Research Around the World

The link I chose to discuss is: Early Childhood Australia: This is the Australian equivalent to the U.S. based NAEYC. You can access several links to early childhood research from the menu on the left side of the home page.http://www.earlychildhoodaustralia.org.au/

What are some of the current international research topics?

The Research in Practice Series is a practical, easy-to-read resource, offering effective new approaches for those challenging issues which arise in the care and education of young children.

Early Childhood Australia's Research in Practice Series is an essential resource for those involved in the early childhood field. The books are idea-rich and to-the-point.

The Research in Practice Series focuses on the practical, 'hands-on' aspects of early childhood – making them ideally suited to early childhood workers.

However, the wide range of topics covered throughout the series offers something to anyone interested in children's

Early Childhood Australia has many print and online resources to assist parents, carers and educators in helping children make the transition from child care to preschool, and from preschool to school.

These links and resources on school readiness and transitions are quality-assured by Early Childhood Australia.

School readiness links in ECA's Supporting Best Practice web directory

• School readiness
  A great selection of links to fact sheets and websites. For carers to understand and support parents and children in getting ready to start school.
• About preschoolers
  A more general topic providing connections to sites that discuss the growth, learning and support of preschool-age children.

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Your child’s first year at school: Getting off to a good start is the ideal book for parents facing the often daunting task of navigating through the first year of school. Packed with helpful tips, written by early education experts and endorsed by the Australian Principal Primary Association Your child’s first year at school: getting off to a good start is great value for only $19.95. To read more or order your copy now for the 2013 school year, please click here. If you are a teacher or principal and would like to order bulk copies for your school, please click here

Climate change and sustainability: 'Reaching the tipping point'

Thank you for your informing me about [Early Childhood Australia] and the work you do. We are all part of a network of people and groups that make up a huge movement.Let's hope we reach a tipping point soon.
–respected environmental activist David Suzuki, in response to the Sustainability issue of ECA's Every Child magazine (vol. 13 no. 1, 2007)

Sustainability is about creating a safe and secure future for every child

In her President's Message in the ECA Voice newsletter (vol. 7 no. 3, 2007), Margaret Young wrote:

Climate change and global warming are gathering more and more public exposure – it is an issue which reaches across so many aspects of our lives. Early Childhood Australia echoes the hope of David Suzuki: that we may soon reach a tipping point, in which widespread understanding of these issues leads to universal support for living sustainably on our planet.

This issue of Voice includes a sample of some of the great work being done by ECA's Global Warming e-Group. At the ECA Board of Directors meeting in June, ECA reconfirmed its commitment to the issues of climate change and sustainability.

'Climate change' refers to the varied effects of global warming, such as increases in extreme weather events, prolonged droughts and heat waves, melting ice caps, retreat of glaciers, higher sea levels, acidification of the oceans and changes to marine life cycles (Lowe, 2007).

'Sustainability' refers to a way of life in which humans – individually as well as collectively – lessen the negative impact upon each other and the world in which we all live. Sustainability is a holistic concept which seeks to create positive outcomes, socially as well as environmentally.

References

Lowe, I. (2007). A brief summary of the science of global warming and climate change. Retrieved 17 April 2007, www.envlaw.com.au/newlands4.pdf.

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

What I learned from this website is that early childhood topic is just about the same in every nation, the main focus is that early childood is very important and we must continue to work at providing the appropriate services to our young children, no matter where we live.

What other noteworthy information did you find on this website?

What I found from this website is that there is very good resources that I can use when further researching my topic.  It will be interesting to find out how other countries address the response to intervention process.

 

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The article that I chose to share with classmates is on "Response to Intervention" and it states the following:

The purpose of the Research Support for Response to Intervention section is to present a summary of the nature and extent of published research conducted on Response to Intervention (RTI) to assist the reader in making informed judgments about the evidence base for RTI. To that end, we have identified studies examining the efficacy of RTI programs as well as research focusing on typical components used in the RTI process.

Although essential components of RTI programs are presented and described in more detail in the Include Essential Components section, we present them here to establish the parameters of our review. These components include: a) Universal screening for all students to determine their status against academic and social benchmarks; b) Scientifically based instruction for all students (Tier 1); c) Secondary prevention interventions (Tier 2) for students not responding adequately to Tier 1 instruction; d) Monitoring student progress, and e) Tertiary prevention instruction (Tier 3) for students making insufficient progress in response to Tier 2 instruction.

