Research that Benefits Children and Families

     I often hear Holly Robinson-Peete discussing her son who is affected by Autism and being that I have several students with this disability I have always kept abreast on ways to best understand and help them make progress in school and in their daily lives.  “Now at the age of 13, he is a well adjusted and happy child who tries new food and gets along well with friends and classmates. (Robinson-Peete, H., 2007).” Recent calculations found that about 1 in 150 children have autism spectrum disorder (ASD). This estimate is higher than estimates from the early 1990s. However, some people believe increased exposure to a new crystalline compound, from the extra new vaccines recommended for children, explains the higher occurrence in recent years. However, evidence from several studies does not support such an association. 

     While researchers are scrambling to determine whether autism is linked to genetics, environmental factors or a combination of both there are many who seem to think it is related to vaccines.  In 2004, Pediatrics conducted a study done in Atlanta comparing ages of children who received their first measles-mumps-rubella (MMR) vaccination with children with autism and children who did not have autism. The children researched involved 624 cases (identified from multiple sources) and 1824 controlled   children (identified and matched based on age, gender, and location of school).  The study clearly showed that vaccinations were more common among case children than control children, as they are enrolling in early intervention programs.  While the CDC recognizes the alarm for finding causes and healing for autism, they are unyielding in partnering with research centers, governmental agencies and parents in ensuring that early detection, awareness, and diagnosis are key factors in understanding and finding treatment.

     I recognize that parents feel challenged but there is plenty of parental support throughout the communities.  There are groups established by parents of children with autism spectrum disorder (ASD) who have worked tirelessly to advocate for increased funding for autism research and treatment.

    

References:

Robinson-Peete, H. (2007). Fighting Autism. Retrieved from http://hollyrod.org

Centers for Disease Control and Prevention (2010). Concerns about Autism. Retrieved from http://www.cdc.gov.

DeStefano, F., Bhasin, T., Thompson W., Yeargin-Allsopp M, Boyle, C., (2004). Age at first measles-mumps-rubella vaccination in children with autism and school-matched control subjects: a population-based study in metropolitan Atlanta. Pediatrics 113: 259–266.

Personal Research Journey

     The topic I have chosen for the simulation is differentiation instruction.  This year I have a vast number of students that I teach in Math and Reading that need so much individual instruction that I am not able to provide, in a class of 10.  Therefore, I find myself continuously researching for new ideas and strategies to teach to the standard within different grades (first through third graders, all at one time).  Their ability level ranges from Kindergarten to mid-second grade.  However, I am finding it difficult to teach grade level text to students that need so much individual instruction and whom do not understand the basic skills, especially in Math.

     I have researched several websites, and have found some credible information and data.  I have even come across an individual who is known within the early childhood field and has years of experience and expertise with differential instruction, Carol Ann Tomlinson.  I have tried unsuccessfully to contact her, by phone and email, but hope to touch base with her before this course is over.  There are several books and organizations I am looking into (National Institute Materials Accessibility Standards (NIMAS), How to Differentiate Instruction in Mixed-Ability Classrooms and Differentiated Instruction and RTI:  A Natural Fit that I have been recommended by colleagues, who are in the special education field that I intend to check-out at the library, review for credibility, clarity and are able to provide answers to any questions that I may or start me to think in other directions.

     Please know if there is any assistance that you can give me or forward me to, I would be much obliged.

Final Blog Assignment

   As I reflect upon the learning from my international contacts in the early childhood field I am at awe at how much we all have in common, despite the circumstances beyond our control.  We are all in support of providing what is needed for all children to be successful.  All believed that there is a strong connection between the development a child undergoes early in life and the level of success that the child will experience later in life.  Below are consequences of learning to improve upon my professional and personal development.

·         Community support is a very strong part of healthy, successful children.  One can not succeed by just "snatching" the child away from the community for education unless we also involve the community where the children came from. Most community development components include the library, computer labs and clinic or doctors offices. One of the organizations I have been involved with has been trying to build a model school that includes early childhood and a basic elementary education program along with neighborhood community involvement. As of this printing, they have succeeded in all except the clinic.

·         I am devoted to recognizing that low-income children need more intensive services that start early in their educational plan.  Within our district we start identifying children that are struggling with letter recognition, letter sound, sight words and number recognition.   We use this as a benchmark that follows them through 3^rd grade.  At this point, we are emphasizing that all children be able to read on grade level.  As I spoke with my contacts, they too stressed the importance on the overall development of learning when it starts early.  We must invest more in high-quality comprehensive programs.

