Week 7 Blog Assignment: Getting to Know Your International Contacts- Part 3

      When exploring the site I gained new insights about three of the issues related to international early childhood education that I feel related to my professional goals. For instance,the issues and trends are connected by not having enough qualified teachers, overcrowd classrooms and the lack of eligibility to provide the base educational services for all children and their families within our community and country. Therefore the children and their families are affective by socioeconomic status relating to the funding and locations to were they live brings issue and trends to decrease the learning, growth and development of children receiving  a healthy, nutritional, security and learning environment towards providing holistic development within the early childhood care and within the primary schools. “The UNESCO Institute for Capacity-Building (IICBA) and partners have seven training models that they use to produce tools, skills, and resources to children and families at risk and to teach them the fundamental education activities within their cultural context using the IECCE model to educated them within the early childhood care educational program. (UNESCO Office in Dakar,2013) 

     However, among “19 African countries there are only four who participate in the Early Childhood Care  Education (ECCE) programs operate activities within a African setting which is Angola, São Tomé and Príncipe, Swaziland and Zambia.”

(UNESCO Office in Dakar,2014)

     One of the issues is that they are neglecting the cultural values and practices of their societies. furthermore, children 0-8 have a little to no chance to attend in a preschool activities, but it attendance varies between countries and region. According to, Rodrigues, “The learning is being operated by “The IECCE modules are living documents with a goal to build capacities among, inter alia, parents, older relations in the households and extended family members, elders in the neighborhood, older siblings, including helpers and interested stakeholders who can read and write in their local language.” Also, “The learning can therefore be home, community or institutional based.” (UNESCO Office in Dakar,2014)

      "The aim is to develop more sociocultural and economic modalities of early childhood care and education" adds Rodrigues.

According to 2010 data the situation is as follows:

“In Southern Africa (SADC), early childhood enrollment stood at 45% on average.

In East Africa (EAC), only Kenya and Tanzania achieved above 30% level while       the average went up to 27%.

In Central Africa (ECCAS), despite the fact that pre-primary enrollment has more than doubled, the average has only reached 26%.

In West Africa (ECOWAS) (with the exception of Cabo Verde and Ghana), progress has been more timid and rates (19 percent on average) and well below the average of 28% in sub-Saharan Africa.” (UNESCO Office in Dakar,2014)

      Another issue is that children suffer in “learning in Eastern Cape, South African lack desk and chairs due to the over crowded classrooms. Also, it is unlikely that most children within these countries will be able to attend early childhood, preschools are primary schools. “In sub-Saharan Africa, 29.01.14 the issue and trends address a 29.01.14 announce that it is an severe learning crisis in Sub-Saharan African.” (UNESCO Office in Dakar,2014)

       According to, “The 2013/4 Education for All Global Monitoring Report reveals that despite progress, sub-Saharan African countries are unlikely to reach the Education for All goals by 2015.” Also, “ The Report is launched today (29 January 2014) during a high-level event in Addis Ababa (Ethiopia), as well as during national launches around the world.” “However, several African countries will reach one or several of the goals.” (UNESCO Office in Dakar,2014)

      In addition,” The Key findings of the 2013/14 EFA Global Monitoring report: The Report provides information on progress made by country and reveals that no African country will reach all six Education for All goals.”

“The pre-primary education gross enrollment ratio increased from 10% in 1999 to 18

in 2011, leaving the region lagging behind all others regions.”

“Sub-Saharan Africa is far from achieving universal primary education (net enrollment ratio of 77%). No progress has been made since 2007, leaving nearly 30 million African children out of school.” (UNESCO Office in Dakar,2014)

     “The Report provides information on progress made by country and reveals that no African country will reach all six Education for All goals. However, several African countries will reach one or several of the goals.” (UNESCO Office in Dakar,2014)

      Therefore without teaching and learning the basics will result into a disadvantage for the children leaving the schools before they reach the fourth grade can read and write their own language. Furthermore,without providing qualified and train educational staff within the early childhood care and primary schools can result into a learning crisis among future generations can be affective by this issue. 

