Three consequences of learning about the International early childhood field were:
It has opened up my understanding of not only what is happening here in the United States but what is taking place all over the world when it comes to the early childhood field.
The issues and trends in early childhood are pretty much the same everywhere. Issues of poverty, equity, excellence etc.
I have also had a better understanding of reaching out and using resources beyond where we live. It's okay to e mail other people in other countries in your field to ask questions.
One goal for the field related to international awareness of issues and trends and the spirit of collegial relations would be to continue to converse with my new found international contact and talk about the different issues and trends that we experiance here in the United States compared to what they are going through in Cananda.
Saturday, April 23, 2011
Wednesday, April 20, 2011
International contacts 3
Of course again my personal contact has not yet responed and I even waited this time and asked for an extension on my assignment and she has not responed yet. Well I looked at the UNESCO website and found some really great things on the site. I loved the website first of all because it offered a holistic approach. They not only wanted to just educate disadvantaged young people but they wanted to provide programs that looked into the health, nutrition, security, and learning of the child.
I also looked at Roma children on the website. I never knew that 50 percent of those in Europe fail to complete primary education. I think that as a nation we take so much time looking at what is going on in America we fail to see what is going on elsewhere.
I also loved that UNESCO promotes mother tongue-based bilingual or multilingual approaches in education. This website was very interesting, to see how UNESCO is helping children all over the world.
I also looked at Roma children on the website. I never knew that 50 percent of those in Europe fail to complete primary education. I think that as a nation we take so much time looking at what is going on in America we fail to see what is going on elsewhere.
I also loved that UNESCO promotes mother tongue-based bilingual or multilingual approaches in education. This website was very interesting, to see how UNESCO is helping children all over the world.
Sunday, April 10, 2011
Sharing Web Resources/ Week 6
As I navigated through the website that I had chosen I noticed that there were several outside links. Some of the outside links were the National Infant & Toddler Childcare Initiative, Military Family Projects, National Training Institute and Early Head Start. I navigated to all of them but I really took a look at the National Infant & Toddler childcare initiative website. This site is a project of the office of childcare. They work to advance system initiatives and to improve the quality and supply of infant/toddler care. There are publications, webinars, resources, events and e newsletters on the site. This website has a wealth of information.
I recieved three e newsletters this week. One of the e newsletters reminded me of what we have been studying about access, availability, and affordability. The name of the e newsletter was The Total Budget Amount Matters. This newsletter discussed the federal budget and the many cuts that were going to take place, some in early childhood education. There was a video link that showed where things stand in the budget and what comes next as congress sets the 2012 federal budget especially when it comes to early childhood education. This newsletter was very informative and showed you how to have a voice in the decision making for the budget. I learned that the many things that they want to cut from the budget are the things that help our low income, at risk children. Things like medicaid, foodstamps, and wic. If these are things that we have ever had to use or have never used but one day might have to we need to stand up and voice our opinion on the budget.
I recieved three e newsletters this week. One of the e newsletters reminded me of what we have been studying about access, availability, and affordability. The name of the e newsletter was The Total Budget Amount Matters. This newsletter discussed the federal budget and the many cuts that were going to take place, some in early childhood education. There was a video link that showed where things stand in the budget and what comes next as congress sets the 2012 federal budget especially when it comes to early childhood education. This newsletter was very informative and showed you how to have a voice in the decision making for the budget. I learned that the many things that they want to cut from the budget are the things that help our low income, at risk children. Things like medicaid, foodstamps, and wic. If these are things that we have ever had to use or have never used but one day might have to we need to stand up and voice our opinion on the budget.
Monday, April 4, 2011
Getting to know our international contacts-2
Here is the response from my international contact!!
Hi Jamie,
I have been on vacation in California, and not looking at emails, so sorry I am a bit late responding.
The areas you have identified are very broad. Our education system is run by Provincial Governments, not federal so the response I can provide is more based on Manitoba that across Canada, although different provinces are similar.
Our educational direction is set by Manitoba Education(ME).
In terms of excellence, everything we do is aimed at excellence. Students are taught in a way that hopefully makes every student reach excellence. Our public education system is for all students, and the expectation is that all students will be successful. Some specific things that address equity are:
1. "Bill 13" passed several years ago that legislates that special education students get appropriate educational programming. This includes assessments, supports, Individual Education Plans (IEPs), Behaviour Education Plans (BIPs),
particular planning for transitions between education levels and after Grade 12 into the workplace or special programs, parental involvement and Team Meeting an decision making requirements.
2. Differentiated Instruction and supports through Resource and sometimes Adapted Education
Plans (AEPs) to support students that are requiring adaptations or extra supports or time to reach our Grade Level Curriculum outcomes.
3. Categorical Funding, through special applications that schools prepare to get extra monetary support for students that have significant needs. Examples are Autistic Students, Significant Behaviour Students, FAS Students, Multiply Handicapped Students etc. This extra money, is usually used by schools to get paraprofessional support for the student, but can also be used for extra Resource Teacher time, Guidance Counsellor time, OT time. PT time, etc. The money is provided to School Divisions to support these students in regular schools and classrooms.
4. Aboriginal Academic Achievement- In our curriculums there are Distinctive Learning Outcomes related to Aboriginal culture and heritage. Grants are provided to School Divisions and Schools are provided to support this learning for all students.
