Sharing Web Resources - Global Fund For Children - Part 2

The website I reviewed, Global Fund For Children (www.globalfundforchildren.org), was relevant to my current professional development in that it allowed me to learn more about the needs and issues facing children around the globe and to learn more about the innovative programs being implemented in other parts of the world.  I love learning more about other cultures, other programs, and how others are meeting the challenges facing children and the youth of the world.

One statement from the site that really stuck with me was the comment under the Our Model section that stated that "the needs of children and youth, though in many ways universal, are best responded to in ways that fit the particular situation on the ground"(www.globalfundforchildren.org).  I found this statement to be very thought provoking and it made me realize that "one model" will not fit all circumstances.  This can be applied even to the United States.  What works in Minnesota may not work in Georgia.  We need to ensure that we are meeting the needs of children so that it is appropriate for the children in that area. 

The Global Fund For Children has several strategic partnerships with several organizations such as: Charlesbridge Publishing; Good Weave (combats child labor in India); International Center of Photography (fellowship program for young photographers); Tea Collection (clothing line used to raise funds); and youth Philanthropy Worldwide (an organization to increase New Global Citizens in schools across America).  The organization also is made up of a very "diverse, motivated, and highly accomplished professionals" in the fields of grant making, philanthropy, communication, development, books, and finance and operations.  Their Board of Directors consists of professionals from finance, philanthropy, management, and consulting.  These individuals partner and work together to help fund programs operated and managed by professionals in their own fields, such as the early childhood care and education field, to "advance the dignity of children and youth around the world" (www.globalfundforchildren.org). 

Other insights that I gained from exploring the website came from reading the Blog Section, On The Road.  The blog is made up of many different authors from many different regions from around the world.  Each posting gives you wonderful insight into programs and daily life from around the world. 

Getting To Know International Contacts - Part 1

The first person I made contact with was through a colleague of mine whose cousin work as a teacher in South Korea.  Jo Theis taught for 20 years in the public schools of Minneapolis when she transferred to the Seoul Foreign School to teach Middle School Art.  The school she teaches at was created in 1912 by missionaries.  In order to attend this school you must hold a passport from outside of Korea.  For this reason Ms. Theis explained that it is not uncommon for families to move to the United States to have their children and then return so that their children will hold a U.S. passport.  Education in South Korea is a priority and is taken very seriously.  Families will live apart so that children can attend the best schools.  Ms. Theis also is the Assistant Head of School for Academics.  She works a great deal with the benchmarks and standards for PK-12.  This week she will be attending a Conference in Malasia and will be attending a focus group on Early Childhood Education. 

Ms. Theis explained that many of the students in her school are what are considered "Third Culture Kids".  Prior to our conversation I had not heard of this expression.  She explained that this means that the culture the children encounter at school is different from the culture at home and different from the culture of their community.  I found this interesting since I realized that this is exactly what I experienced as a student in West Germany when I attended the American High School there.  She also gave me a link to a blog that I found interesting which discusses Third Culture Kids and their challenges:  http://libbystephens.com/blog/schools 

When I asked Ms. Theis about poverty she explained that South Korea hides their poor and it is rarely ever seen.  In her years living there she has only ever seen one woman who begs in the town they go to when they go to the market.  When she spoke to her colleagues regarding poverty many felt that because South Korea has been occupied by other countries that it has created a sense of pride and determination and this keeps individuals inspired to overcome their struggles.  Many also felt that poverty is a very personal issue for Koreans and they do not discuss such issues openly with others.  While they are a very giving culture and have many holidays where they give gifts to everyone and they will share what ever they have they are also still very private about some issues.   

I have found our conversations very interesting and informative.

My second contact, Jeanette Tapia-Aguilar, is actually my brother-in-laws mother.  She lives in Costa Rica.  While she is now retired she taught for 20 years in Costa Rica from Preschool to Third Grade.  She explained that in Costa Rica Preschool and general education is mandatory, free, and funded by the State.  They have two "periods" which include the Infant/Nursery period for children under 5 and Preschool for children 5-6 which they attend prior to Kindergarten / First Grade.  She explained that poverty has always been an issue in Costa Rica but one which they have greatly improved on reducing in their country through social service, education, and health programs.  Their medical services are of the highest quality and their higher education costs much less than it does in America. 

She also told me that while she worked she did have children who would come to school hungry, dirty, and who lived in very poor conditions.  For those children, the school would always feed them and try to assist them with local services, many of which were provided by local churches.  She feels that poverty is always an issue which educators face with the families and students in their schools but she feels that Costa Rica goes a long way to address the issue. 

Below I have also listed the link to the school in which Ms. Theis works for:

http://www.seoulforeign.org/

Sharing Web Resources - Global Fund For Children

The website I chose to review during week 1 was Global Fund For Children, I also signed up for their newsletter.  The link for the website is:   http://www.globalfundforchildren.org/  This organization provides capital through grants to "strengthen innovative community-based organizations serving the most vulnerable children and youth" (http://www.globalfundforchildren.org/).