Based on our analysis of existing research and the component analysis above, we have broken our review, and thus this section, into several articles. These articles will include reviews of the following:

1. Field studies of RTI programs/models;
2. Procedures for selecting scientifically based instruction/curricula used in Tier 1;
3. Studies of the technical adequacy of universal screening measures used in Tier 1;
4. Studies of secondary and tertiary interventions within the context of an RTI framework;
5. Studies of the technical adequacy of progress-monitoring procedures used across tiers, and
6. Studies of the methods for identifying those who have not achieved the desired results in response to the interventions used at the different tiers.

www.rtinetwork.org/learn/research/researchreview

 The field of early childhood field is so broad, however, the topic that interests me is on “Response to Intervention in Early Childhood”. I am employed at an education service center in Texas as a Child Find Educator (for the past two months, previously I was the secretary for the Early Childhood Intervention Program for 20 years). We work with babies, birth to three years of age who have developmental delays or a medical diagnosis by going to their homes and providing services in their environmental setting. As the Child Find Educator, I will be providing services to all children between the ages of birth to 21 years of age. I know that research will play a very important role in my position now with the knowledge gained through this class and my classmates I hope to make a difference in the life of these children.  I have found that using the NAEYC website helps me enormously in researching information for this topic.  Are there any other resources you might think that is also credible and will help me in finding more information on my chosen topic?  Any information will be helpful and appreciated.

After reviewing the different topics in the Early Childhood tab,  I was very interested in how other countries coordinate and integrate different sectors of education.  It appears to me after reveiwing this tab that all countries share the same interest in providing the best early childhood education for all children.  We have all  determined that learning starts at birth and we also know that the underprivileged children need the benefits to early childhood care and education.  We must be able to make sure that a healthy environment is provided for the early childhood population in order to ensure that they are given the opportunity to reach their potential.

The website states the following:

 Coordination and integration

Early childhood care and education is often the concern of several government sectors and usually these are education, social affairs and health. The multi-faceted nature of early childhood care and education gives rise to the challenge of effectively coordinating provision of policy development and implementation across the different sectors.

Coordination issues include coherent regulation, funding and staffing schemes and a common vision of care and education. Effective coordination must exist among sectors at both national and local level, and also between public and private establishments.

Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry.

Other countries divide sectoral responsibilities according to age range and services. For countries where the responsibility for early childhood is divided, policy and administration coherence are sought through coordination mechanisms (COMs). Generally, COMs are effective when they focus on a particular early childhood programme, target population or specific task but their role is limited in promoting a coherent overall policy and administrative framework across different sectors. 

 It would be very interesting to visit other countries to research how the coordination and integration of early childhood education and care are targeted.  How do other countries work with their policymakers in making sure that appropriate funding for early childhood education and care are addressed and approved?  

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

NAEYC Website:


Again, I looked up the information on the National Association for the Education of Young Children because the organization’s mission and vision interest me very much.  NAEYC works to make sure that the services needed by our young children are being met and the educators are ready professionally to serve these young children.  I looked up more information on one aspect of providing services to young children which is as follows:

Developmentally appropriate practice, often shortened to DAP, is an approach to  teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

Developmentally appropriate practice is the foundation for all of NAEYC's work including—publications, training programs, conferences, accreditation of child care programs, and more.

The three (3) core considerations of developmentally appropriate practice are the following:

Knowing about child development and learning.
Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. (See “12 Principles of Child Development and Learning” from Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.)

• Knowing what is individually appropriate.
What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.

• Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.

The five (5) guidelines for effective teaching through the

Through the decisions they make, excellent teachers translate the DAP framework into high-quality experiences for children. Such teaching is described in NAEYC’s position statement on Developmentally Appropriate Practice, pages 16-23: "Guidelines for Developmentally Appropriate Practice." These guidelines address five key aspects of the teacher's role:

1. Creating a caring community of learners
2. Teaching to enhance development and learning
3. Planning curriculum to achieve important goals
4. Assessing children's development and learning
5. Establishing reciprocal relationships with families

Let’s  think of these guidelines as five points on a star—a “mariner’s star” to guide our journey to help children learn best. Each point of the star is a vital part of good practice in early care and education. None can be left out or shortchanged without seriously weakening the whole.      I strongly believe that if we start working to provide these services to our young children before they start school, they will be better prepared to succeed in their future endeavors.  By working together as a community we will be able to provide the tools these young children need to reach their educational goals.  We must provide all evaluations and assessments on these young children from the very beginning that we see they are having learning difficulties.

