Economist Influence of Early Education

Did the people at NIEER get a copy of the course syllabus for this class? This blog posting on Preschool Matters Today for this week was right on topic. Megan Carolan, Policy Research Coordinator for  NIEER reported on the Organization for Economic Co-operation and Development (OECD) holding its high level roundtable “Starting Strong: Implementing Policies for High Quality Early Childhood Education and Care (ECEC)” in Oslo, Norway this week. The round table was held January 24^th and 25 ^th.

 I learned that the OECD has 34 member nations that collaborate as a way to allow governments to share best practices and address common problems in many areas. The OECD has made early childhood and early care (EDEC) a special initiative since 1996, recognizing the impact of high-quality early learning on all of society.

The blog provided a link to video footage of the roundtable. Steve Barnett director of NIEER was the keynote speaker. Norway Minister of Education Kristen Halvorsen shared the progress Norway has made in improving access to quality EDEC. As a country Norway chose to address the issue of division of class and look at it root cause, access to education and especially early education was seen as a major cause. In 2003 Norway chose to look at how EDEC was funded and through 2010 has increased funding. They now have equal treatment of grants to public and private institutions and fund EDEC programs for all children, not just programs for children in poverty. The goal was to create equal access for all.

One of Norway's Outdoor Preschools

Minister Halvorsen argument, as former Minister of Finance, was that human capital was 70-80% of Norway’s wealth. Halvorsen stated the key to the countries future success was to have children that had a happy childhood, because a happy childhood last a lifetime. Therefore, the EDEC programs use a holistic approach rooted in play where curiosity, exploration and innovation are the focus. She also focused on the importance of having the ability to form and maintain human relationships.

Norway’s current goal is to increase staff competence, especially those working with very young children, but also throughout the EDEC field. Currently with an average 1-4 ratio only about 1/3 of the staff are qualified preschool teachers.

I was pleased to hear of Norway progress in EDEC and that their approach had allowed children to keep their childhoods. The fact that their former Minister of Finance, who is now the Minister of Education sees the value of early education but also the value in retaining childhood was encouraging to me. I hope that the US can learn from their progress and their approach!

Resources

 Preschool Matters Today retrieved from http://preschoolmatters.org/2012/01/27/early-education-on-the-international-scene/

 OECD Round Table. Norwegian Ministry of Education retrieved from http://media01.smartcom.no/Microsite/dss_01.aspx?eventid=6688

Childhood Poverty- International Contact

I have been communicating with Godfrey an Early Childhood Education Specialist from Kenya, Africa. (My second contact did not respond to any of my follow up emails.) In his current position Godfrey is working to train and educate teachers in early childhood development.

After sharing with Godfrey that the poverty level in the United States is growing and now at 14.3 percent as a nation and in New Jersey, where I live, it is 29 percent for children he replied that in Kenya the poverty rate is 56 percent. More than have the population is living in poverty and on less than a dollar a day.

Poverty affects the schools in a similar way to those in low-income areas of the US. There is limited or non-existent resources and low quality. There is a lack of materials and equipment necessary for effective learning to take place. We also discussed how play was important for learning and that many  early learning centers that are established in the slums or marginalized communities have very little land and therefore no place for the children to play. The educational outcome for students attending these centers is lower than students that attend schools in established communities where there are more resources.

Recently non-governmental organizations have become involve to help support the government’s efforts which he believes are insufficient in providing an equitable and quality education for all students even though they adopted the Education for All initiative. The Education for All initiative (EFA) is an international initiative of a coalition of national governments, civil society groups, the United Nations Educational, Scientific and Cultural Organization in affiliation with the World Bank to bring education to “every citizen in every society”. You can learn more about EFA by following the link below.

Since EFA was established in Kenya in 2003 basic education is now free but early childhood education was left out, resulting in very little governmental support. The most that is offered are a few grants to selected centers making quality early education unaffordable to most families in Kenya. Resulting in what we often see in the US, children of families that can afford to pay for early education enter primary school better prepared than those children that had no early education.

The same issue affects the quality and training of the teachers. Due to cost, very few teachers are trained in early childhood education, which results in the children being taught by unqualified personnel.  Godfrey also shared that the teacher salaries are very low in the poor neighborhoods leading to low morale and low quality of services provided.

Godfrey believes that positive change may be coming in Kenya as they passed a new constitution last year and now county governments will be responsible for early childhood education. He believes local communities will be better at effective change. He sees the biggest challenge will be the wide gap between the rich and the poor. He fears this will continue to influence the upward economic mobility of the poor.  

Another related issue is health care. Health care facilities are not easily accessible for most of the population in Kenya. Many families must travel a considerable distance to get to health care facilities or clinics. This results in many illnesses not being treated or vaccinated against. Many children become very sick or die from diseases which are easily treatable or preventable through vaccination. 

