONSEQUENCES, AND CONSTRAINTS REVISITED

During the past eight weeks, I have researched various early childhood professionals and organizations.  These resources have supported my professional growth in many ways.  I have refined my perspective about the early childhood professional journey on which I embark.  I have learned that having a desire to educate, aid, or service young children is one thing, and knowing HOW to accomplish these feats is another.   

The consequences of my learning expedition have been resultant in (1) a keener vision towards the specifics of my professional development, such as learning how to use particular elements of research to gain deeper knowledge of contexts, trends, and issues relating to early childhood care and education; (2) an acute ear to listen to the views and experiences of my colleagues, as this supports me through influences that stretch my thinking to a broader awareness of the  early childhood issues and trends that affect early care and education; and (3) a deeper level of compassion that causes me to look within myself for the clearest path toward my goal—my perspectives on life, education, children, families and communities have all dramatically changed through much reflection. 

The one goal that I endeavor to accomplish related to international awareness of issues and trends and the spirit of collegial relations is to someday make a substantially positive impact on bringing forth equity to care and the education of early childhood students—those with Sensory Processing Disorder as well as other physical, emotional, or otherwise challenges.  Also, it is my prayer that my colleagues will find deeper, broader, and more substantial platforms that will lift their vision to another dimension for greater change in the early childhood field as well.  Well wishes to all!

GETTING TO KNOW YOUR INTERNATIONAL CONTACTS—Part 3

Professional development is one of the necessary tools for developing quality in early childhood care and education (Carter, 2008).  In dealing with the how to of professional development—regarding the approaches, models, or methods used to support self-directed, highly relevant  learning (Buysse & Winton, 2009)—the United Nations Educational, Scientific and Cultural Organization (UNESCO) has created a very convenient tool for gaining necessary information to aid in the continued development of early childhood professionals.  Policy Briefs (UNESCO, n.d.1) support policy work through its publication of two-page flash notes on policy issues.   This quarterly publication on early childhood policy issues seeks to answer questions on the planning and implementation of early childhood policies.  Prior to publication, the Policy Briefs are reviewed by a group called the peer reviewers mechanism.   This group is made up of professionals of various walks of life from all over the world—Senior Researchers, ECD Consultants, Directors, Professors of Social Work, and visiting scholars from France, Lebanon, Zimbabwe, Singapore, Canada, Ghana, Brazil, the United Kingdom, Thailand, South Africa, and the U.S.A.  Hard copies of these Policy Briefs reports can be obtained by contacting earlychildhood(at)unesco.org. 

Using this helpful tool, I’ve gained the following three insights related to international early childhood education that relate to my professional goals:

The three building blocks of education are literacy, teacher education, and TVET.

Literacy – Today one in five adults is still not literate and about two-thirds of them are women while 67.4 million children are out of school.  Since 1946, UNESCO has been at the forefront of global literacy efforts and is dedicated to keeping literacy high on national, regional and international agendas (UNESCO, n.d.2).

Teacher Education – The United Nations Relief and Works Agency (UNRWA) launched its education reform strategy for 2011 to 2015 on October 5^th in order to improve the quality of learning for students and to meet the evolving demands of an education system for the 21^st century; the strategy focuses on teacher development, curriculum and student assessment, inclusive education, and technical and vocational training (UNESCO, n.d.3).

TVET – Systemic pressure to expand general, technical, and vocational secondary education has resulted from the success of universal primary education in developing countries over the last decade.  Skills are seen as critical to educational development, labor market inclusion, and economic growth which makes Technical and Vocational Education and Training (TVET) one of the four priority areas in UNESCO’s education program.  TVET is now an integral part of the Education for All initiative which promotes economic growth, and contributes to poverty reduction by helping learners acquire skills, knowledge, and attitudes needed to develop professional careers, active citizenship, and lifelong learning (UNESCO, n.d.4).

Reference

Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235–243. Retrieved from the Walden Library using the ProQuest Central database.