5. English as a Second Language (EAL) receives extra support through grants/ funding from the government to schools divisions and then to schools. For example in my school, we receive several thousand dollars in funding, we have a paraprofessional that works with students to learn English, and we have a Division al consultant that works with every family that is designated as EAL for integration into school and doing an initial Assessment of English Language skills. Students that are EAL also receive specific reporting that tracks their English Language Learning.
6. There are also special funds provided for Learning and Behaving and Early Years/ Preschool support.
I'm sure there are more things I could list. Please ask me if there is something specific that you are wondering.
In terms of excellence, we do focus on Differentiated Instruction, Assessment..... particularly "Assessment for Learning", Using multiple intelligences, triangulating evidence about learning ( Observations, Conversations and Products), engagement in learning, authentic learning experiences, Inquiry.... asking questions and using critical and creative thinking, Literacy with Information Technology( LwICT), and some Provincial Testing.
Also all students in Manitoba (except some Special Needs students) learn French beginning in Grade 4. Families also have the option of having their child attend French Immersion School where instruction is all in French other than one hour of English Language Arts taught in English per day. There are many other things that could also be included or expanded on.
Hope this is helpful.
Margaret
I have been on vacation in California, and not looking at emails, so sorry I am a bit late responding.
The areas you have identified are very broad. Our education system is run by Provincial Governments, not federal so the response I can provide is more based on Manitoba that across Canada, although different provinces are similar.
Our educational direction is set by Manitoba Education(ME).
In terms of excellence, everything we do is aimed at excellence. Students are taught in a way that hopefully makes every student reach excellence. Our public education system is for all students, and the expectation is that all students will be successful. Some specific things that address equity are:
1. "Bill 13" passed several years ago that legislates that special education students get appropriate educational programming. This includes assessments, supports, Individual Education Plans (IEPs), Behaviour Education Plans (BIPs),
particular planning for transitions between education levels and after Grade 12 into the workplace or special programs, parental involvement and Team Meeting an decision making requirements.
2. Differentiated Instruction and supports through Resource and sometimes Adapted Education
Plans (AEPs) to support students that are requiring adaptations or extra supports or time to reach our Grade Level Curriculum outcomes.
3. Categorical Funding, through special applications that schools prepare to get extra monetary support for students that have significant needs. Examples are Autistic Students, Significant Behaviour Students, FAS Students, Multiply Handicapped Students etc. This extra money, is usually used by schools to get paraprofessional support for the student, but can also be used for extra Resource Teacher time, Guidance Counsellor time, OT time. PT time, etc. The money is provided to School Divisions to support these students in regular schools and classrooms.
4. Aboriginal Academic Achievement- In our curriculums there are Distinctive Learning Outcomes related to Aboriginal culture and heritage. Grants are provided to School Divisions and Schools are provided to support this learning for all students.
5. English as a Second Language (EAL) receives extra support through grants/ funding from the government to schools divisions and then to schools. For example in my school, we receive several thousand dollars in funding, we have a paraprofessional that works with students to learn English, and we have a Division al consultant that works with every family that is designated as EAL for integration into school and doing an initial Assessment of English Language skills. Students that are EAL also receive specific reporting that tracks their English Language Learning.
6. There are also special funds provided for Learning and Behaving and Early Years/ Preschool support.
I'm sure there are more things I could list. Please ask me if there is something specific that you are wondering.
In terms of excellence, we do focus on Differentiated Instruction, Assessment..... particularly "Assessment for Learning", Using multiple intelligences, triangulating evidence about learning ( Observations, Conversations and Products), engagement in learning, authentic learning experiences, Inquiry.... asking questions and using critical and creative thinking, Literacy with Information Technology( LwICT), and some Provincial Testing.
Also all students in Manitoba (except some Special Needs students) learn French beginning in Grade 4. Families also have the option of having their child attend French Immersion School where instruction is all in French other than one hour of English Language Arts taught in English per day. There are many other things that could also be included or expanded on.
Hope this is helpful.
Margaret
Saturday, April 2, 2011
Getting to know your International Contacts-Part 2
Of course my contact has not gotten back with me yet, but she probably will by next week so I will post her response as well. I had to look at the Harvard University's Global Children's Initiative website.
Three things that I found interesting on the website were out of the Early Childhood area they are focusing on a project that would assess quality in early childhood environments and programs in diverse global contexts. I found this to be interesting because we do the same here in the United States. Also I found that the ways in which they are helping children in crisis and conflict by checking the status of post earthquake children in Haiti and Chile, and addressing acute malnutrition quite interesting. Lastly the child mental health networks idea of closing the gap between research evidence on effective treatment and practices for four conditions; anxiety, depression, ADHD, and conduct problems in children is also what we should be doing here in the United States. So many of our children suffer from these same conditions.
Three things that I found interesting on the website were out of the Early Childhood area they are focusing on a project that would assess quality in early childhood environments and programs in diverse global contexts. I found this to be interesting because we do the same here in the United States. Also I found that the ways in which they are helping children in crisis and conflict by checking the status of post earthquake children in Haiti and Chile, and addressing acute malnutrition quite interesting. Lastly the child mental health networks idea of closing the gap between research evidence on effective treatment and practices for four conditions; anxiety, depression, ADHD, and conduct problems in children is also what we should be doing here in the United States. So many of our children suffer from these same conditions.
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