·         Large numbers of infants and young children around the world are at-risk for developmental delays due to stressors such as poverty, malnutrition, trauma, and low birth weight.  It appears that daily these unfortunate experiences just keep growing.  We, globally, nationally, and locally, must find a way to create jobs or programs to help with these horrific issues.  These are not just undeveloped countries problems, but are affecting the world.  One of my contacts has added a feeding program in their school since most of their students do not get a decent meal, even once a day at home.  They are finding it difficult to teach a child anything in an empty belly, something that we know oh so well. It has been over three years since this program started and they have seen significant progress in each student's health, ability to listen and comprehend what is being taught.

     It is my goal to make certain that early intervention services correspond and coordinate with the early childhood programs within my school.  I will see to it that community-based services are provided to all children and families in need to ensure that all are healthy mentally, socially and academically.  We must embark upon achieving equity and quality in children successes within and across nations.

Getting to Know Your International Contacts-Part 3

     I discussed the questions with my international contacts about excellence and quality and received a response from Judith Wagner with OMEP-USA.  Her thoughts are addressed below:

·         What issues regarding quality within the early childhood field are being discussed where you live and work?  How we can universally expect the same standards and procedures from all teachers (starting at Head Start through high school)? Our qualifications and expectations should be comparable across the board.  This is pertaining to specific degrees, hours of training and years of experience.

·         What opportunities and/or requirements for professional development exist?  There are continuous professional development conferences offered to enhance the advancement of growth for all.  All establishments should be willing to provide these events for all that work for them, which in turn will keep all abreast of changes and educationally sound.

• What are some of your professional goals? Implementing global quality standards within the early childhood field within the next two years.  We have to address this issue as it relates to primary education, especially gender equity.

·         What are some of your professional hopes, dreams, and challenges?  That within the US, our government will identify education as one of the most important fields for the future of America and increase funding instead of cutting the budget and asking teachers to perform at an astonishing rate when they are not given the tools to achieve

     As I reflected upon these comments and spoke with colleagues, I think of my daily challenge to reach as many children as possible while making certain that each is learning by any means necessary (which often means altering assignments and problems so the child can relate).  Most students can relate to video games, so I have started to incorporate learning using the technology students are accustomed to in everyday life within the classroom (iPods, iPads, Smartphone’s, etc.).  I allow students to teach a lesson on something they are familiar with or create a lab or lesson.  Children do not necessary think of teachers as relatable, but I found that once you start speaking about your personal experiences they are prone to be more in tuned.  It is my hope that all of my students will realize their true potential and take education seriously as well as a privilege.

Sharing Web Resources

The two early childhood organizations I selected and have been involved with did not supply areas for me to be able to complete this week’s blog, therefore, I reviewed www.savethechildren.org and through outside links was able to learn that this organization, with the assistance of Representatives Lowey and Reichert, introduced new legislation (Education for All Act of 2011) that would help reduce the number of out-of-school children, mostly in war torn and developing countries, and increase early learning opportunities.  If the legislation passes, it would give these children the prospect to learn, grow throughout their lifetime.

Throughout the site there were many people spotlighted for contributing to the cause of early childhood (Supermodel Iman campaigning for the millions of people, most of them innocent children, suffering in East Africa due to a water shortage or the Philanthropist, Charlie Wittmack who is raising funds for the 37,000 newborns and young children who die yearly from largely preventable causes).  I was able to actively participate in the blog and follow along as American Mom traveled to Kenya and witnessed the devastation of the young children and families that let an everlasting impact on her life.  She is now dedicated to advocating and saving the children within the country.

As we have been studying the importance and essentiality of early learning, www.savethechildren.org stressed that this is one of the smartest investments that we, as a civilization can make. Children should not be playing catch-up when they enter kindergarten, as they so often do. If we want greater success later and a better skilled workforce, we need to guarantee the appropriate development of our most at-risk children at early ages. With the help of this organization, rural communities across America will ensure that children living in poverty have a fair opportunity from the beginning.

 

I was appalled as I read about the millions of children, in 30 developing countries, longing to fulfill their dreams of getting an education, as youngsters and being able to create and provide positive influences within their family unit.  We must stop the national and global cuts for educational funding, which reduces the options of countless boys and girls at getting a quality education.  Without adequate funds and ample resources we impede the development, learning and creativity of our forthcoming generation.