Carter, M. (2008). Assessing quality: What are we doing? Where are we going? Exchange, (184), 32–35. Retrieved from the Walden Library using the Education Research Complete database.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.1). Policy Briefs on Early Childhood [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/unesco-policy-briefs-on-early-childhood/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.2). Literacy [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.3). Teacher Education: UNRWA Launches education reform strategy on World Teachers’ Day [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/teacher-education/single-view/news/unrwa_launches_education_reform_strategy_on_world_teachers_day/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.4). Technical and Vocational Education and Training [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/tvet/

Sharing Web Resources

The National Black Child Development Institution (NBCDI) just finished up its annual conference this past week (Oct. 8^th-11^th).  Its theme: The effects that shrinking economy and poor quality education has made on the educational futures of our children.  There were some fabulous conference presenters, including early childhood supporters from various venues—psycho-social , medical, and physical health fields, policymakers, EC administrators and educators. 

I’ve gained deeper insight on how NBCDI has been very instrumental in addressing equity and excellence in early care and education by meeting the needs of parents.  Understanding the trilemma of the United States’ patched system of child care (Lash & McMullen, 2008), NBCDI reaches out to parents by offering those relevant tools and practices that will enhance parents own personal social and emotional development—addressing the challenges of quality, availability and affordability for African American children and their families.  NBCDI is committed to re-energizing parents to increase their involvement as effective advocates for their children and providing necessary resources to empower African American families to gain access to quality early childhood care and education.

Visit these links to find more information regarding NBCDI’s extensive resources designed to address the challenges of equity in quality, affordability, and access to early childhood care and education for minority children and their families:

www.http://nbcdi.org  - this link leads to the main website of NBCDI where you will find the organizations history, mission, and an overview of their offered services.

http://nbcdi.org/conferences/nbcdi-annual-conference/ - this link will take you to the page of conference speakers from the annual national black child development institute, inc., there you will find highlights of the conference

http://nbcdi.org/blog/category/early-childhood-education/ - this link leads to the early childhood education initiatives of nbcdi; there you will find several of the events that address EC issues as well as ncbdi’s involvement with each.

Reference

Lash, M., & McMullen, M. (2008). The child care trilemma: How moral orientations influence the field. Contemporary Issues in Early Childhood, 9(1), 36–48. Retrieved from http://www.wwwords.co.uk/pdf/freetoview.asp?j=ciec&vol=9&issue=1&year=2008&article=5_Lash_CIEC_9_1_web

Exploring International Contacts Pt. 2

So, it appears that all of the basics have been covered in the Center on the Developing Child’s efforts to improve or rebuild the infrastructure regarding global children’s initiatives.   After viewing the information from Harvard University’s website, the buzz words that brought the greatest enjoyment to my reading are the words child health and development.  The Center’s key components towards tackling their agenda for improvement are the domains of early childhood development, child mental health, and children in crisis and conflict situations.  These are without doubt the major areas of significance for early childhood studies across the board.  Complete recognition and understanding of the intricacies of childhood and their development; insightful training regarding the patterns and nuances of early childhood mentality and mental heal, how they learn, and the most successful means of educating early childhood students; and reaching out to the various sectors that are intertwined with the early childhood field, i.e. educators, researchers, policymakers, etcetera, to thoroughly train and educate them  as influential leaders for the global children’s initiative cause will cumulatively add support for the Global Children’s Initiative.

However, there are yet other key words that tune my reading ear toward the inequalities of such an honorable gesture for positive change.  The information I recovered shared the insight that these efforts were primarily for the majority world.  Although the Center’s initial focus will explore comparable approaches to surveying child status in specific at risk areas, and bring the science of child development into strategies that address malnutrition and other health challenges, there is the seeming glitch of inequities in who attends the program, and state investments (Kagan, 2009).  While the format is highly commendable, there are still separation factors of race, socioeconomic status (SES), language proficiency, geographic locale, as well as funding sources to consider.

 Reference

Harvard University [Website].  Global Children’s Initiative [Blog Entry]. Retrieved October 8, 2011, from http://developingchild.harvard.edu/initiatives/global_initiative/

Kagan, S. L. (2009). American early childhood education: Preventing or perpetuating inequity? (Equity Matters: Research Review No. 3). Retrieved from Campaign for Educational Equity website: http://www.equitycampaign.org/i/a/document/9833_EquityMatters_Kagan_Final.pdf