NIEER's Contribution to my greater understanding

I am always grateful for the depth and quantity of information shared by the NIEER website (nieer.org).  Not only do they offer information covering the broad expanse of early education, but they also collaborate with other organizations which work more specifically within the field.  Over the past month, along with reporting their own research, the online newsletter Preschool Matters…Now! offered articles from CEELO (Center on Enhancing Early Learning Outcomes and NAEYC PDI (National Associate for the Education of Young Children, Professional Development Institute). 

This week, to coincide with this week’s topic of the economic impact of early childhood education and development, there were several articles related to budgets and spending.  Several states posted updates on the economic payback for universal and/or non-regulated preschool, pre-Kindergarten and full-day Kindergarten programming.  It saddened me a bit to think that there are so many children nationwide who will suffer a future with less due to a lack of opportunities in their youth; however, at the same time I was enlightened by how many states were actively working toward improving early childhood conditions.  The more we can share our knowledge, the greater importance we can bring to the topic at large.

One of the most interesting articles I read this week had to do with achievement gaps.  Not only can we now recognize the well-established achievement gap between the lower-income and higher-income families, but there is now a gap developing between what would be considered “middle class” and “wealthy” defined in “lay” terms as the opportunity gap (McManus, 2014).  Up until recently, there has been an obvious income disparity which has resulted in conditions of poverty among a large sizable portion of the nation, however education used to be the way out for those forced to live modestly.  Currently, as the economic gap widens, the “have nots” are suffering more than ever and the effects are reaching an ever-growing population.  What the United States refers to as the middle class has taken a huge hit over the past decade regarding economics, employment opportunities, and housing.  As such, they are now also experiencing an opportunity gap as the top pulls away from the middle.  Research has shown that the most obvious difference is among children in the first few months of Kindergarten.  When testing is conducted at this point it indicates just how important preschool education and high-quality out-of-home care can be—something that many “middle class” families have put on the backburner in order to pay for more immediate expenses.

References

McManus, D. (2014, May 18). To achieve the American dream, mind the opportunity gap. Los Angeles Times.  Retrieved from http://www.latimes.com/opinion/op-ed/la-oe-mcmanus-column-opportunity-gap-20140518-column.html

NIEER. (n.d.) National Institute for Early Education Research. www.nieer.org

Poverty Insights

Gathering information from international sources has been a challenge for me.  I have reached out to several associates from several countries without success.  I did, however, manage to connect with a professional from Puerto Rico.  Unfortunately, I have yet to receive a response regarding my inquiries about poverty in her region.  I still hope to hear from her and will be sure to post her insights, suggestions, and struggles when I do.

In lieu of an actual conversation with a  citizen of Puerto Rico, I have chosen to follow the lead of some of my other colleagues and perform some independent research on the challenges faced by residents of the island.  The relationship between the United States and Puerto Rico has made this even more interesting in that we share a responsibility through Congress to ensure their well-being, yet they operate as an independent nation. 

Puerto Rico, in 2009, reported that a staggering 41.4% percent of people lived below the poverty line.  What makes this statistic even more remarkable is that, as they do not recognize the Federal Poverty Line established by the United States they use their own figure, which is significantly lower (by almost half) than what is used across the nation.  This disparity is reflected in data presented by CNN in 2012.  They stated that 56% of Puerto Rican children live below the poverty line, compared to 22% in the U.S.  They also reported that over 80% of children overall live in high-poverty areas, compared to 11% in the U.S.  What was left unmentioned in the report was which poverty line they were using to conduct the study, so these figures may be skewed.  Regardless of the standard used, the figures are quite disappointing.

Several factors also add to troubling living conditions for the commonwealth, including high pollution, high unemployment,  and low wages for the adults that manage to work.  Due to sub-par living conditions, most families have taken it upon themselves to try and make repairs to homes, streets, and sewer systems without the help of the government just to be able to live.  This takes valuable time away from wage earning for adults and schooling for children, especially the older boys.  Generally speaking, women are left to tend to the younger children and provide food, much of which is provide by the Food Stamp program of the U.S.

While the relationship between the United States and Puerto Rico, is not easily defined, it is certainly one that needs tended to.  The small island nation provides great value in agriculture and tourism, yet living conditions for residents are deplorable.  Perhaps by targeting some of our resources and building strong partnerships among government officials, we can help them feel as though they are a valued part of our economy with the ability to positively contribute to the global community.  This would allow us to lend a helping hand and for them to become more self-sufficient and a critical player in the world.

What we see

What they live

    

References

Alexandrino, D. (2012, August 1).  Study: Puerto Rico’s children mired in poverty that dwarfs rest of U.S.  CNN. Retrieved from http://www.cnn.com/2012/08/01/us/puerto-rico-child-poverty/

Welcome to Puerto Rico (n.d.) Economy. Retrieved from http://www.topuertorico.org/economy.shtml

Sharing Web Resources

I have been greatly impressed with the amount of information that I have been receiving from the web resources to which I have subscribed.  In a day and age where every second is precious, I am thankful that I am able to keep up on the latest research research and data by simply opening my email.  Additionally, I visit several other websites and follow embedded links from relevant articles.  In this manner, I am able to keep myself connected to areas of Early Childhood that I am not otherwise exposed to in my daily work.

