Sharing web resources - part 2

This week I was looking at the publications that are linked to the website I chose. I found a publication called "Childhood Education". This month's issue is all about character education. The articles look at programs for character education from around the world. What interested me even more was a link to "A Celebration of Childhood Education". This link provided "thought-provoking articles from past issues" (Association for Childhood Education International, n.d.). Two of these articles caught my attention because I found the titles interesting but also because they seemed to fit in with this week's issue of scientific, economic and political arguments for the funding of early childhood education.

In the article "The Changing Culture of Childhood: A Perfect Storm" the author points out three interrelated elements that are challenging the institute of childhood. These three elements are the standardization of schooling, the dissolution of spontaneous play and the impact of poverty. When discussing the standardization of schooling, Frost examines how the No Child Left Behind Act is putting pressure on schools, teachers and children to achieve high standards to the detriment of creativity and individuality (2007). The high stakes testing that accompanies NCLB has created an idea that play must be sacrificed in order to be ready for the tests. This and a complicated and inconsistent document outlining national playground safety standards have led to many children not having the time or the creative space they need to play without direct adult supervision. The issue of poverty is also a huge factor in the change in childhood.

The second article I read was also about a change in childhood. It looked at how parental fear can keep children from playing in the same way as during the golden age of childhood between 1950 and 1975. Parental anxiety increased with more information instead of decreased. One argument I found particularly interesting was the role of expert in parental anxiety. Sutterby finds that "These experts have played a part in increasing parental anxiety by making parents uncertain of their own common sense." (2009, p 291). I see this in the families that I work with. Expert advice says that when a child has an elevated temperature they are sick. So the child stays home even though he is bouncing around and playing as normal.

I found the article on parental anxiety especially enlightening. Teaching at an international school gives me a glimpse into many different cultures. I can see what behaviours in children and in their parents may be cultural and which behaviours are universal. Parental anxiety is different in each culture.

References

Frost, J. (2007). The changing culture of childhood: A perfect storm. Childhood Education, Summer, 225-230. Retrieved from http://www.acei.org/childhood-education/a-celebration-of-childhood-education.html

Sutterby, J. (2009). What kids don't get to do anymore and why. Childhood Education, Annual Theme 2009, 289-292. Retrieved from http://www.acei.org/childhood-education/a-celebration-of-childhood-education.html

Conversation partners - part 1

I had two conversation partners respond to my request this week. The first is a former colleague of mine. She has lived and worked in many places and now calls Hong Kong home. She has a very different perspective on the issue of poverty. The area where she lives is very rich. It used to be a resort. Even with all the money around, poverty is present in the area. She sees it in the "aunties" and "uncles" who clean the streets and empty the garbage cans. They are usually older people who have no children to look after them. The residents including the children don't see these 'invisible' people. Another 'invisible' group of people are the mostly Filipino helpers who act as nannies, cooks and cleaners.

She also talks about a different kind of poverty that the children experience. It is not monetary or a lack of things. It's a poverty of attention. Many children see very little of their own parents. They are raised by the hired helpers who worry about losing their jobs. Because of this there is very little discipline for them. This means that the children are used to getting their way. One impact this has is to create problems at school. The children have difficulty doing things for themselves and try to get attention from the teacher in any way they can.

There are no programs for the poor in her area, mostly because they are the invisible part of society. A specific issue that concerns her is the discrepancy between poverty in the developing world and in the developed world.

My other contact is my sister who lives and works in Canada. She sees poverty in the school supplies and clothing of the children. Some children lack the basics. While there are many programs in place to help people living in poverty, children sometimes still go without. Her concern is how people can break out of the cycle of poverty. When you have no money for post-secondary education, you then get a lower paying job repeating the cycle of poverty.

The most interesting point I found from my conversations this week was the different perspective on poverty. My colleague said that some of the poverty that is present in her native New Zealand is not child poverty but child neglect. When there is money available but is spent on things that are not necessary or to upgrade instead of buying things the children need poverty is a result but neglect is the cause.

Sharing Web Resources - Part 1

The site that I chose is called Association for Childhood Education International. The link is http://acei.org/
This is an organization that works "(t)o promote the inherent rights, education, and well-being of all children in their home, school and community." (www.acei.org, 2011). They help to develop and implement programs, encourage professional development for the people who work with children, and help coordinate the different groups that work for children's rights. They believe in the uniqueness of each child, the universality of principles such as dignity and respect, that quality of education is important and that there is equality both in the educational setting and in the accessibility to education.

One issue that caught my eye in the newsletter was a study about recess. The study showed "that a safe, healthy and organized recess environment" (Robert Wood Johnson Foundation, 2013) reduced bullying, increased feelings of safety and helped children to be more ready to learn. This issue is interesting to me because we are pushing for more play time in my school. In the last 5 years, there has been a move towards more academics in the early years. This has led to increased pressure on the teachers and the students. It has also resulted in a decline in social and emotional development. We are arguing that by increasing play time and being actively involved with the children during this time, we can reverse this trend. This study seems to show the results that we wish to achieve.

I think this work could also apply to diversity in schools. By reducing bullying and promoting cooperation, you would also be promoting acceptance of differences. This could lead to less racism and sexism.

References

Association for Childhood Education International, (2011). Principles/Governance. Retrieved from website: http://acei.org/about-us/principles/governance.html.

Robert Wood Johnson Foundation, (2013). Does better recess equal a better school day? Retrieved from website: http://newsmanager.commpartners.com/acei/downloads/rwjf406050.pdf

Establishing professional contacts and expanding resources

I am in a lucky position for this assignment because I don't live in the United States. This made the task of finding professionals abroad much easier. I have spoken with one of my colleagues at school. She is considering if she will have to time available to work with me on this. I have also sent e-mails to 2 former colleagues, one who now lives in Hong Kong and the other in Switzerland. I am waiting to hear back from them. My sister is a grade 1 teacher in Canada. I have asked her if she would be willing to be my discussion partner. From these four people whom I know and respect, I hope to find at least 1 who is willing and able to work with me for this course. I have received 2 replies, both in the affirmative, one from Canada and the other from Hong Kong.

To choose my website I first focused on the international sites listed. Although I know there are many good programs and research happening in the US I want to expand my knowledge of programs in other countries. From the list I chose 4 that caught my attention either because of the region they serve or because I recognized the organization. Looking through the 4 sites I decided to focus on Europe. I'm currently living in Europe and feel that I should learn more about the issues and trends facing early childhood education here. I finally chose the site Association for Early Childhood International because I feel that it will give me the most useful information from which I can benefit. The link is http://acei.org/ For me the most important aspect of my choice was would the information on the website be applicable to me.