Sharing Web Resources

Follow some of the outside links that you have not yet explored. Where do they lead?
The other links that I have not explored on the NHSA websites were links that discussed why head start matters, the head start model, and the head start locator. I scanned through other links that talked about the impact on sequestration, alumni, and innovation. The head start locator and head start model was also discussed on a link.
Thoroughly search one area of the site. What do you find?
The National Head Start Association is embarking on intentional work designed to systematically seed the kernels of impact and effectiveness that Head Start is known for. We are engaging the Head Start community in a discussion about impact and helping our members continue Head Start’s legacy of leadership as the early learning landscape evolves. Our work is supported by research that clearly demonstrates that the lowest-income and most at-risk children benefit the most from high quality early care and education.
When President Johnson appointed Sargent Shriver to lead his administration’s war on poverty in 1964, Dr. Robert Cooke of Johns Hopkins University was recruited to head a committee whose recommendations would lead to Head Start. Dr. Cooke assembled a panel of experts in child development, early education, health, nutrition and parental education to design a comprehensive program for the youngest, most at-risk children. We’re returning to our evidence-based roots and engaging with both internal and external experts. NHSA is committed to this effort because we believe that the carefully designed model of Head Start is evergreen (https://www.nhsa.org/innovation). NHSA states they are returning to evidence-based roots and engaging with both internal and external experts. It states the CDA competency-based credential, Sesame Street, and Early Head Start were the ones who brought the importance of early brain development into the consciousness of the country. These are some major innovations that Head Start has introduced to policy makers over the last 50 years. NHSA will continue to support the practitioners in the improvement of quality early childhood services for the families and children they work with.
If you received an e-newsletter, follow the link related to one of the issues you have been studying? What new information is available?
I did not receive a e-newsletter, but I was in the knowledge center. When I searched the state of Louisiana, They had nothing on the site regarding the issues in Louisiana, or any updates regarding early childhood education.
Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education?
When I searched the knowledge center under Center for Policy, Data, and research , I noticed there was another link; Action research. They were speaking on the quality of teachers as well as the program and children. There were resources that explained the benefits of the action research in early childhood settings.
What other insights about issues and trends in the early childhood field did you gain this week from exploring the website and /or the e-newsletter?
The events and news link showed that a conference will be held on December 5-8, 2016. the conference is a parent, staff and leadership training conference. The event will be held in San Juan, Puerto Rico. They want parents, senior administrative staff, board members, policy council members, and others interested in training. They will focus on panels, sessions, and speakers that address a variety of the issues relevant to staff who work with families, and parents. Other trending issues addressed will be social justice, vulnerability, dual language learners, and poverty. They will address the new Head Start Program Performance Standards.
                                                                           Reference
National Head Start Association. Retrieved from: https://www.nhsa.org

Getting to Know Your International Contacts-Part 2

                                                                             Brazil

My first insight is strengthening leadership around early childhood development through an executive leadership course for policymakers. The first three cohorts of 40–45 senior-level Brazilian policymakers came to Harvard in 2012, 2013, and 2014 for an intensive week of instruction, skill-building, and project development. Participants returned home and continued to work in small groups to develop and refine action plans for implementation in their jurisdictions. Follow-on activities included reconvening in São Paulo for a workshop on implementing policy change in Brazil, a day for program alumni to meet and learn about each other’s work, and the April 2015 launch of a complementary instructional and skill-building program in Brazil for municipal level leadership and state and federal mid-level technical staff (http://developingchild.harvard.edu/about/what-we-do/global-work/). The video of Mary E. Young stated that policymakers need to understand the science and important of early learning. The class was to bring Brazilian people and policy makers in together to know how to bridge the gap fro early learning, and to see why it is so important to invest in early childhood.

My second insight- Launching an innovation cluster to bring researchers, practitioners, and program developers together to co-design and test new strategies for addressing childhood issues in Brazil–and then to share their successes and failures (http://developingchild.harvard.edu/about/what-we-do/global-work/). Practitioners and researchers devote a lot of time and resources to make sure a program is effective. They collaborate to identify what is working and what is not working. They want to understand the implications of what they are learning. Then they build on the information what each one have found.