Their newsletters are released four times a year: fall, winter,spring, and summer.  They also have their previous newsletters available online to review.  Their newsletter discusses several grant award winners and their projects.  I reviewed their Fall 2010 newsletter and was impressed with the types of projects that won grants.  The projects range from educating young women to helping young children and families in Haiti and Pakistan. 

This website really caught my attention because the grantees are grass root community-based projects.  They award grants to projects and support the needs of children in a variety of ways.  The projects can range from providing tutoring, after-school programs and establishing classroom environments (http://www.globalfundforchildren.org/).  The classroom environments are sometimes simple, basic teaching environments located outside, near garbage dumps, or even train or boat stations. 

This organization is funded through donations and their media program that highlights and brings awareness to the needs of children through photos, books, and films.

From this website I have learned about projects in Pakistan and how they are assisting young children and families.  Some of the projects in Pakistan after their flooding in July include emergency grants to the following projects:  "De Laas Gul Welfare Programme (Peshawar) provides relief packages for families and documents the situation through reports and photographs. Aware Girls (Peshawar) reaches out to meet the needs of adolescent girls. Potohar Organization for Development Advocacy (Islamabad) provided food and clothing to children. Shangla Development Society (Shangla district) made food and milk available to children" (http://www.globalfundforchildren.org/).  Prior to reviewing this website I was not familiar with these projects or any others in Pakistan. 

This website has truly made me more aware of issues facing young children throughout the world.

Issues and Trends in the Early Childhood Field

Part 1:  Establishing Contacts

In order to establish contact with early childhood professionals outside of the US I reviewed the World Organization For Early Childhood Education (OMEP) website.  From there I visited the different regions and chose several different professionals via email.  In my letter I wrote that I was a student studying the Early Childhood Education field and that I would like to find another early childhood professional that I could communicate with regarding the early childhood field in their country.  I have also contacted several different family members and asked if they have any contacts they could possibly share in the country they live in.  I have also contacted several friends and family that live outside the United States to see if they know of any early childhood professionals who would be willing to allow me to make contact with them.  Another route I took was to search for Early Childhood Education Organizatons on Facebook and posted a message on their walls.  I choose organizations such as Zero to Three, Association for Childhood Education International, and Global Fund for Children.  I am hoping to be able to make contact with several professionals; however, if I am unable to I will be doing the alternative for Part 1.

Part 2:  Expanding Resources

For this portion of the blog assignment this week I chose to review the Global Fund for Children website (www.globalfundforchildren.org).  I signed up for their newsletter which is issued quarterly.  I reviewed their Fall 2010 newsletter in which they discussed four of their grantees and their programs.  The Global Fund for Children organization awards grants to community-based programs that work with some of the world’s most poverty-stricken and vulnerable children and youth combined with a media program that highlights and brings awareness through digital photography, books, and film to issues affecting today’s children.  The organization began awarding grants in 1997 and since then has awarded over 400 grants in 75 countries totaling 18.9 million dollars. 

The Global Fund for Children supports the needs of children in a variety of ways from granting scholarships to children to attend formal schools, providing tutoring and mentoring programs, providing after-school programs, and establishing classrooms in a wide range of environments.

The Core Values of the organization include: Innovation, Excellence, Accountability, Knowledge, Dignity, Empowerment, Results Oriented, Integrity, Flexibility, Collaborative, and Supportive.

This site intrigued me because it assists in such a wide range of ways.  It provides capital to grass-roots organizations and allows them to promote health and education throughout the world.

Public Health Issues - Clean Water

The topic I chose for this portion of the blog is access to clean water.  I chose this topic because I have seen places, here in our own country, where access to clean water is not always easy.  While the United States has "one of the best supplies of drinking water in the world" the "threats to our drink water are increasing" (Environmental Protection Agency, 2009).  Some individuals may be more sensitive to contaminents in drinking water than others such as, pregnant women and infants, individuals recieving chemotherapy, the elderly, and transplant patients.  Therefore, it is essential that we know what is in our drinking water and that we read our annual water statements and contact our local water departments to ensure that you are aware of what is in your local water supply.  The Environmental Protection Agency (EPA) has worked with Congress to pass the Safe Drinking Water Act (SDWA) "to protect public health by regulating the nation's public drinking water supply and protecting sources of drinking water" (EPA, 2009).  Even with these laws I have seen very rural areas in the Appalachian Mountains and even rural areas in my own state (Indiana) where individuals rely on well water for their drinking water.  I have even worked with families that have no running water.

There are several microorganisms that can cause serious health affects on individuals.  There have been several local outbreaks of waterborne disease.  Last summer, in my own community, we were under a "boil order" due to contaminents in our tap water.  Some contaminents, such as nitrate, can not be boiled out of the water and pose serious health risks for pregnant mothers and infants.  Nitrates are turned into nitrites in the intestines, when they are absorbed in the bloodstream they prevent the transference of oxygen in the bloodstream.  Younger children, infants, and pregnant women do not have the enzyme to fight this and excessive levels can cause "blue baby" syndrome (EPA, 2009).