For more information about DAP, the 3 Core Considerations, the 12 Principles of Child Development and Learning, and the 5 Guidelines for Effective Teaching, read the NAEYC position statement "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8" (PDF), adopted in 2009.

www.naeyc.org

Inequity Well Before the Starting Gate

Every year, more than three million children enroll in a public kindergarten program.  A momentous time in their young lives, each child enters with different strengths, weaknesses, skills and needs.  Some differnces are to be expected as normal variations in development, but unfortunately, socioeconomic factors appear to contribute significantly to a school readiness divide.    For decades, studies have revealed that a child's home environment has a profound influence on his/her development and reaidness for school.  Hart & Risley (1995), in their now clasic study found that by the age of three, children in families receiving welfare had vocabularies that were half as large as those of their more affluent peers, with these disparities persisting through childhood. 

Early Childhood Intervention Programs and School Readiness Programs are in place to assist these young children in meeting their developmental milestones.  I attended a Head Start Quarterly Meeting today and learned that in their curriculum they are implementing a school readiness curriculum.  They are working with children in Early Head Start and Head Start be ready for when they start their first day in kindergarten.  They are making sure that each one of the children in their classrooms have a book and that they learn to read this book and understand what they are reading.  So what can we do in order to work on these inequities for all children to start school at the same level as their peers?  The ECLS-K data also provides evidence regarding how some of these inequalities might be reduced.  Children who attend center-based preschool perform better in kindergarten when compared with peers who did not attend preschool.  These effects were larger for lower income children and the effects in reading and math were sustained as the children moved into first grade (Magnuson, Meyers, Ruhm, & Wadlfogel, 2004).,

I believe that we should provide the same level of education to all children no matter what their socioeconomic status is.  Every child is entitled to the same level of quality education in order to not leave any child behind.  In attending the Head Start Quarterly Meeting I heard the message from a speaker where in his school's curriculum they teach the students in their native language.  They set aside one day to speak in Spanish, however, an English speaking student is paired with a Spanish speaking student in order for them to help each other out.

I am saddened by the fact that the School Readiness Program did not receive continued funding from the State and had to be terminated.  What we need to do is make sure that our policy makers are aware of how important it is to continue with programs which are going to make a difference in a young child's life.


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

  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

Again, I choose NAEYC because how the organization works/advocates for young children of the World.  The work of this organization is something short of amazing because of everything they do in order to provide the best for our young children.

 NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).  I think that the sections/information which seemed particularly relevant to my current professional development is the fact that it stresses the importance of looking out for the well-being of all young children.  I am employed at an Early Childhood Intervention Program and we serve babies birth to age three who might have any developmental delay or special needs and this is the reason why this organization is of much interest to me.

NAEYC expresses its mission in terms of three broad goals which are as follows:

1. Improving professional practice and working conditions in early childhood education.
2. Supporting early childhood programs by working to achieve a high-quality system of early childhood education.
3. Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children.

The vision statement of NAEYC further works on the efforts designed to achieve the following ends:

• All children have access to a safe and accessible, high quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity.
• All early childhood professionals are supported as professionals with a career ladder, ongoing professional development opportunities, and compensation that attracts and retains high quality educators.
• All families have access to early childhood education programs that are affordable and of high quality and actively participate in their children's education as respected reciprocal partners.
• All communities, states, and the nation work together to ensure accountable systems of high-quality early childhood education for all children.

I did not find any controversial statements or ideas on this website which made me think of the the organization's work in a different way because I totally agree with their vision and mission statement.

 I believe that the the policiticians, economists, and neuroscients support the early childhood field by creating new policies which bring more funding to educational programs.  We have the Early Head Start Programs and the Building Bridges Program which are geared towards providing educational services to our young children as early as three years old.

 Other new insights about issues and trends in the early childhood field that  I have gained from exploring the website or e-newsletter is that we must all do our best to provide a quality and effective education to our young children no matter where they come from or who their parents are.