My third insight- There are resources for the Brazilians. These resources are Portuguese resources. The video talks about different subjects regarding children and families. One of the video is on the Three Core Concepts in early development. It states that if a child have a healthy development when they are young; it gives them the building blocks for lifelong health, success in parenting for the next generation, strong communities and educational achievement. It also illustrate how neuroscience gives a better view of how long early experiences are built into our brains and bodies.
                                                            
                                                              Reference
Center on the Developing Child at Harvard University. (2010). Global Children's Initiative.
          Retrieved from: http://developingchild.harvard.edu/about/what-we-do/global-work/.

Sharing Web Resources

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

I like the knowledge center on the NHSA website. The knowledge center provides the infrastructure that generates, curates, communication, and connects knowledge across these groups to support the future of Head Start and Head Start children (www.nhsa.org). The knowledge center has four centers that supports the early childhood field. The Center on Advocacy- it focus on alumni, parent-support, and a bipartisan strategy that organizes national, state, and local activities to make sure head start have a successful future. Center for Practice- engages organizations that are committed to Head Start families and children. Its purpose is sharing knowledge, creating resources for quality and innovation, so that we have a community of learners to strengthen Head Start programs. Center for Policy, Data, and Research- produces new information to lead reform for stronger children and family outcomes. Center on the States- supports and cultivates best practices in State- based early learning systems. It always supports Head Start communities through a network of people to prepare them to be visionary leaders, trusted partners, and voices for families and children.

The National Read aloud challenge is a resource that I find that can be a little controversial. NHSA are joining forces to increase awareness and supports for families to read to their child. I think this is awesome program. It gets the families involves in their children's education. My question is how do you know you know families are actually doing this at home. NHSA provides a toolkit that they can download and use. What if the family can't read? How does this help them? Now, I'm asking you is it successful? This why I think this issue can be controversial.

The NHSA website have a book called, "Learning Together". The author of the book is Michael Kaufman. After reading the reviews, the book can give great insights on how the politicians, neuroscientist, and other lawmakers are doing for the early childhood field. It talks about the investment in effective early childhood education programs.

My new insight on the website was learning about the News, updates, reading their blog and when the upcoming conferences and events that are happening in the early child hood field. I found this to be resourceful for me. I am able to attend some of the events, and can voice how I feel on some issues. Most importantly, I can meet new people and collaborate with them on early childhood issues.

                                                                            Reference
National Head Start Association. Retrieved from: http:/www.nhsa.org.

Getting to know your International Contacts-Part 1

                                                                            Ghana
I would like to share my three insights on education, health, and nutrition on child poverty and  disparities in Ghana.

Education: Disparities between boys and girls especially in levels of educational attainment are being reduced as a result of specific interventions at all levels of the economic, political, social and cultural structures in Ghana. Despite the progress made to narrow the gender gap in education, a lot; more needs to be done in the area of retaining girls at school beyond the first six years of basic school(http://www.unicef.org/socialpolicy/files/Ghana_reportdesign_July2010.pdf). The government should adopt special packages for the girls in deprived areas. When these girls don't get the necessities like food, tuition materials, sanitary pads; they are not in full attendance at school. The government needs to take steps to legislate laws that support implementation of FCUBE and expand school enrollment when concerning child education. The government needs to conspire with a view to expanding preschool access; to make sure the transition from home to school is implemented.

Nutrition: There is a high malnutrition rate in rural areas and Northern Ghana. Analysis shows that this is a serious problem and have gotten worse. Nutrition should be their top priority, because of related disorders and deaths in young children in Ghana. The main key is to expand resources for nutrition programs. Government agencies should work together and target the areas that are suffering with malnutrition.

Health: The main objectives concerning health are improve malaria case management, enhance multiple prevention, improve immunization coverage, reduce HIV impact on children, enhance focused research, and promote collaboration and partnership. This will help children get the services they need, and provide transportation for the hospitals, and adequate shelter and nutrition. They will be protected from infection and other illness. The government should involve the families and communities to assess the problem.

The total number of children in the age group 0-14 was 6,728,457 in 1991; by 1998 it increased to 7,776,125 reaching 8,823,792 in 2005. By 2006 the number of children increased to 8,973,459. About 52 percent od children were considered as poor in 1991; the child poverty rate fell moderately to 40.1 percent in 1998;/by 2005/6, 29.1 percent of children were estimated to be poor (http://www.unicef.org/socialpolicy/files/Ghana_reportdesign_July2010.pdf).
                                                                  Reference
UNICEF National and regional child poverty/deprivation reports. Retrieved from:
          http://www.unicef.org/socialpolicy/files/Ghana_reportdesign_July2010.pdf

Sharing Web Resources

The name of my web resource that I chose was the National Head Start Association. The link is https://www.nhsa.org/get involved/join/membership.