      According to, research” in sub-Saharan Africa, “The result of so many children leaving school without learning the basics, or never entering school at all, 40% of young African people cannot read a sentence. And young people from poorer households are far less likely to be able to read.” (UNESCO Office in Dakar,2014)

     Therefore further insights about having enough teachers to be placed into the classrooms. In addition, “Between 2011 and 2015, sub-Saharan Africa needs to recruit about 225,000 additional teachers per year to achieve universal primary education by 2015.” (UNESCO Office in Dakar,2014)

“394,000 additional teachers per year are then needed to reach a ratio of 32 pupils per teacher in lower secondary education. In comparison, the number of lower secondary school teachers grew by 52,250 annually in the region between 1999 and 2011.” (UNESCO Office in Dakar,2014)

     “One particular challenge is to support teachers in being able to teach early reading skills in more than one language and to use local language materials effectively.” (UNESCO Office in Dakar,2014)

      “In Mali, a study of pupils’ skills using an Early Grade Reading Assessment and teacher observation found that few teachers were able to teach their pupils how to read. This is no doubt an important reason nearly half the pupils in Mali cannot read a word in their own language at the end of grade 2.” (UNESCO Office in Dakar,2014)

     I realized that within the comparison of where I live and people who live in other countries  seem to be facing the same problem within it self that relates to the issue and trends we as a society face challenges due to lack economic status, lack of qualified teachers,and lack of excellence quality care and a lack to change old habits to teach holistic development in education for all children. Also, I feel that educators need to advocate more to others about the code of ethics and address these issues and trends we as whole face among the public so that children, parents, teachers, policymakers and other professionals across the world have a friendly reminder about everyone who contribute back a commitment to serve the children a healthy,nutrition, security and learning environment that provides excellence quality for all children and their families. 

References
29.01.2014 - UNESCO Office in Dakar, http://www.unesco.org/

WK 6 Blog Assignment: Sharing Web Resources

     When I follow the outside links I chose to explore about the early education programs and children of immigrants: Learning each others language and where do they lead. The issues lead to miscommunication between the children and families immigrants in connections to not knowing their civil rights and not have the proper information given to them about the resources and services within the early head start programs or primary schools were their child or children were enrolled. Most ELL parents who have children that needed to have access to the services don’t have access upon availability within the community or country where they live in because they don’t get the information or resources that is required within their community. The majority of the children and families are subject to being unaware of those resources because of the miscommunication. This leads to issues that affect their eligibility to participate by not knowing the context of awareness and accessibility to the regulations, guidance. About the legislation of the policy of the state and federal programs base on their classification of income or citizenship status base on being immigrants. There are significant wait lists which are also apart of issues towards children and their families who are immigrants who may not understand English and guidelines of state and federal policy and standards within the community in which they live.

     After, I thoroughly search one of the areas of the site. I find that children and families of immigrants shared a lot of barriers that consist of not addressing the three areas in awareness, accessibility, and responsiveness. However, immigrant’s families who live a very long time in the United States are more aware of the programs and services and other immigrant’s families are limited about the awareness and availability of the Outreach for early education programs and benefits. According to, research “recent immigrants may be removed from traditional social networks that would help them access local information” (Arkansas Advocates for Children and Families 2006).Recent immigrants also have had less time to adjust to life in a new country and less time to become naturalized citizens (Hernandez 2004). Misinformation is not always intentional. Families may be confused about or misunderstand eligibility rules; they may be directly misinformed by state, local, or program personnel; or they may be misinformed by friends and informal networks. Federal education programs have differing rules regarding immigration eligibility. Low-income immigrants often do not understand eligibility rules for public benefits. For example, in a survey of low-income immigrants in Los Angeles and New York City, half the respondents gave incorrect answers to at least two of three questions about program eligibility and mistakenly thought that receiving public benefits—even for their citizen children—might jeopardize their immigrant status (Capps et al. 2002).

    The website contain information that added to my understanding of equity and excellence in early care and education. I understand how important it is to be able to communicate, understand and relate to everyone involved in order gain knowledge about someone or something you never discover or explore about another human being. Additionally,  in the site I selected at the beginning of this course offers information about the issue of this week pertaining to the main issue about the Gonzalez family. When they discuss openly about their culture, language, and religion relating about how they felt coming to the United States to obtain equality and excellent opportunities for their children and themselves. How difficult it was not speaking fluently in English and how being an immigrant family made them feel unwelcome or uncomfortable around individuals who couldn’t speak are understand their home language. Also, they talked about their first experiences as immigrants to becoming United State Citizens. The main issue was how difficult it was to establish equality and equal opportunities which could offer them better career opportunities for their children and themselves within the community and society within the world. The other new insights about issues and trends in the early childhood field I gain this week from exploring the website is that we are can learn from one another no matter were you are from or how old you may be it is important to learn to communicate with another individual. Also, the more you learn about different people, cultures, and ethnic backgrounds and places within the world in return it makes you a smarter person, because it broaden an individual knowledge, understanding and communication helps to obtain equality and excellent in education.


References
Matthews, H., & Ewen, D. (2010). Early education programs and children of immigrants: Learning each other's language. Retrieved from the Urban Institute website: http://www.urban.org/UploadedPDF/412205-early-education.pdf

"The Gonzalez Family: A First Generation Immigrant Experience" (approximate length: 23 minutes). Members of the Gonzalez family share their story about life as first-generation immigrants in the United States.