I now have a clearer picture of how so much of any nation’s economy and stability is tied to the education of it poorest citizens. I also now understand how parental education, access to health care and access to basic transportation are intertwined in their effect on children, their education and future earning potential. The mission of the EFA is an important one, as every citizen deserves a quality education for the good of all citizens.

Education for All http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:20374062~menuPK:540090~pagePK:148956~piPK:216618~theSitePK:282386,00.html

Sharing Web Resources

The organization I chose to follow is NIEER, National Institute for Early Education Research.

The link to their website is http://nieer.org/ 

 Additionally you can follow NIEER of Facebook, Twitter or an RSS feed. I have chosen to follow on Facebook and to subscribe to their newsletter.

NIEER is affiliated with the Rutgers Graduate School of Education which is located in my home state of New Jersey.

When you arrive at the NIEER home page there are six distinct areas of information for you to choose from. The first is The State of Preschool Yearbook 2010, which provides an overview of preschool programs in each state. Effectiveness, enrollment numbers and state spending is reviewed.

The second is the most recent news about anything related to early childhood from across the country with links provide to the original article. Third is a listing to upcoming events and conferences related to early education around the world. Fourth is links to latest research in the field. Fifth is a featured NIEER publication.

Lastly is the link to the NIERR blog, Preschool Matters Today. The January 11, 2012 posting by Steve Barnett, Director of NIERR discusses the lack of economic mobility currently in the United States and how that adds urgency to the current debate over universal public pre-k. This issue is one that caught my attention.  Barnett states that recent research by the Brookings Institute found that 42% of children born into the lowest income will stay there as adults.  Barnett also reports that the Pew Charitable Trusts’ Economic Mobility Project finds the strongest link to children’s economic, educational and social-emotional outcomes is related to their parent’s education level in the United States.

The great debate over publicly funded pre-k is happening throughout this country especially during these tough economic times. Barnett and other members of the early childhood community are arguing for publicly funded pre-k for all students regardless of income. The benefit of reaching a larger percentage of low-income children is what struck me as strongest argument for universal pre-k.

As we discuss the effects of poverty on developmental outcomes for young children and research has shown that in order to break the cycle we need to raise educational levels of parents, shouldn't we start by giving each child the foundation they need in preschool for later school success changing the outcome for future generations? This week we learned that the fasted growing population in the US is Hispanic but they are also the population struggling the most educationally, with the lowest college graduation rate (Gándara, 2010). If we as a nation chose to offer universal pre-k, therefore reaching a larger percentage of low- income students but  also providing school- readiness benefits to all students we can have economic benefits for the entire nation (Barnett, 2012). Hispanic students, regardless of economic status would receive a quality pre-k education giving them they foundation they need for later success. With greater educational success for the largest growing population in the US we can have a positive impact of future economic mobility in this country.

References

Barnett, S., (2012, January 11). Lack of economic mobility add urgency to pre-k debates. Retrieved from National Institute for Early Education Research website http://preschoolmatters.org/2012/01/11/lack-of-economic-mobility-adds-urgency-to-the-pre-k-debates/

Gándara, P. (2010). The latino education crisis. Educational Leadership, 67(5), 24–30.

Establishing Professional Contacts and Expanding Resources

In order to connect with early childhood professionals from outside the United States I reached out to members of early childhood groups on Linkedin. I participated in a Forum offered through Walden Universiy, Positioning Yourself for Success in Early Childhood. One of several recommendations on how to stay current in the field was to create a Linkedin account and become a member of the early childhood education groups that were of interest to me.

I have reached out to several member of the group in the hopes of getting two positive responses. I was very excited when I receive the second one this morning. I will be corresponding with Godfrey from Kenya and Lynn from Vietnam.

Godfrey is an Early Childhood Education & Development Specialist and is currently training teachers in Kenya. Lynn is an experienced international educator and is currently a Location Manager for an international childcare center in Vietnam. I am looking forward to communicating and learning from their experiences.

I have decided to study the National Institute for Early Education Research (NIEER) website http://nieer.org/  . NIEER conducts and reports on current research in the field of early childhood education. I have found myself using many of the articles they have published during my coursework as I work towards my Master’s Degree. I firmly believe that the most influential way to create positive change in the field of early childhood to broaden the understanding of its importance. Compelling scholarly research can influence policy makers which in turn influences funding. As the nation, states and local communities make decisions about educational funding during this economic climate, having an understanding of the value of quality early childhood education for all children is imperative. I feel the work done by NIEER is of great importance in this area.

