Final Blog Assignment

The three consequences of learning that I gain through the alternative route resources of websites are first The National Institute for Early Education Research conducts and communicates research to support high quality, effective, early childhood education for all young children. Such enhance their physical, cognitive, and social development, and subsequent success in school and later life. The second consequence is the challenging behavior can mean many things to many people. Zero to Three has developed a set of resources to help parents and professionals better understand and respond to some of the most common and typical challenges that crop up in children’s early years. The final consequence is the barriers facing early childhood is parents not being able to afford the high quality care they deserve.

One of the goals I have as an early childhood professional is to become an advocate for those families who for some reason cannot afford nor have access to quality early childhood programs. I want to make sure children and their families, no matter what consequences they may be facing will be provided with the best quality care possible.

I still intend to make international connection in hopes to better understand the diversity of other cultural around the world.

Reference:

National Institute for Early Education Research

Website: http://nieer.org/resources/newsletter/index.php

Zero to Three: National Center for Infants, Toddlers, and Families

Website: http://www.zerotothree.org.

(Newsletters):

http://zttccfn.pub30.convio.net/child-development/from-baby-to-big-kid

Getting to Know Your International Contacts: Part 3

Website: http://www.unesco.org/news/en/education/themes/strengthening-education-systems/early-childhood/

I chose the alternative because I never could correspond with an international professional. The topic of discussion that I gain insight was about my specialization the diversity of children and their families.

The purpose of the UNESCO is to help lead international educational agency, to develop a clear guidelines and principles for language policy in early education, particularly within the context of the DaKar Framework of Action, Education for all.  The UNESCO voiced support for the maintenance of linguistic and cultural diversity and the promotion of children’s right to learn in their mother tongue. Many of the world’s language and cultures are endangered by historical incursion, mostly associated with colonialism, and host of contemporary political, economic, and social processes.

The decisions about which languages will serve as the medium of instruction and treatment of children’s home languages in the education system exemplify the exercise of power, the manufacture of marginalization and mineralization, and the unfulfilled promise of children’s rights.

This report from the UNESCO provides a rational to promote mother tongue based bi/multi bilingual early education grounded in international normative frameworks theory about dual language acquisition and emerging evidence about the ipact of mother tongue based bi/ multi bilingual education initiatives.

Sharing Web Resources

I decided to look back at a website that I used in week two of this course. The website was from the National Institute for Early Education Research. Website: http://nieer.org/resources/newsletter/index.php

Through the National Institute for Early Education Research website I found a article that was interesting to me as it relates to availability, accessibility, and affordability.  The article dealt with pre-k disparities: What You Get Depends on Where You Live.

In this article they analyzed the data for The State of Preschool 2010, and find a disturbing trend that was noticed in the previous year continued to happen. During these very difficult economic times, disparities among states in providing high-quality preschool education are growing larger. Consequently, children’s access to and quality of experiences in preschool vary drastically depending on where they reside. “For instance, a relative small percentage of children (6 percent) in Alabama have access to a high-quality program 9meeting all 10 of NIEER’s quality benchmarks) while their peers to the south in neighboring Florida have a better chance of having access (68 percent) to a lower quality program (meeting only three of the 10 benchmarks). Alabama’s neighbors to the west in Mississippi have no state-funded preschool program at all to attend. This problem is not limited to the deep South- patterns like this repeat across the country. And tight state budgets are only exacerbating the problem.

The insight I gained from this resource as it relates to the studies this week is that there are so many states that still do not have access to high quality early childhood programs. As a future professional and advocate of young children I want to set the bar high for myself and try and make sure all the children in the state of Mississippi have the opportunity to take part in a high quality early childhood program. I know it want be easy to accomplish, but with a lot of hard work and help from local and state legislators we can hit the ground rolling.

Reference:

The National Institute for Early Education Research [NIEER], 2010

            Website: http://nieer.org/resources/newletter/index.php