The National Head Start Association is a nonprofit organization. They believe that every child has the ability to succeed in life; regardless of their condition of birth. NHSA has worked meticulously for policy changes that guarantee all at-risk children to have access to the Head Start model of support for the whole child, as well as the community and the family.

On July 7, 2016; the House Appropriations sub committee for Labor Health and other related agencies passed their FY17 funding bill. In 2015, the bill cutting was 570 million, from last year's FY16 level. The bill included 141.6 million dollar increase for Head Start and Early Head Start programs. The bill increased the Head Start Workforce meet rising operating costs through a cost of living adjustment. This will allow Head Start programs all over the country to keep pace with rising operating costs and support and retain staff.
 
I learned that NHSA have a knowledge center. The Knowledge Center provides the infrastructure that foster communities, curates, and affix knowledge across these groups to support the future od Head Start and Head Start children. The work is organized through four centers, and they are: Center of Advocacy, Center in Effective Practice, and the Center on the States. These centers a re designed to support the Head Start field in both daily practice and ongoing advocacy.

 

 

Establishing Professional Contacts

I chose the second website;
UNICEF has local organizations and representatives worldwide. Check out the country specific links and contact a local representative:
http://www.unicef.org/infobycountry/index.html to locate and contact two professionals. The UNICEF are the leading advocate for children's rights. This website is where you can learn about their goals and accomplishments for each region. I went to contact us and emailed them at accra@unicef.org. I also tried to fax them at 773.147; I was not successful. It have been three days and I have not heard anything from an early childhood professional. my second contact was Jamaica. I contacted them at Kingston@unicef.org. I sent a fax to 929.8084, and it did go through. I am waiting for a reply. I explained to both of my contacts that I am a student in the United States that is working towards a Master degree in the early childhood education. I stated that I would like to discuss their work, the state of the early childhood field in their country, and any concerns, as well as their hopes and dreams for this field. I may have top go the alternative assignment if I have not received anything by Monday.

" My Supports"

What does support means too me?
Supports means, having people in your life everyday that is there to support you through challenges, careers, crisis, disappointments or what ever you are going through. They build a rapport to make sure you stay on task by meeting these goals and challenges. They are the voices that you constantly hear.

My daily environment supporters are my family, friends, and co workers. They are my supports through emotionally, physically and intellectually. My family starts me off every morning with a "I love you" call. They tell me to have a great day. My sister is there to listen when I feel like I need to give up. She is my motivated, and supports me emotionally. My friends are they when I need the extra shoulder to lean on. My co-workers support me by working as a team and making our program a success.
I always wonder what I would do without these people in my life. I never want to feel alone, and they remind me constantly that they are there and will support me always. I benefit from the positive things that is provided throughout our conversations. They keep me motivated and striving for the best. Without these supporters, I would be lost. I wouldn't know what to do if I lost any of these supporters. I need to be able to express my self and for these supporters to be there to listen. I see things going down hill and me not accomplishing my goals. My life would be empty; an open space. I need them, and without them; I am nothing!

My biggest challenge is working a fulltime job, a part-time job and going to school. They are days when I just wake up and cry. I literally want to just stop! I get angry because I feel like I am missing out on life and everything that is around me. This is when those supporters jump in. They encourage me to keep moving forward. They remind me why I chose to return to school. They remind me of my goals that I always talk about. These people lift me up constantly. Again, I will say; I need these supporters to help me finish this challenge and complete my goals. I feel everyone need positive supporters. Everyone need some people that are there every day. I am a supporter to these people also. I play a big factor in there lives when they are struggling. My life will be invisible with out each and everyone of them.

As a teacher my students support me by giving me hugs, and smiles everyday. When IO walk in the classroom, I know that I am in the right place. I know that I have a purpose, and it is my students. My students teach me things, and we learn from each other. They know when my day is bad. They comfort me, by asking me; am I okay. Children can be the best supporters in the world.