Blog Assignment: Getting to Know Your International Contacts—Part 2

Tackling toxic stress

The policymakers, researchers, and practitioners in the field are re-thinking services on how to reduce toxic stress and the effects on health, learning, and behavior towards all children in their earliest years and across their lifespan. Sciences and pediatricians have taken on the challenges provide and  improve primary care in the earliest years of  all children brain architecture in order to prevent damage of  lifelong health. Also, to improve within the nation’s health and economy for all children early interventions health care. Therefore, physicians are providing screenings and check ups that provides early interventions planning checking the baby brain and heartbeat, ears, pediatric check ups and testing for exposure to lead in preschoolers. Also, innovating for the preschoolers can reduce toxic stress so that most children will have a better chance to be successful in learning throughout there future.

     It is critically a heightened issue for very young children to experience in life. It is commonly now as the persistent fear and anxiety that create affects among all children during their early years in learning and development. Today and everyday most children have been affected in learning, solve problems, associated, experience, expose in their lives to community violence, parental drug abuse or indirectly victims of violence clearly for children in these circumstances, always seem to be repetitive threats create fear and chronic anxiety. “When delivered effectively, such interventions could have a multiplier effect into the next generation by reducing both the individual and societal costs of the negative de­velopmental effects of persistent fear, including mental health impairments, antisocial behavior, physical disease, and violent crime.” (Gerwin 2013, pg. 9). When all policy makers, community base services, ECE professionals, and other private sectors, politicians will innovate on behalf of the child well-being the children can gain equity and excellence that is required internationally 

 Applying the Science of Early Childhood in Brazil

       The Global children’s Initiative Center is the first programmatic partnership outside of the United States that form an organization to engage in the following activities effectively communicate with scientific and Brazilian cultural agenda for the community of scholars that there goal is to reach out to help the (NCPI) Núcleo Cuenca Pela Infância is in collaboration with local expert, to build stronger policies and larger investments for the young children and their families to benefit unique opportunities offering child health and development guide towards larger investments and stronger effective policies, strengthen leadership through policymakers and translate print and multimedia resources  for local Brazilian cultural context of early childhood life outcomes for vulnerable children and support sustainable education, health promotion social welfare and economic development programs that foster the well-being of high equitable society in Brazil.
Diverse group of U.S. and Brazil-based faculty with a proven record of excellence in the biological, behavioral, social, and leadership sciences.”​ (quemsomos par. 1&2)

    Zambian Early Childhood Development Project, According to, “A large number of studies have investigated the impact of early childhood experiences on children’s developmental, health, and educational outcomes in developed countries, relatively little evidence is available on early childhood development in sub-Saharan Africa.”

     “In order to measure the full impact of the anti-malaria campaign on Zambia’s human      capital development, the ZECDP created a new comprehensive instrument for assessing children’s physical, socio-emotional, and cognitive development before and throughout their schooling careers—the first assessment tool of its kind in Zambia. Completed in May 2010, the Zambian Child Assessment Test (ZamCAT) combines existing child development measures with newly developed items in order to provide a broad assessment of children of preschool age in the Zambian context.”( par. 2)

    The additional information about issues of equity and excellence I acquired from the international sources impacts global children who are at risk all need children’s physical, socio-emotional, and cognitive development to gain healthy learning capabilities to develop health lives in order to function and survive within in their lives. Also, I learn in order to save our children and produce economically we as a nation have to put our minds together and focus on what’s best for the children it we want our economy and society to have positive outcomes on the future. 

Blog Assignment: Sharing Web Resources

What specific section(s) or information seemed particularly relevant to your current professional development?

     There is specific information that is particularly relevant to me in the professional development and still is current in the early childhood programs that targets children and families who are at risk who live in a certain zip code to receive free child care services. Mean while other children and their families who are at risk are not eligible because they don’t live in that zip code area. Therefore, this is an issue that I fell needs to be address to the “No Child Left Behind Act 2009” and this seems to be a current trend that children ad families are struggling with as far as government subsides. For example, “there are roughly 650,000 Australian families who claim both government subsidies. We estimate that should the current trend continue, these subsidies would cover 6–8 per cent less in 2016 than in 2009, and it will continue to decline.” (par.5)
“We need to make the process much easier and more accessible for families. This will go a long way to addressing affordability issues we have within the sector, and encourage more children to enroll in early childhood.” (par.12)

Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?

