Sharing Web Resources
The NAEYC website has the naeyc
program standards highlighted for educators and parents. This is a helpful
resource towards assisting families choose early education programs. These
standards are essential towards a firm understanding of what is necessary in a
high quality program. The standards and criteria are also the foundation of the
NAEYC Accreditation system for early childhood programs. To earn accreditation,
programs must meet all 10 standards.
Here’s a link to the standards in more depth: http://families.naeyc.org/accredited-article/10-naeyc-program-standards
The
site also had many helpful articles that could assist educators towards
becoming more culturally conscious in their teaching methods. A great example
of this was the section that described anti-bias education tactics all year
round. It practically focused on holidays, and how to approach them in a new
light. “For children and families from other groups—be they Jewish, Buddhist,
Muslim, pagan, atheist, or anything else—Christmas can be a difficult time.”
(NAEYC 2014) Allowing a spotlight on the various multicultural cultures can
ensure that everyone is acknowledged and included. Another, idea is to
substitute the holiday with another fun alternative celebration.
There are a multitude of articles, research statistics, and
online forums related to the economic, as well as scientific benefits towards
investing in the early years. Simply by searching under the articles link, or
typing in key words into the search engine. I was able to locate over 20
articles related to just the economic recovery and reinvestment back into early
childhood education programs. Additionally, it presented a public policy update
that conveyed more detailed information on president Obama’s state of the union
address, which involved the initiative in funding higher quality ECE programs, as well as various
state governors across the county (and across political ideologies) who are
using their state of the state addresses to highlight early childhood
education.
I also gained some insight on the “week of the young child”,
which is coming up on April 6-12th it enables celebrations that are
organized and coordinated by regional, state, and local NAEYC Affiliates, and
by individual early childhood programs and community organizations providing
services to young children and families. The purpose of the week is to focus
public attention on the needs of young children and their families and to
recognize the early childhood programs and services that meet those needs.
Resources
As I closely monitored the podcast, I was able to perceive some compelling points of view relating to the topic of teaching students who are in poverty. Many students simply cannot focus on academics because there basic needs like shelter or food are not being met. The problem is not as simple as the individuals not having jobs as explains the majority of people are working but the issue is that they are simply not earning. An example of this is at fast food chains like McDonalds the average person in employment is 34 years old, and makes minimum wage. Teachers must be empathetic and willing to be supportive of the needs of their students who are in poverty. Circumstances of trivial matters like homework not being done, seems insignificant when students are dealing with real-life situations like gangs or not having a proper place to sleep. Prior to this assignment I hadn’t realized if the many different tiers, circumstances, and types of poverty. The aspect of poverty cannot be lumped into one category there are many different types, situational, generational, relative, and even urban/rural poverty. Additionally, communities in poverty have their own culture, and it can be extremely difficult for teachers who are entering these neighborhoods from middle or upper class environments to relate or have a genuine understanding of the conditions. Also knowing of the supports outside of teaching, like outreach programs can help students beyond academics. I have been exposed to the term, “situational awareness” as Nancy Blair rationalizes the need for educators to be aware of difficulties that students may be faced with like “how to bail someone out of jail?” or “Where the best dumpsters are to get food?” which are often questions that poverish individuals may have to ask themselves verses the average person who may have no clue. The whole child concept states “A whole child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success.” (wholechildeducation.org 2014). The key question in mind is how in reality, can we in the education community hold expectations for students in poverty stricken environments to acquire knowledge when in most cases their very basic needs are not being met. The very question still remains unanswered, however the educators in the podcast identified many crucial points on the perpetual issue.
This week I have taken the initial steps in contacting
international early childhood professionals, via the Global Alliance of NAEYC
website through email. I have entailed a description of who I am and my analytical
reasoning for wanting to establish communication and understandings of their perceptive
regarding Early Childhood Education issues and trends. I am now awaiting their
responses.