Reference:

http://www.omep-usa.org/

http://www.ethiopiareads.org/

http://www.savethechildren.org/

Getting to Know Your International Contacts-Part 2

As I have read and communicated with those internationally, I see that it is our responsibility as humans and educators to meet the needs of all children we come in contact with.  We must insure collaborative universal planning and implementation or guidelines, and rally for all governments to support and strengthen schools and families.  We must guarantee that all children grow and develop to their full potential while they are being provided high quality, accessible, affordable early education care.  The global initiatives states, early childhood development, child mental health, and children in crisis and conflict situations as areas to guide us to increasing our understanding and the importance of investing and collaborating with others towards a more integrated system using strategies which promote early childhood development.

In discussing these issues with my international contacts, I found out that the international group that Judith Wagner works with and serves as president for the U.S. Chapter, OMEP, is really interested in all of these issues, but globally, prescribed quality standards and equity issues are ahead of school readiness on their radar screen.  School readiness is not of much concern in places where there is no school, or not a school providing a quality education within the given environments.  Access to school is so unequal in various parts of the world and even more unequal when we think about gender equity.  The Millennium Development Goal addresses the need for universal primary education, with equity — specifically gender equity. 

                     .                                  
At the OMEP World Assembly last month, they struggled with a request from UNICEF to develop a universal or global program quality measure.  It was decided after much discussion with people from majority world (poor world) and minority world (and other developed countries) that it is not possible to develop a list of specific criteria to measure quality across contexts. They took the issue of sanitation and hygiene, and then even narrowed that to hand washing. For example, teaching little kids in California to wash their hands properly is one thing, and an important one at that. But how can we measure the quality of what we do here with hand washing, with the same instrument we would use in Kenya or Nigeria where there is no clean water and no soap?  They even studied the role of traditional play.  If they were to use the same instrument or criterion to measure the quality of play experiences in a preschool in the US and Sweden, the US would not score so well, but the comparison would be acceptable, since the two countries have relatively similar discourses around play.  However, that measure would not work well at all in, say, Hong Kong, where there is no space for outside yards and where most parents  (and most teachers) think play is a waste of time.

Jane Kurtz, who works with EthiopiaReads, stated that this country struggles with all issues that affect young children (availability of clean water and medical help to access to books).  Here in the US, we have parents that are actively engaged in reading to their children, starting at preschool age if not before.  However it is rare in Ethiopia for homes to have books, where parents cannot read.

                           .                  .
References:

Harvard University’s “Global Children’s Initiative” website, http://developingchild.harvard.edu/initiatives/global_initiative/

Wagner, J., personal communication, July 26, 2011.

Kurtz, J., personal communication, July 26, 2011.

Sharing Web Resources

As I continue to explore the vast information as I work with Water.org I am devastated at how many children are affected by the lack of water and the detriment this it is producing.  Children in poor environments roughly carry 1,000 parasitic worms in their bodies at any time. And when I read that more people in the world have cell phones than toilets, the lack of cleanliness being the world’s biggest cause of infection.   How does one not look at this issue and want to make a change.

As I receive and read their newsletter and gain information through their site, I am captivated at how much effort is put into different areas of solving this huge problem.  We mostly hear of undeveloped countries or those ruined by weather conditions as having water problems, but through these outlets you can choose a community to track, donate to the endeavors, and follow their progress through weekly updates while making a world of difference.  I have chosen to track Haiti, one of the poorest nations with about 10 million people struggling daily to live. Practically 40 percent of this country's population collects water from creeks and streams, which is not clean or safe.

The Water Management Committee and The World Health Organization reinforce the issue that this is a universal concern and through political interest more is being heard and seen about the troubles throughout Haiti.  Politicians are looking beyond their agenda showing us that this is a battle we all need to invest in so that all children, especially girls.  Girls and women are the first to be affected by destruction as they shoulder the burden of caring for those who fall sick from dirty water or they drop out of school once they reach puberty because there are not separate sanitation facilities for boys and girls.  Improving health outcomes throughout communities and increasing girls’ enrollment in schools is the goal within many areas.  As politicians devote their time and effort we see contracts being issued and signed reinforcing the legality and commitment to laws and agreements made to institute health seminars to educate adults and children. 

As I reflect on the water problem and the quandaries of young girls not being schooled and taking on the traditional role of caregivers, I am amazed and changed after just weeks of study.   I am more mindful of how much water I use and take for granted.  I think about the many families do not have access to water and cannot carry on what we consider to be the important tasks of the day.  How women are affected which ultimately changes the outcome of the children.  I cannot imagine the stressors either have to endure that shapes the people they become.  As I see pictures and read articles, I am overwhelmed with a sense of joy as women and children are all jovial and take pride in each other’s company, as they learn from each other.  However, what a difference a donation of $25 would make.  With this donation children can have clean water for life!  Yes, an astounding $25.

Reference
http://www.water.org/