     The unaffordable child care services that low- income families can’t afford the government has tried to subsidize but failed because not everyone meets the qualifications. The effects of the government failing is, according to Dr. Grace,(2011) “ If children don’t receive the benefits of good health, nutrition and mental and physical services from the economist and from the scientists and politicians young children growth and development livelihood then this country will be face an increased risk of engaging in violent crime and illegal drug use, and of experiencing chronic health problems in obesity in this country.” In Australia the citizens are facing a similar issue. “Analysis by Early Childhood Australia (ECA), the national children’s peak body, shows that government subsidies for early childhood education and care have steadily fallen behind the cost of service delivery. As a result, subsidies cover an ever smaller proportion of daily fees and parents face increasing out-of-pocket expenses.” In addition, “ quality early childhood education has many social and economic benefits, we don’t want it to be unaffordable. Children who experience quality early learning opportunities are more likely to thrive at school and have good social and emotional skills” said ECA CEO Samantha Page.”(par. 10)

What information does the website or the e-newsletter contain that adds to your understanding of how economists, neuroscientists, or politicians support the early childhood field?

      The  article gave me the understanding that influential voices of the Early Childhood Field are truly what guides how the field is developed in a nation. By providing a financial breakdown of the Child Care Benefit I was able to see first hand the economic impact of each child. “Child Care Benefit is paid directly to a service, and currently covers a maximum $3.99 per hour of childcare for households earning up to $40,000. The subsidy tapers down to zero for families earning $150,000 per annum. The subsidy increases every year based on CPI, which falls well behind the average increase in early childhood education fees which is currently 7 per cent.” In addition,  “We can directly target cost-of-living pressures on young families by giving serious consideration to the complex subsidy arrangement currently in place. The Child Care Rebate and Child Care Benefit are poorly targeted and make things much more difficult than they need to be for families.” (par. 7)

What other new insights about issues and trends in the early childhood field did you gain from exploring the website or e-newsletter?

       I learned that the economic impact of government subsides such as Early Childhood can impact the development of not only the child but the nation as whole. I learned that it is imperative that each member of the Early Childhood field be an advocate for the parents and children. I also observed that we have the responsibility to provide the opportunities for personal growth along with the child development in order to provide a life of enrichment. “We suspect that the substantial increase in early childhood fees is primarily due to annual wage increases, extended operating hours and higher fixed costs such as rent. These trends are common across service sectors and industries; early childhood education is not unique in this.” (par.8)

References
January – Media Release – Child Care subsidies falling behind
http://www.earlychildhoodaustralia.org.au/early_childhood_news/early_childhood_news/january-media-release-child-care-subsidies-falling-behind.html

Wk-3-Blog Assignment: Getting to Know Your International Contacts

The three to four resources from the website I choose insights about conveyed insights that consist of “the Childhood Poverty Research and Policy Center’s page” included the following Alternative websites;

 “Challenges for the convention in the 21 Century” and The State of the world’s Children Second Addition“ (http://www.unicef.org/rightsite/sowc/fullreport.php), in connections to,

(http://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf) p.71

In my readings I found issues and trends the rural people where challenge by and I like to share at least three insights or ideas that I gained from studying the websites were about the

 “Climate Change and Rights” (http://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf) p.71

In Sharing with my colleagues what I have learned so far from these exchanges (or from the websites)

In most rural family’s children in the regional areas of the countries or held victims of unfair treatment of their civil rights and complex challenges endure upon issues of poor living conditions that are at risk due to poverty that affects their life cause bad health to survival in growth and development, protection and participation in education are a big concern facing issues and trends in the regional country of South Asia and Sub-Saharan Africa and other urban countries who children and families are at risk in the international and nation that are affected by the climate change. Also, children vulnerability is affected by the impacted of the climate conditions towards their health, education and mental and physical well-being in which their livelihood is in danger or impacted by suffering from the environmental hazards within their living conditions that they are exposed within their daily lives. The following affects of the harmful climate change affects their Physiological and cognitive development. Therefore, the children well-being is in state due to infections more than adults due to their sensitivity are vulnerable to strong ultraviolet radiation, poor shelter and outdoor air pollution from biomass fuel. The children growth and development is impacted by mental and physical which can cause impairments, disease, infections, under nutrition, acute respiratory, diarrhea, malaria and other vector-borne diseases. Furthermore, “in 2007, studies estimated that 46 countries with a total population of 27 billion people, may face a greater risk due from violent conflicts, social economic and political stresses that intersects with the climate conditions. For instance, the drought, flooding caused poor physical infrastructure and lack systems to cope with climate change in the areas in where they live. However, most of the time death’s among children were under 5 years old. According to research “many of the main killers where children who suffer from under nutrition which contributes to more than one third of all children under-five deaths” (p.65)

(http://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf)

