December 23, 2012

ISSUES AND TRENDS CLASS FAREWELL


CLASS FAREWELL
 
 

In this final posting I want to thank all of my colleagues and contacts that have helped me expand my knowledge further and to all those who have contributed in one way or the other with their experience in the Early Childhood Field. The consequences of learning about establishing contacts with the early childhood field community has allowed me to see all of the needs around the globe and everything that is being done in collaboration to advance in tested  research, positive outcomes, and improved data collection. The one goal have as an early childhood professional is to contribute in a positive manner and to treat each and every family with utmost respect and dignity regardless of their socio economic background, culture, origin. It is my prayer that the Early Childhood Field gains more professionals who are compassionate and are willing to sacrifice their time and effort for the well being of the children and not just for a paycheck.  
 

December 13, 2012

Local Contacts



Some of the issues being discussed locally in my city Houston TX  concerning early childhood are: Parent and community engagement and the importance the Head Start Program plays in a child’s life. I am attaching the history of the Head Start Program below:


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History
In January of 1964, President Lyndon B. Johnson declared The War on Poverty in his State of the Union speech. Shortly thereafter, Sargent Shriver took the lead in assembling a panel of experts to develop a comprehensive child development program that would help communities meet the needs of disadvantaged preschool children. Among these experts were Dr. Robert Cooke, a pediatrician at John Hopkins University, and Dr. Edward Zigler, a professor of psychology and director of the Child Study Center at Yale University.
Part of the government's thinking on poverty was influenced by new research on the effects of poverty, as well as on the impacts of education. This research indicated an obligation to help disadvantaged groups, compensating for inequality in social or economic conditions. Head Start was designed to help break the cycle of poverty, providing preschool children of low-income families with a comprehensive program to meet their emotional, social, health, nutritional and psychological needs. A key tenet of the program established that it be culturally responsive to the communities served, and that the communities have an investment in its success through the contribution of volunteer hours and other donations as nonfederal share.
In the summers of 1965 and 1966, the Office of Economic Opportunity launched an eight-week Project Head Start. In 1969, under the Nixon administration, Head Start was transferred from the Office of Economic Opportunity to the Office of Child Development in the U.S. Department of Health, Education, and Welfare. Dr. Edward Zigler, who had served on the planning committee to launch Project Head Start, was appointed Director of the Office of Child Development. In 1977, under the Carter administration, Head Start began bilingual and bicultural programs in about 21 states. Seven years later, in October 1984 under the Reagan administration, Head Start's grant budget exceeded $1 billion. In September of 1995, under the Clinton administration, the first Early Head Start grants were given and in October of 1998, Head Start was reauthorized to expand to full-day and full-year services.
30 million children since 1965, growing from an eight-week demonstration project to include full day/year services and many program options. Currently, Head Start is administered by the Administration for Children and Families (ACF) in the Department of Health and Human Services. Head Start serves over a million children and their families each year in urban and rural areas in all 50 states, the District of Columbia, Puerto Rico and the U.S. territories, including American Indian, Alaskan Native and Migrant/Seasonal communities.

Although lengthy, it is interesting to see how far we have come. All of the issues mentioned in the history of the Head Start Program are issues we deal with locally in Houston. Because Houston is a large city made up of a very diverse population it is emphasized locally for children from all nationalities to attend the program and have a better and easier introduction to the school system. The city has launched a campaign and posters can be seen in many places advocating for the program and reaching out to parents who do not speak English. The Head Start Program encourages the parents to participate in community events and to be involved in the child's education.
My professional goals include advocacy and being a voice for the parents who migrate to this country in search of a better future for their little ones.

December 5, 2012

Sharing Web Resources Week 6




The website Children’s Defense Fund offers the following links;
·         Children's Budget Watch
·         Children's Health
·         Child Welfare
·         Ending Child Poverty
·         Juvenile Justice
·         Advocate & Family Resources

·         All of the links have important information ranging from early childhood issues to juvenile justice issues. Some of the issues explored through the Juvenile Justice  link are educational services for confined youth. Sometimes we fail to view youth as children and we are quick to judge their wrongdoings and actions. It is important to understand that today’s youth are tomorrow’s parents and we must prepare them also to be well productive citizens who will in return yield prepared children again. Part of the website explores all these issues and interconnects everything because somewhat everything is embedded together. By following the link to Juvenile Justice I was able to read the following information;
Educational Services for Confined Youth: Many researchers and advocates agree that students in the juvenile justice system often do not have access to quality academic instruction and programming while they are in confinement. While the average school day for the general population is six to seven hours a day, only 45 percent of youths in the juvenile justice system spend at least six hours a day in school. CDF is studying the availability and quality of instructive services for the incarcerated youth population and identifying policy recommendations based on model programs and legislation that make a difference in the academic and social development of children.

The outside links offer articles that are very educational and useful to read. The website also offers links to current news affecting the Early Childhood Field. What I was surprised to find was a link that gave precise information on how to book a CDF speaker for your organization. Before exploring the website, I did not know CDF speakers were available.