Equity and Excellence in Africa

My early childhood contacts D/E Gaye and D/E Madegwa are from different countries in African. However, they have the same concerns as we do here in the United States. As I stated on a previous blog one contact is from Kenya and the other from Liberia. What is most interesting in speaking with both of them concerning inequity include, English as a second or third language, low income, and parent education.

In Kenya the location of the school is in an area of 6 different tribes the area language is Swahele. When the children go to pre-school there may be 6 differnt laguages children speak outside of the languages taught Swahele and English. Children may also have tribal differences that may cause some inequity in some schools. The Kenyan principle conveys that teachers are trained specifically for these types of issues in the class room.  D/E Madegwa's schools strive for excellence. He informed me that the fame of the schools go out because of the test scores of the children entering the primary grades. Parents without education spend all their extra money to send children to their schools even though there are public schools available. Parents who send their children to his schools want a better oppurtunity in life for them.

In Liberia, D/E Gaye's schools concerns parallel those in Kenya. His teachers will encounter up to 3 languages in the classroom. His schools are also private and advertise themselves by the test scores of the children entering into the primary grades.

Both principles are concerned about teaching the children that come from homes of abuse, and poverty. One empahtically stated that children can't learn when their stomachs speak louder than the teacher's voice.

Questions Answered

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

I chose the news and events page for Heartland Community College. The page introduces the Heartland Equity and Inclusion Project that will focus on EC professionals having the tools needed to support young children's development of all abilities.

• 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?

This portion of the news posts had not been updated. I found that controversial in that the project should post its progression. Other news was concerned about campus events, registration, or info for the students.

• 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?

I believe that the HEIP will eventually give EC professionals information from these groups of professionals. I'm rather disappointed there has not been any news on the project posted for weeks. 

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

Nothing new since my previous post concerning the site.

AFRICAN CONTACTS IN EARLY CHILDHOOD

I was successful in contacting two principles in Africa from two different areas. I asked general questions concerning their trends and issues. District Elder Wilson Madegwa is from Kenya and oversees 3 church schools in 3 different cities. His schools are divided into three categories: baby class - ages 3 1/2 to 5 yrs, Nursery class - 5 1/2 to 6 yrs, and primary school starting at age 7. The schools are private. But most of the students are poor walking to school barefoot up to 6 kilometers one way. Because of the travel times, some classes wait til the students arrive before starting class. Entire families may scrape up the money for one child to go to the private school. Kenya does have public schools. D/E Madegwa's major concerns are lack of nutrition, substance abuse at home, and sexual abuse of the children.

Eld. Sebastian Gaye is the over seer of one church school in Monrovia, Liberia. Eld. Gaye's school is what we would call pre-k to High School. The school is in the city and most of the children are in some way affiliated with the church or recommended by a church member. The children are taught to seek higher learning. Jobs are scarce in their area and they seek education for a way out of poverty.

I will continue to interview D/E Madegwa and Eld. Gaye on other phone conversations. They both were very happy to share. I look forward to learning from them.

Heartland Equity and Inclusion Project (HEIP)

http://heartland.edu/news.jsp?newsID=2065

Don’t get me wrong. I love Walden U. J However, Heartland Community Colleges website posts news vital to our Illinois communities and to the EC field. This project in progress is funded by the U.S. Dept. of Education in order to inform professionals of news and findings concerning the learning needs of young children. The project is a 4 year ongoing program as it continues to gather and report information that will ensure equity and inclusion for all children in the early childhood environment.

This web page posts announcements of early childhood conferences, programs, and Illinois alerts. I’m intrigued that Heartland posts syllabi, objectives, and resources for courses held at their college. Most colleges only allow that information to current and past students, and staff. They do not have an email alert yet. The website is a work in progress and I expect to see more from the site shortly.

ISSUES AND TRENDS IN THE EARLY CHILDHOOD FIELD

For the class titled 'Issues and Trends in the Early Childhood Field', we have been asked to contact two EC professionals outside of the United States. The purpose is to learn the trends and issues of other countries from on hand professionals.

I had not thought before this class about the contacts I already have at my access. My church international affiliation has churches all over the the world. I chose to reach out to some of the African people that I know personally. One contact is a principle of a pre-k to 12th grade school. Eld. Gaye is traveling in the U.S. right now. I emailed and will call the secretary of the Global Missions overseer to speak with him or receive a good email contact for him.

For my second contact, I emailed Eld. Ford, Jr. who has been instrumental in starting schools and building wells in another part of Africa. He promised to contact me Monday with contact information for an administrator or a teacher at one of the schools.

Because my first job in EC is administration, I need to know how to assist the teachers of our center. I chose the site NATIONAL ASSOCIATION OF EARLY CHILDHOOD TEACHER EDUCATORS to study during this class.

I'm grateful for this opportunity because it will give me first hand information of the conditions of the schools that I have been supporting monetarily from a distance. I would be happy to share my extra contacts with my classmates if needed.

Conclusion of Building Research Competencies

I have gained a plethora of information on research that I had not known before taking this research class. I was afraid that the class would be another math class. However, we have learned how to ask the right question, fine tune the question, construct how the research will be done, and review the construction in order to ensure more than equality in the research but equity as well. I now understand how research of the past had gone wrong or concluded with errors. Dominant approaches to research did many social questions a disservice. Thankfully, researchers with this understanding are now working toward research that will benefit all of society, for information, for solving problems, and for correcting past conclusions.

One main challenge of this class was understanding and retaining the vocabulary of the text. However, completing the assignments and applications of the course ensured that the terms were used and understood. First line EC professionals and administrators need to participate and review research.  Proper research conducted helps improve the conditions of the classroom, teaching styles, environment, and the families of young children.

Once again, I have enjoyed sharing and interacting with the students in this course. I am taking the rest of the summer off. I’m exhausted. I will resume in the fall with my studies. Thanks to everyone that who have traveled with me in the last 4 classes. Best wishes to you all.

Early Childhood Australia

I chose the website for Early Childhood Australia (ECA) to peruse for this assignment because the agency is the equivalent of the US NAEYC organization.

‘Early Childhood Australia will advocate to ensure quality, social justice and equity in all issues relating to the education and care of children from birth to eight years’ (Early Childhood Australia, 2011).

This site has a plethora of information areas for many interests in the ECA field.  Research listed on the home page:

·         How does your state rate? New report examines states’ progress in early childhood reforms.

·         Everyday learning about responding to the emotional needs of children

·         Research in Practice Series: Respecting Diversity—Articulating early childhood practice

·         Research in Practice Series: The Early Years Learning Framework—Getting started

·         Research in Practice Series: Learning and teaching through play—Supporting the Early Years Learning Framework. (ECA, 2011)

There is a page dedicated to resources of the latest published research projects.

Working through the site, I discovered that ECA goals, mission, and concerns somewhat mirror that of NAECY which includes a Code of Ethics. On this site was also information from other countries on their latest discoveries and concerns.

I found it most interesting to read about their efforts for diversity. One of the links guided me to their concerns about teaching the Indigenous children within their cultural settings.  The site also has videos on different lessons. I am adding my name to their mailing list for new articles and findings.

Early Childhood Australia: A Voice for Young Children. (2011). Retrieved from

     http://www.earlychildhoodaustralia.org.au/