According to research “ In 2007 children suffer consequences of psychosocial trauma, recruitment which lead to forces of displacements and forced migration which may in turn lead to family separation and exposure to trafficking and exploitation.” (p71)“Also, last but not least, the evidence strongly suggests that the climate change will make achieving the millennium development goals even more difficult, because children will be the ones who may need to support household income, making it more difficult for them especially girls, to attend school. (p.65)

“Furthermore, In 2008 there is an” increasing scarcity of water and other natural resources will place an even greater burden on girls and women, who undertake most of the household fuel and water collection. “And the cost of mitigating climate change may leave less money for social spending on health, education, and other social protection programmers.”(p.65) “ In 2008, under 18s accounted for 47 percent of the world’s 49 least development countries, compared with 21 per cent in industrialized countries.” (p.65)

(http://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf)p.71

In Describing my new insights and information about issues of poverty

I learned that the convention on the human rights of the children passed a treaty and law that consist of four base core principles nation and international which protects the human rights of all children regardless of their culture, age, sex, race, disability, and ethnic background or socioeconomic status and social progress that is effected by poverty. Also, the treaty was signed by 70 countries and the local legislature and government worldwide, in which  place children rights to be the forefront of the legislature base on civil, political, cultural social, economic rights encouraging friendly budget initiatives, and influence an increase usage of children’s rights of language to be influence and focus upon policies programs and advocacy for the children civil rights is to ensure and secure a healthy, educational and social protection in order to save the children worldwide, national, local and within industrialized countries.

Furthermore, I learned the children and their families who live in regional country of South Asia and Sub-Sahara learned about their equal rights and protection. According to updates “On 20 November 2009, the global community celebrates the 20th anniversary of the adoption by the United Nations General Assembly of the Convention on the Rights of the Child, the unique document that sets international standards for the care, treatment and protection of all individuals below age 18. To celebrate this landmark, the United Nations Children’s Fund is dedicating a special edition of its flagship report The State of the World’s Children to examining the Convention’s evolution, progress achieved on child rights, challenges remaining, and actions to be taken in account  and to ensure that its promise becomes a reality for all children.”

 (http://www.unice forg/rightsite/sowc/fullreport.php)

However, the children learned “regardless of the unbearable climate conditions their focus on how to survive, believe, have faith stand up for their equal right was to not give up. The children and their families endure a lot to live as human beings but was treated so unfair by their country.. However, no matter what challenges they may had to  face or hard times or pain that came their  way in order for them to survive they  new they had to stand firm regardless of the  under suffering. Why? Because it’s their  right to be treated with respect and dignity.” Therefore, the children and their families endure what is called survival, faith, and belief within their livelihood upon unlivable conditions of the climate changes to survive as individual to have civil rights, health, protection, and participation in education. In other words it takes self courage to stand up for what you believe in life. I learn that most people will do whatever it take to survive are get what they want. Furthermore, everyone should have a choice in life and no or nothing is wroth losing your life over that is why everyone should respect each other human rights as a person. Also, put them self in the other person shoes before making judgments. In other words, treat a person the way you would like to be treated. I believe everyone should be treated with respect and dignity in life and as a human being who deserves equal rights. “The Progress on Survival and Development Rights” (p.2)
(http://www.unice forg/rightsite/sowc/fullreport.php)

Reference:

http://www.unicef.org/rightsite/sowc/fullreport.php

http://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf) (p.71)

“Climate Change and Rights” (http://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf)( p.71)

http://www.unicef.org/rightsite/sowc/pdfs/SOWC_SpecEd_CRC_ExecutiveSummary_EN_091009.pdf (p.2)

Sharing Web Resources

Provide the name and link for the organization you selected, and a brief description of the organization’s focus, (zero to three)

This article initially speaks about the well-being of Infants and Toddlers being able to think in a school setting and having the necessities in their lives. To succeed in high quality learning and fulfilling their individual needs to consist of the polices and practices within their school environment and throughout their lives. It spoke on the understanding, communication, nurturing, guidance, nutrition, health, support, respect in relationship to concentrate with others socially and emotionally in a school or home environment that will provide in a safe positive encouraging atmosphere. Why? It is important for the children and families to receive resources that will strengthen their lives in learning capabilities.  Furthermore, their well-being socially and emotionally by ensuring a secure and healthy high quality affective learning throughout their individual lives. Also, “the main focus is to develop good health, strong family support and ensuring positive early learning experiences within their lives through out adulthood.”

(Zero to Three: Center for Infants, Toddlers, and Families. (2010).

According to research “the main focus is to develop good health, strong family support and ensuring positive early learning experiences within their lives through out adulthood.” (Zero to Three: Center for Infants, Toddlers, and Families. (2010).

