Issues Related to Excellence and Equity in the Early Childhood Field
I listened to the podcast conversation with Barnabus Otaala from the World Forum Radio (n.d.). Otaala discussed how children in his Ugandan villages suffer from HIV and how teachers and families can become educated on the impact of the virus. There is a stigma surrounding HIV and children are automatically judged for having the virus because people in the village do not understand anything about it. Teachers and families were invited to speak to doctors who work with children suffering from HIV, so they could "see what the disease is and possibly identify [it]" (World Forum Radio, n.d.). Attempting to understand HIV also demonstrates partnership within the community and attentiveness to the problems that children may face. When families and teachers take the time to understand HIV, then children are treated more equitably as a result.
Through researching the Global Children's Initiative, I learned more about early childhood systems in Brazil, Canada, and Mexico (Center on the Developing Child, n.d.). In Brazil, they have a collaboration of multiple programs to create an early childhood educational movement that is driven by science. The policy makers are trained on "how to apply developmental science to inform programs and policies," which I believe is essential to have a strong and consistent educational system (Center on the Developing Child, n.d.). I have found that there is typically a divide between research based evidence on effective practice and the policies that drive education. Brazil is attempting to close that divide through this partnership so children receive appropriate education persuaded by science.
Canada organized the Alberta Family Wellness Initiative (AFWI), which also draws upon science to inform policy and practice in education. They focus on the impacts of "addiction and other negative physical and mental health outcomes" (Albert Family Wellness Initiative, n.d.). Children are heavily impacted by experiences in childhood, and understanding those experiences can help influence reform or prevention. The research that the Alberta Family Wellness Initiative does helps to "turn scientific discoveries and insights into measurable units" (Alberta Family Wellness Initiative, n.d.). This type of work is essential for the field because it provides equity for children from all social backgrounds, and influences the policies that directly affect them.
In Mexico in 2016, the Latin American Innovation Clusters were created to bring the ECD community together through science based approaches (Center on the Developing Child, n.d.). There are different projects within the Innovation Clusters which all focus on diverse aspects of parent-child relationships and how to strengthen them. One project that caught my attention was the FACIL Mosaic Project, because their goal is to coach parents on "responsive caregiving, playful learning, and domestic violence prevention to empower families to create a nurturing home environment" (Center on the Developing Child, n.d.). Through home visits, they present research-based strategies for families to nurture and support their children in the face of adversity.
From these three international sources, I learned what they are each doing to address issues of equity and excellence in their communities. Children around the globe experience inequity, but each community faces diverse issues that must be handled in their own way. For example, within the Latin American Innovation Clusters, there was a program that specifically addresses adversity between parent-child relationships in the slums of Sao Paulo (Center on the Developing Child, n.d.). The relationships in this area will have their own dynamic, which require certain interventions based on the experiences and culture of the people in that community. Attempting to influence change and intervention in each particular community, will increase equity and strengthen the relationships children have with their families.
Center on the Developing Child. (n.d.). Working globally. Harvard University. Retrieved from http://developingchild.harvard.edu/about/what-we-do/global-work/
World Forum Foundation Radio. n.d. Retrieved from http://www.viaway.com/category/2691-21490/world-forum-radio
Through researching the Global Children's Initiative, I learned more about early childhood systems in Brazil, Canada, and Mexico (Center on the Developing Child, n.d.). In Brazil, they have a collaboration of multiple programs to create an early childhood educational movement that is driven by science. The policy makers are trained on "how to apply developmental science to inform programs and policies," which I believe is essential to have a strong and consistent educational system (Center on the Developing Child, n.d.). I have found that there is typically a divide between research based evidence on effective practice and the policies that drive education. Brazil is attempting to close that divide through this partnership so children receive appropriate education persuaded by science.
Canada organized the Alberta Family Wellness Initiative (AFWI), which also draws upon science to inform policy and practice in education. They focus on the impacts of "addiction and other negative physical and mental health outcomes" (Albert Family Wellness Initiative, n.d.). Children are heavily impacted by experiences in childhood, and understanding those experiences can help influence reform or prevention. The research that the Alberta Family Wellness Initiative does helps to "turn scientific discoveries and insights into measurable units" (Alberta Family Wellness Initiative, n.d.). This type of work is essential for the field because it provides equity for children from all social backgrounds, and influences the policies that directly affect them.
In Mexico in 2016, the Latin American Innovation Clusters were created to bring the ECD community together through science based approaches (Center on the Developing Child, n.d.). There are different projects within the Innovation Clusters which all focus on diverse aspects of parent-child relationships and how to strengthen them. One project that caught my attention was the FACIL Mosaic Project, because their goal is to coach parents on "responsive caregiving, playful learning, and domestic violence prevention to empower families to create a nurturing home environment" (Center on the Developing Child, n.d.). Through home visits, they present research-based strategies for families to nurture and support their children in the face of adversity.
From these three international sources, I learned what they are each doing to address issues of equity and excellence in their communities. Children around the globe experience inequity, but each community faces diverse issues that must be handled in their own way. For example, within the Latin American Innovation Clusters, there was a program that specifically addresses adversity between parent-child relationships in the slums of Sao Paulo (Center on the Developing Child, n.d.). The relationships in this area will have their own dynamic, which require certain interventions based on the experiences and culture of the people in that community. Attempting to influence change and intervention in each particular community, will increase equity and strengthen the relationships children have with their families.
References
Alberta Family Wellness Initiative (n.d.). Retrieved from http://www.albertafamilywellness.org/who-we-areCenter on the Developing Child. (n.d.). Working globally. Harvard University. Retrieved from http://developingchild.harvard.edu/about/what-we-do/global-work/
World Forum Foundation Radio. n.d. Retrieved from http://www.viaway.com/category/2691-21490/world-forum-radio
Tara,
ReplyDeleteAs always your posts are so informative! I learn just as much from reading your post as I do from reading the articles myself. You add a new perspective to many issues. Thank you so much for your insight.