Advice to my colleagues is to keep reaching out when trying to make connections; it took multiple attempts before I got a positive response to my inquiries.  Also, think of alternative ways to connect with people; our classroom parents are so diverse now they may be able to connect you to someone from their home country. Good luck to all!

My Supports

"Success becomes sustainable when there are environments and failsafe structures which support it and which make you feel fully alive. And being fully alive calls you to play a much bigger game in life...evolving to your optimal potential to levels of greatness you never thought were possible."

Dave Buck

When I think of the support systems in my daily life the first thing that comes to mind is all the people I have that surround me and make my life richer in so many ways. On the top of that list is my husband. We have been blessed to have a loving relationship for 23 years. He supported my desire to leave teaching while our children were young, taking total financial responsibility for our growing family. When I returned to working he naturally took on more responsibilities at home. Now that I have started graduate school he has taken over more of the household duties so that I can have time for my studies. Our children are older now and more self sufficient, doing many things for themselves and sharing in the work. Everyone cooks and cleans to keep the household running.

My husband has supported me through emotionally trying times as well, losing my parents, my brother and the revelation that I was adopted. He encouraged me to find additional support during those trying times. My support system includes the women’s ministry I belong to at church and an adoption support group. In both of these groups I have people who I can share with and be inspired by.

When at work I am fortunate to have a co-teacher in my class that compliments my teaching style. We just began working together this year and immediately clicked. The duties of the class are all covered by each other likes and dislikes; we found a very natural rhythm together and as a team can meet our student’s needs.

On a daily basis I would be lost without lists. List of errands to do before or after work, items to buy at the store, tasks to complete while at naptime at work are part of my daily routine. I will staple notes around the handle of my tote bag so I won’t forget to run an errand on the way home from work!

It is difficult to think of myself with a specific challenge, because to be honest, I don’t like putting those thoughts out into the world. But here is what I know; I am blessed to live in my little town in NJ. We have come together as a town to support people in many ways. When someone in our community has lost a spouse or a child we have done whatever necessary to support them. We have raise funds, repaired homes, planted trees in their honor and made sure Santa could deliver presents. When several women in our town were diagnosed with breast cancer and a child with leukemia during a very short period of time we organized meal deliveries, shopping for the household and made sure chores were taken care of.  Several groups formed to raise funds for research. A family with two disabled children needed funds to buy a vehicle that could transport them, a local charity picked them to receive funds. The funds are raised through a basketball game, that night the master of ceremonies said he had never seen anything like the amount of tickets sold in honor of one family. No matter what challenge I may be faced with, and I pray it is none, I know that my faith, my family and my community will try to meet my emotional, physical and practical needs.

My Connections to Play

Quotes about Play 

“The playing adult steps sideward into another reality; the playing child advances forward to new stages of mastery.” ~ Erik H. Erikson (American psychoanalyst)

“Play is the highest form of research.” ~ Albert Einstein (scientist)

“It’s not so much what children learn through play, but what they won’t learn if we don’t give them the chance to play. Many functional skills like literacy and arithmetic can be learned either through play or through instruction – the issue is the amount of stress on the child. However, many coping skills like compassion, self-regulation, self-confidence, the habit of active engagement, and the motivation to learn and be literate cannot be instructed. They can only be learned through self-directed experience (i.e. play).” ~ Susan J. Oliver (author, Playing for Keeps)

Items I Used Often In My Play

From the about the age of 7 I lived on my roller skates, zooming up and down my street.  I  roller skated regularly  right through collage.  

I remember the Christmas I received this as a gift. My girlfriend and I would spend hours playing with our dolls and this house. I look back now and realize more time was spent setting up Barbie's world  than actually playing with the dolls.


How My Play Was Supported

When I was a young child I am not sure that the adults in my life knew that they were supporting my play but from about the age of four or five I was allowed outside to play on my own or with other children in the neighborhood. My mom would allow me to make mud pies in the yard and play in the the puddles after a storm. Some of my friends had playrooms in their houses where we would be able to play inside but for the most part three seasons of the year we were outside. Playing at the local park, school yard, each others yards or just throughout the neighborhood. We were left to our own devices to entertain ourselves. We were expected home for lunch and dinner and to stay within the few block radius our parents felt was appropriate. As I got older my bike and public transportation allowed that distance to grow.