Furthermore, the main focus is to also establish polices and practices  and strong family support to provide mental and physical resources to help infants ad toddler’s to excel and retain and gain affective quality learning through out their earliest years of growth and development and through out their lives. Therefore, from zero –three years is the most critical time the growth and development of a infant and child brain to retain information and to grow up healthy and ready to learn too think, speak and reason. Furthermore, in order for a child during their first three years of life to experience the brain undergoes dramatic development that process how well a child think, speak and reason to have the  ability become socially and emotionally healthy and knowledgeable in school and through out their lives. In order words, the child life experience within a positive environment lays down the foundation of their capabilities of how their brain functions to become successful and skillful in academics. For instance, if the child life is impacted by healthy safe and positive learning environment then the child will grows up to be interesting in learning and will grow up to be a positive productive citizen within their community and society through out their individual lives within their community and society. According to research, “Our knowledge of the early years has been significantly enhanced by the incredible advances made by neuroscientists who have found that the way a baby reacts emotionally to how he or she is treated releases chemicals that affect his or her brain’s structure and functioning. In addition, when experiences fail to support an infant’s or toddlers biologically inherent desire to learn, grow, and succeed, “a child’s motivation diminishes, shifts, or finds problematic outlets.” (Zero to Three: National Center for Infants, Toddlers, and Families. (2010).Infant-toddler policy agenda. Retrieved May 26, 2010)

Provide the name and link for the international website you selected, and a brief description of the organization’s focus( Australia )

The (ECA) Early Childhood Australia main focus and vision is to be an effective advocate for young children and a champion for quality outcomes in early childhood education and child care' services to promote and protect the rights of young children who are having issues or concerns. Also, ECA provides quality education and child care services as an advocacy organization and champion acting in position to provide the well-being of young children in early childhood by being a voice for those in the early childhood field. For example, the ECA address the issues, rights and well-being of all children who have concerns. According to, the ECA We particularly recognize the rights of Aboriginal and Torres Strait Islander children and their

Families, acknowledging past and current injustices and realities around Australia, and we challenge ourselves to work for true Reconciliation. In other words, their vision is to provide effective quality care and services by being a champion to ensure positive outcomes for the well-being of young children by identifying and promoting polices and practices for change in the lives of young children in the early childhood. For instance, the ECA provide social justice for the best interest by providing the necessary campaign for change in children lives by providing equal opportunities and support to protect their rights where they can work and speak independently. ” Leadership

We stand out as proactive champions for young children. We provide an independent focus and voice for advocacy, understanding, energy and change for ECA members, for others in the early childhood sector and for interested people in the wider community. Also, Social inclusion we believe that all infants and children should have access to relationships, experiences and services which support their well being in the present, promote their healthy growth, development and learning and will facilitate their participation in our society. It is the responsibility of our society to address this and this often requires differential approaches to resources and programs for both children and adults.” (ECA Value Statements-September 2010 Page 2/2)

In addition, the “Australian ECEC quality was found to be broadly similar to that in the United States and United Kingdom: slightly weaker in terms of the developmental appropriateness of classroom practices assessed through ECERS-R, slightly stronger than the United States in the areas of classroom organization and instructional support.”(Australasian Journal of Early Childhood – Volume 38 No 2 June 2013)

Identify one current issue/trend from the newsletter and/or from the website that caught your attention

"SNAICC has expressed its concerns at the Australian Government’s plan to defund the National Aboriginal and Torres Strait Islander Legal Services (NATSILS) and the National Congress of Australia’s First Peoples. ... NATSILS said in a Media Release, the funding cuts will mean that even more Aboriginal and Torres Strait Islander peoples will not be able to access essential legal services and will further entrench Aboriginal and Torres Strait Islander peoples as second-class citizens in their own country. In further budget cuts, the National Family Violence Prevention and Legal Service (NFVPLS) is expecting to lose $3.5m in funding over the next three years. SNAICC has expressed its concerns at the Australian Government’s plan to defund the National Aboriginal and Torres Strait Islander Legal Services (NATSILS) and the National Congress of Australia’s First Peoples. Also, “The Government has also flagged that its funding for the National Congress of Australia’s First Peoples (Congress) will not continue beyond June 2014.”
(SNAICC NEWS: DEFUNDING OF NATSILS AND CONGRESS RAISES MAJOR http://www.snaicc.org.au/news-events/fx-view-article.cfm?loadref=32&id=1311)
I feel this is a very critical concern as far as the families who have children who rights need to be protected of their civil rights. If the Australian Government’s plan to cut the  funding of the people the National Aboriginal and Torres Strait Islander Legal Services (NATSILS) and the National Congress of Australia’s First Peoples will have more crimes and the children well-being will be effected by the Government decision. In other words their will be injustices and no social justices to protect the rights of the children and families who live in Australia.