In my previous post, I mentioned NIEER (National Institute for Early Education Research; nieer.org; preschoolmatters.org).  Their blog, "Preschool matters...today!", provides detail regarding some of the most current early childhood topics in our nation.  They also provide a monthly newsletter relating to all topics in the field of Early Childhood with reference to research, policy implications, and practice.  I have had the opportunity to read updated opinions regarding play in the classroom, literacy, mathematics instruction, the relevance of scientific concepts, and general misconceptions in the profession.  I have been pleased that the content spans the United States and often includes a discussion of new political matters.

Most recently, I was provided with information regarding "The State of Preschool 2013: State Preschool Yearbook".  The article discussed trends among state funded  preschool programs in light of budget adjustments.  While there has been some increase in "per student" funding in the last year, programs and children are still suffering.  Noteworthy strides are being made toward increased funding and critical benchmarks being met, but NIEER has suggested that “If ever there were a time for leaders at the local, state, and national levels to unite in their efforts to provide high-quality preschool education to our next generation, this is it” (NIEER, 2014).

 Arne Duncan, U.S. Secretary of Education, called for just such participation on a media call discussing the Yearbook. “We just need Congress to catch up and pay attention to what is happening in the real world,” he said. Duncan added:

“Today, nationally, as the NIEER Yearbook shows, fewer than 30 percent of 4-year-olds are enrolled in state-funded preschool programs, and 10 states still do not offer it at all. Sadly, we’re 25th among industrialized countries in enrollment of 4-year-olds in early learning. If we’re going to lead in the global economy, we must do better – in countries like Germany and Japan, more than 95 percent of 4-year olds are enrolled in early childhood education. Quality early education can be a game-changer for the kids who need the most support.  It’s good for them and their families, and for our country’s long-term economic success.  Ultimately, it’s an investment in our collective future.” (NIEER, 2014)

Alongside the information I receive from NIEER, I also frequent the websites for PBS, Hatch, NPR, NAEYC, YC (Young Children) magazine, Let's Move!, and other STEM related resources.  I also often enjoy the articles presented in the resources for our coursework and local links provided to me through my memberships to museums and associations in my area.  

Thus far, the majority of the information I have researched related to the field of Early Childhood Education has been in a broad, pedagogical framework, or in a manner specific to my area of specialization or need.  I look forward to the contributions of others I follow, so that I may broaden my horizons to become more knowledgeable in my field of study.  I whole-heartedly enjoy learning from others and frequently feel more enriched in doing so.  I also anticipate learning about what is on the forefront of others' minds and which issues relate to them directly in their own work.  I have to admit that pursuing my Master's in Early Childhood has not only deepened my commitment to the field, but also afforded me the opportunity to gain perspective in relation to issues in other parts of my working world. 

I thank each and every colleague of mine for aiding me in this process!

Establishing Professional Contacts and Expanding Resources

Establishing Professional Contacts

I have to admit that I was both intimidated and exited by the proposition of working with international professional resources.  Establishing professional contacts outside of the United States, truly made this part of the journey real for me.  

As such, I have attempted to contact three figures in the field of Early Childhood.  Through The Global Alliance of NAEYC, I have attempted to contact Gerda Sula of the Step by Step Center in Albania and Yvonne Dionne of The Canadian Child Care Federation. Learning about conditions in Albania has interested me since I learned that it is the country of my neighbors' ancestry.  They are first-generation immigrants from Europe and we have shared many an evening discussing the differences between Albania and the US and how they are torn between their happy memories of the "old country", the fear they felt before they left, and their desire to provide all they can for their children. 

I also chose to attempt to make a Canadian connection, because while I know that there are many similarities between our two countries, I am also aware that they handle their politics quite differently.  I am curious to learn how this affects decisions made in the field of Early Childhood Education.  I am also interested in whether of not speaking multiple languages creates differences among the Provinces.

Outside of the suggested resources for the week, I have also attempted to contact author and child literacy advocate Mem Fox.  She currently resides in Australia, which I have always wanted to visit, and I have always appreciated her candid attitude toward issues that we take quite seriously.  After perusing her website, I learned that she will be traveling here to the US later this month as she visits both New York and Hawaii.  As such, I am unsure as to whether she will even have time to respond.

As I eagerly await my responses, I took the opportunity to join the World Forum Foundation and explore WoFoNet.  I subscribed to receive notifications from the group ECE Researchers: A New Opportunity to Connect with Others Around the World, but otherwise experienced some difficulty navigating the site.  I plan to give it another go and am excited to see more of what the site can provide in the event that my other contacts do not work out.


Expanding Resources

I became a member of NIEER (National Institute for Early Education Research) a few months ago in an attempt to broaden my research pursuits after finding a reference to a college in my area that had contributed greatly to Early Childhood pursuits.  This organization covers a wide array of EC topics such as Special Education, Quality and Curriculum, State Programs, Access, and several others.  I currently receive newsletters and blog updates from the organization.  I am glad that this current class will force me to keep up on their new information.  Sadly, I have been saving most of their notifications in a special email folder, but have yet to find the time to sit and read through them.  Thankfully, this will now be a part of my coursework.  I encourage everyone to check out this site at least once--there is a wealth of current information to devour.  

I am excited to see what becomes of my attempts over the next few days and how I can use it to my benefit to help improve Early Childhood conditions.