In Haiti cholera has killed more than 290 people and 4,150 cases have been reported (UNICEF, 2010).  Cholorea is a "highly virulent waterborne bacteria that causes massive and painful diarrheal dehydration" (UNICEF, 2010).  Cholorea can be easily prevented by washing hands in clean water and soap, but without access to soap or clean water this can be difficult.  This is the biggest "medical crisis" in recent years and most Haitians have never even heard of cholorea (UNICEF, 2010).  UNICEF is working diligently to stopping the spread of this epidemic.  Recently, a drop in  death rates does show that some progress is being made but it is important that the humanitarian efforts continue to stop this epidemic.

The impact of clean water is definitely knowledge I can use and will share with the families I work with on a daily basis.  It is important that pregnant mothers and families with small children have access to clean water.  One aspect I found interesting is that even in our country we need to be aware of the threats to our water supply.  Families living in old homes may have lead pipes that allow lead to seep into their water supply.  This is a condition that can even affect families living in newer homes whose pipes are considered "lead free' but still contain 8% lead.  After installation these pipes can leak significant amounts of lead into the water.  Other facts that brought to light the impact of lack of clean water include: 2.6 billion people live without proper sanitation; 1 billion have no access to safe, clean drinking water; and that 4,000 children die "each day" from unsafe water and lack of basic sanitation (UNICEF, 2010).

    
References:

Environmental Protection Agency (EPA). December 2009. Water on tap: What you need to know. Retrieved from www.epa.gov/safewater

UNICEF USA, October 28, 2010. Containing the cholorea outbreak in Haiti. Retrieved from www.unicefusa.org/news/news-from-the-field/containing-the-cholera.html

When I think of Child Development.....

When I think of Child Development I think of the child as a whole.  I think of a child's brain development, attachments, experiences, social/emotional, cognitive, physical, and language development.  The following video addresses the affects of stress on young children, brain development, and the interplay of domains.

I recently read a quote by Dr. Hiam Ginott that I also think is an excellent representation of young children and the affect of their experiences.  "Children are like wet cement, whatever falls on them makes an impression"

Assessments of Students in the United States and Italy

In America standardized testing is the standard assessment of students.  The problem with this type of testing is that it is directly related to funding that schools receive.  Should schools fall below a certain level their funding is reduced, therefore schools place a great deal of importance on these tests.  In my own area schools actually "teach to the test" as they call it, in my personal opinion, they are basically teaching the test. Therefore, I don't feel the results are truly an accurate "assessment" of my child's abilities. If this weren't bad enough the teachers stress repeatedly to children how important this test is to the point that I have seen some children in tears because they were so afraid to take the test and possibly not live up to their teacher's standards.  There is no denying that we need to assess what and how well our children are learning but our assessments should be broader in scope and should not be related to school funding.

We should be assessing our children on not only academic areas but also social-emotional, critical thinking/problem solving, physical education, and creative thinking.  We should be assessing the "whole child" from the way they learn to their social-emotional skills.  Teachers should also review these assessments periodically with parents and share standardized testing results (academic areas), physical development, social-emotional development, and how their child learns.  Not only do parents need to know their child's strengths and what areas they need to work on but they also need strategies on how to help their child learn.

Italy

In Italy there is a five year primary (ages 6-10) cycle that is divided into two parts.  The first two years focus on basic skills and the final three years introduce students to broader concepts.  Subjects are grouped into areas and are taught by the same teacher / teachers for the entire five years.  They will normally also have a specialist who teaches religion.  The school week is normally 27 hours per week, increasing to 30 hours per week in the second year.  There are some schools who go the entire day, however they take a 2 hour break in the afternoon for lunch and relaxation.  This afternoon "break" is standard not only for schools but for all businesses, restaurants and shops. 

In Italy there is currently no national system of student assessment.  Their "assessment system" is based on teacher observation throughout the school year and are recorded on the child's report card or scheda (Living and working in Italy, 2009).  This assessments gives a complete picture of the child's academic skills and personality every three to four months and at the end of the school year.  This is the only type of assessment done in Italian schools and does not include standardized testing of academics.  So the downside to their assessment of students is that there are no other types of assessments done and they rely soley on teacher observation.  However, at the end of the five year primary cycle students are required to take an examination, both written and oral, and must pass this examination in order to move on, this is how they determine if students have learned the required courses (EURYDICE, 2004).

The subjects they teach in Italian schools include Italian art and a foreign language; religion; mathematics, sciences, and physical education; and history, geography, social studies and music.  They also make provisions for students with special educational needs.  There are typically three teachers for every two classes and four teachers for every three classes with a maximum of 25 students per class. 

References:

EURYDICE. 2004. Retrieved 12/10 from: http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/italy.pdf

Living and working in Italy. 2009.  Primary school in Italy:  What you should know. Retrieved 12/09 from: http://www.justlanded.com/english/Italy/Italy-Guide/Education/Primary-school-in-Italy