Share if there was anything else you learned from studying these resources related to the topic of this week

The Partners in the Global Alliance for the Education of Young Children are organizations outside the United States who share NAEYC’s National Association for the Education Young Children provide a commitment for children to be excellence in education. The link in which I choose to study about in the course for the foundation of early childhood development address issues and trends about the public policy and the well-being of young children to have an opportunity to excel in the program for early childhood programs and establish an investment in the care of a healthy safe environment in connections to building positive relationship and partnership that engage in educational achievement throughout young children lives.

The Global Alliance of NAEYC has e-mail addresses for early childhood professionals worldwide.
http://www.naeyc.org/resources/partnership/globalalliance

According to “The Global Alliance for the Education of Young Children should be provided an opportunity for early childhood associations from countries throughout the world to distribute materials and share information about programs and services, so that members of the participating organizations will have access to a greater range of early childhood resources. Also, when experiences fail to support an infant’s or toddlers biologically inherent desire to learn, grow, and succeed, “a child’s motivation diminishes, shifts, or finds problematic outlets.” Therefore, ensuring that babies have good health, strong families, and positive early learning experiences will lay the foundation for success throughout their lives.”

References
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

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 )

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 )

SNAICC NEWS: DEFUNDING OF NATSILS AND CONGRESS RAISES MAJOR CONCERNS – News  SNAICC News: Defunding of NATSILS and Congress raises major concerns [SNAICC: Secretariat of National Aboriginal and Islander Child Care]
http://www.snaicc.org.au/news-events/fx-view-article.cfm?loadref=32&id=1311

http://www.naeyc.org/resources/partnership/globalalliance

Ready—Establishing Professional Contacts and Expanding Resources

Ready—Establishing Professional Contacts and Expanding Resources

Part 1, Establishing Professional Contacts

For Part 1,  I established four contacts from the early childhood professionals outside the United States using the websites to generate contacts placed in the Resources for the Blog Assignment section.

In addition, I clicked on the links to four websites through which I felt was interesting to me and hopefully to you that I was able to generate contacts from that were placed in the Resources list for Blog Assignment section as follow:

The Global Alliance of NAEYC and UNICEF which has e-mail addresses for early childhood professionals worldwide in which I used as follow;

Federal Republic of Nigeria Niger Delta Academic Foundation
Daniel Ibigoni Semeniworima, Director/CEO
Ajoke International School
Mrs.Bimbo Are
New Jericho G.R.A.
P.O.Box 679, Dugbe, Ibadan Nigeria
Tel: 080-23236933
Email: arebimbo@yahoo.com

Germany German National Committee for Early Childhood Education
Mrs. Eva-Hammes-Di Bernardo
Secretary: Ms. Ulrike Konrad-Ristau
E-mail: agj@agj.de
E-mail: ulrike.konrad-ristau@agj.de

Hungary         Ec-Pec Foundation
Eva Deak
Email: deakeva@ecpec.hu
Country Web Site: http://www.unicef.gr

Athens National Committee	Mail address		Hellenic National Committee for UNICEF    8, A. Dimitriou & 37, J. Kennedy Streets 161 21 Kaisariani-Athens Greece
	Visitors' address		8, A. Dimitriou & 37, J. Kennedy Streets  161 21 Kaisariani-Athens  Greece
	Telephone		Country code	30
			City code	210
				72.55.555
	Facsimile		72.52.555
	Email		unicefgr@hol.gr

Reference:
The Global Alliance of NAEYC has e-mail addresses for early childhood professionals worldwide:
http://www.naeyc.org/resources/partnership/globalalliance

UNICEF has local organizations and representatives worldwide. Check out the country specific links and contact a local representative:
http://www.unicef.org/infobycountry/index.html


Blog Assignment Part 2: Expanding Resources

For Part 2, "Expanding Resources," I broaden my acknowledgement by using the available resources in the field to study using one of the early childhood organization’s website outside the United States and related resources as follow;

Early Childhood Australia: The Australian Early Childhood Advocacy Organization

 I clicked on one of the links to websites through which I felt was interesting to me and hope you will enjoy the information I was able to generate from the contacts that were placed in the Resources list for Blog Assignment section as follows;


Early Childhood Australia: The Australian Early Childhood Advocacy Organization
 The Australian Early Childhood Advocacy Organization is a national, non-profit organization funded by the government who provides services for children age’s birth- eight years old. It acts in the best interests of the infants and young children education acknowledge to provide equal rights and benefits to ensure quality services for infants and children in which the organization supports the their education and growth development within the early childhood programs by engaging with the community,society policy makers and private sectors in connection with the The Global Alliance of NAEYC and UNICEF for The Early Childhood Education Programs. The Australian Early Childhood Advocacy Organizations offers children the same rights and benefits as for all citizens and providing appropriate educational and health resources by establishing an advocacy, champion for the Australian Early Childhood Advocacy organization. Also, ensure access of protections and benefits by ensuring a commitment for the infants and young children by providing support and respect to the highest standards by ensuring equal opportunities in which they strive for high standards that ensure thriving and learning of high quality education, nutritional, guidance, nurturing and mental and physical health services for the well-being of children to have equal rights, benefits and equal opportunities as anyone in their society.