How I See Play Today 


Parents today would be considered irresponsible if they allowed their 5 year old to be playing outside alone. We have a hyper-vigilant society created by immediate access news to from across the country and around the world that makes our world seem less safe than it was when I was growing up. Lenore Skenazy, author of Free Range Kids, How to Raise Safe, Self-Reliant Children (Without Going Nuts With Worry) discusses how crime rates are actually lower today than in the past in most cities. That child predators seem more prevalent because abuse and assault is reported and prosecuted more than in the past when it was often ignored  or swept under the rug. 
I also feel parents today are pressured in many ways to produce super-achieving children (Ginsberg, 2007). They have to have the correct toys, enrichment activities and be learning skills beyond what is developmental appropriate because that is what is shown in the media as providing your child with every advantage for the future. 
 I believe this has lead to children having less unstructured play time. Play is almost always supervised by an adult and divided by age groups.  I believe this is affecting children's ability to learn self regulation, negotiation skills and how to communicate their needs to their peers. My hope is that those of us the work in the early childhood field will educate parents about the importance of play. In addition my hope is that schools and child care centers can figure out a way to incorporate curriculum standards that allows children to learn through play because research has proven it is the way they learn best! 


The Role Of Play Throughout My Lifetime


Dramatic play, pretending to be someone or someplace else is something I strongly remember from my childhood. I can remember playing teacher for hours with my stuffed animals as students. We had a row of tall bushes in my backyard that easily became a forest for my friends and I. I also enjoyed physical play, running, jumping, skating and bike riding consumed hours of my time as a child. I continued to roller skate through college.

Board games were also a way my childhood family passed the time something I have passed on to my children. It was a way to learn about rules fairness and how to lose with grace.


 As I entered high school my creative side was expressed through music. I played several instruments, sang and was in the school plays. As an adult I sing in my church choir.


 I still love to be outside, my husband and I enjoy camping and for many years we camped as a family until our children's favorite ways to play created too many conflicts. 


I think it is important for everyone to have at least one activity that is their form of play to enjoy throughout their lifetime. 

References

Ginsberg, K. (2007). The importance of play in promoting healthy development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182–191. Retrieved from http://www.aap.org/pressroom/playfinal.pdf

Relationship Reflection

The most important relationships in the world to me are those I have with my husband and children.

I have known my husband since I was 16 years old. We dated until I started college and our lives took us on different paths for a few years. We found each other again after my graduation, both a few years older with clearer pictures of what we wanted in life. My husband is my greatest supporter.  We have a true partnership when it comes to raising our three children; we respect each other opinions, work to help each child reach their goals. Although conflicts may arise about the best way to do this, the love we have for each other is never threatened.

High School Sweethearts

Married for life!

The relationships with each of my children are as unique as they are. As a family we enjoy each other’s company, celebrate each other’s accomplishments, console each other during times of need and generally just laugh a lot.

Family vacation in Florida

There are two other groups of people that I have very supportive relationships with. The first is a group of women from my church. We brought a ministry called Women’s Cornerstone to our church. Through this ministry we have come to know each other very well and have formed relationships where there is no judgment, just support and the sharing of our Faith. We can share anything with each other, feel safe about doing it and know that if we are in need, help will always be provided. I would consider these relationships a partnership also because we had the shared vision of bringing this ministry, which holds retreats for women, to our church. We supported each other and recognized each other’s gift. We knew that each of us had something to contribute and if we worked together we would accomplish our goal. The ministry will hold its 6^th retreat this year adding more women to our ministry.

The end of our first retreat!

The second group is the Morristown Adoption Support Group. I found myself a member of this group 7 years ago when it was finally revealed to me at the age of 41 that I was adopted. At my first meeting I met several other late discovery adoptees and felt that I was not alone in my anger, hurt and confusion. Being able to share my story and listen to the stories of other touched by adoption was a great source of healing for me. Our meetings are attended by adult adoptees, adoptive parents and birth parents. From this group I have partnered with several members as we advocate to get the archaic adoption legislation in New Jersey changed. Last year we got a Bill passed in  the  Assembly  and the Senate that would allow adult adoptees access to their original birth certificates only to have the Governor conditionally veto it and let it die. We will begin our advocacy again soon!

New Jersey State Assembly Hearing

“We don't see things as they are, we see them as we are.”
― Anaïs Nin

Over the years I have learned that most relationships fail when trust is broken or the give and take in the relationship is out of balance. When others view your actions through the filter of their world view they can project their own insecurities into a relationship, often causing you to have to constantly defend everything you say or do.  Or you may see others the way you wish to see them and not allow them to be themselves. This is often the demise of many relationships in my opinion.  

In the field of early childhood, developing the ability to form strong relationships and partnerships affects everything we do. For those of us working with infants through 5 year olds, we have to affectively build a teaching team within the classroom.  There are often two to three adults in the classroom and they must be able to communicate and work in harmony to provide the best classroom environment for the children. Each team has to build a relationship with all the other teams and the directors so that shared spaces are cared for and the center is unified in its mission to provide quality child care. Finally creating relationships/ partnerships with the parents of the children in your class also impacts the work that we do. Strong parent partnerships contribute to positive educational outcomes for every child.