 Their Mission and Role is to respect the dignity of children and provide a secure foundation which values the best range of opportunities, options and outcomes for the individual needs of all infants and young children growth and development. According to The (ECA) Australia Early Childhood Advocacy offer “In all aspects provide ethical, professional, well-informed, thorough, articulate and creative work for the infants and young children.”
(http://www.earlychildhoodaustralia.org.au/pdf/about_us/eca_values_statements.pdf page1. )

The Australian Early Childhood Advocacy AD Champions works to provide an effective high quality educational and health services for the young children and protecting the equal rights of the infants and young children best interest at heart for the early childhood programs within their community and society that offer a voice that provides opportunities of equal justice for them in compliance to the standards for early childhood development in order for them to become productive and educational successful outstanding citizens through out their individual lives.

According to The Early Childhood Australia Advocacy ad Champions their work “is their prime focus on infants and young children in early childhood education and care services, but also address other significant issues of children’s rights and well being. We particularly recognize the rights of Aboriginal and Torres Strait Islander children and their families, acknowledging past and current injustices and realities around Australia, and we challenge ourselves to work for true Reconciliation.”

Furthermore, “Leadership we stand out as proactive champions for young children. We provide an independent focus on the impacts of situations and events involving them by being an advocacy that is understanding energy and change for ECA members, for others in the early childhood sector and for interested people in the wider community.” http://www.earlychildhoodaustralia.org.au/pdf/about_us/eca_values_statements.pdf page1.

 In addition, The Australian Early Childhood Advocacy Organization provides honesty to ensure integrity and sincerity for the children. Also, is open to listen and response to questions dealing with issues or values that involves the well-being of the children by Communicating and working with children by encouraging and promoting Collaboration to build a strong relationship and partnership in connections to establishing positive goals and successful achievement for all children.

Therefore, the Diversity and Justice is a very important role that the Australian Early Childhood Advocacy Organizations plays in the lives of infants and children by being active and being a voice for justice and injustice towards children rights in situations and events that may affect them throughout their course of study. The ECA approach is being positively interactive and respecting, supporting the values, morals and the differences of individual diverse cultures beliefs and believes in infants and children gaining successful educational achievement towards their individual goals in life. (ECA Value Statements –September 2010 Page 2/2)

According the newly appointed Assistant Minister for Education the Hon Susan Ley MP made an address to the Early Childhood Australia (ECA) Council meeting in early October. The Minister Ley was” against committing to flexible hours because she of a high increase in services and daily fees. Also, there is a shortage within the workforce, due to most teachers not being trained in the early childhood field and not having a four year degree and According to; “The results of the Workforce Census recently commissioned by the Department of Education (formerly the Department of Education, Employment & Workplace Relations).”

 According to the Minister,” ECEC needs to offer services that allow parents to return to work. The Minister proclaimed the Government’s support for the National Quality Framework (NQF), but wants to implement the reforms in a ‘smarter and more streamlined way’ that allows educators to spend more time with children and less time completing paperwork. The Minister acknowledged the growth and change within the sector, incorporating a push towards professionalized ECEC with a focus on education.”  (http://www.earlychildhoodaustralia.org.au/early_childhood_news/early_childhood_n  ews/october-eca-council-meeting-2013.html )

Furthermore, there is an issue concerning time due to the increased documentation in which teachers have to provide that does not allow enough time for the teacher’s to spend quality time with the children in their care. According to the newsletter there was a discussion on some potential reductions in red-tape and paperwork (not related to the documentation of learning).(http://www.earlychildhoodaustralia.org.au/early_childhood_news/early_childhood_news/october-eca-council-meeting-2013.html )

 According to Early Childhood Australia “the Minister is keen to identify policies that promote the inclusion of disadvantaged children and children with special needs. Furthermore, ECA sought the Minister’s support in promoting best practice pedagogy for the early years in school settings, including more recognition for the importance of play based learning for five to eight-year-olds. This arises from concerns raised by members working in school settings where the impact of NAPLAN and the National Curriculum appears to be driving a push for more instructional teaching down into the foundation year, particularly in some states/territories.”


References
 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 )