Intervention In Early Childhood Education Essay

Intervention In Early Childhood Education Essay Studies have shown intervention in early childhood may be crucial for the development of a child. According to Siraj- Blatchford, it is believed that children who have access to early childhood care and education may fare better in their future development. Government bodies advocate for intervention in early childhood as they believe that children from poor background may have equal chance to move out of the poverty cycle through education. However, it may be challenging to provide quality early childhood care and education to combat poverty. The relevance of early childhood models, social and cultural context, co-ordination within families, communities and government bodies play an important role in developing appropriate intervention programme to help children in poverty reach their full potential in mental and social development (Siraj-Blatchford). Context ( what are the legislation UNCRC, ECEC, NGO, statistics on what is happening globally, definition of term) The context of poverty differs in developed and developing countries. Developing countries may refer to countries in Africa, South America and Asia where there is a lower standard of living, for example, in healthcare and education. In developing countries, some of which may be torn by wars and internal conflicts, children live in hunger, poor health and poor nutrition. In these countries, poverty may be translated to high infant and child mortality, lack of education and surviving on less than a dollar a day (Penn, 2005). Developing countries may receive fundings from non-governmental organizations such as World Bank, International Monetary Fund, World Trade Organisation and United Nations to finance programs to bring the people out of the poverty cycle. According to Conleys human capital theory, investment in young children will bring the greatest return to society in the future. This is concurred in the human development case as explained in Siraj-Batchford, which states that intervention in early years will prevent loss of development potential in the children. Early childhood is a crucial period of development, poor health and nutrition which may arise out of poverty have negative consequences on the child. Early Childhood education and care (ECEC) has the potential to help children in poverty develop and equalize life chances. As such, much significance is given to ECEC in policies development globally. Developed countries may refer to the countries in the Organisation for Economic Co-operation and Development (OECD). In developed countries, some government measure poverty as family earning less than half of the median income. In other countries, poverty may refer to people who cannot make the minimum requirement which is need to love as set by their governments (Penn, 2005). Poverty in developed countries may arise as a result of migration. Statistics have shown that UK and USA has the highest child poverty rate (Wilkinson Pickett in the Spirit Level, 2009) and Penn , 2005. People may migrate to the cities to seek employment or to move from countries in conflict. Statistics has shown that 1 in 37 people in the world is a migrant in search of work (Penn, 2005). As they go to the cities to seek employment, they may end up in low-paid job and both parents may need employment. For some mothers who stayed with their children in their hometown, they may need to seek employment in their hometown. As such, demand for child care services increases. In developed countries, government invest in early childhood care and education on the understanding that people contribute to the nations wealth. The economic benefits generated from investment in ECEC will churn greater gains in the future as it will lower health and social risks, like crime rates. In return, it will improve childrens development which is translated to jobs skills and higher worker productivity in future ( Siraj-Blatchford) Another rationale for early intervention in ECEC is the social justice case. All people should be given equal chances in life. Government has a responsibility to ensure all people has the same rights to education. Moreover, it is through education that people learn the fundamental attitudes and values to do well (Siraj-Blatchford). United Nation Convention for Child Rights (UNCRC) and every child matters (2006) states that all children have a right to life and governments must ensure that all children survive and stay healthy. Countries which have adopt the UNCRC therefore advocate for early childhood intervention plan. Non-governmental organizations like World Bank, IMF, WTO also understand the significance of ECEC and provide fundings for ECEC programmes in developing countries. Discussion (start by telling about developed and developing world, brofenbrenner) Findings ( Critique for intervention) govt need to be more realistic in addressing chn needs Government may set up non-profit organization to provide ECEC for children, for example , Head start program, which provides large scale early childhood programme which shows significant short-term benefits. However, long term benefits are not clear (Garces). Research by Obama administration show it provides little benefits to the children. In addition, survey by the US government show there is lack of qualified staff and health care professionals which will have adverse effect on the development of the children. Inequality of quality and access as private sectors tend to cater to the affluent and not set up in poorer regions of the countries Challenges to ECEC in developed countries may include lack of funding, inadequate co-ordination of the agencies involved, quality of programme and lack of qualified staff (Waller, 2009). Another challenge in developed countries is that one of the objectives of ECEC is to enable women to have equal participation in the workforce and to enable chidlren to learn and socialize (Penn, 2005). Early intervention to curb poverty is not the main priority, as such, this is another reason why ECEC is left to private operators. In USA, ECEC is left to individual providers so the quality of care and education is variable and there is inequitable access to these services. Individual providers are also more likely to set up ECEC centres in urban areas and this may be incompatible with the government aim to provide quality education for all children. Starting strong describe the progress made by OECD countries to implementation of ECCE However, there are some successful ECCE model in other countries, such as Te Whariki in New Zealand. The curriculum includes content which meets the needs of the people in the cultural and social context. As such, it applies to the children in the setting. It is also true for Reggio Emilia, which is highly successful as it is based on the local context where it promotes communication between adults and children (Waller 2009). These ECEC models work in the place where they originated because it caters to the social and cultural context of the people. Evidence is highly specific to certain group and programme cant be transferred Although NGOs like World bank provide fundings to developing countries for education, their priority lies in primary education (Coraggio, 1996). ECEC programme were mostly operated by private entrepreneurs and community-based (Penn, 2008). In addition, these ECEC programme were adopted from ECEC models developed in the western countries. These models may not be relevant in the developing countries. Most NGOs, for example, World bank is seen to concur on research studies done by Western institutions on child development. Decision to invest in ECEC programmes have been based on the experiences and practices of ECEC in developed countries (Penn, 2005). Maynard and Thomas(2004) noted that ECEC is given low priority in government policies in developing countries and they are usually maintained by private sector, or NGOs. As a result, faces of the following problems, developing countries (using developed countries model in developing countries) Lowly qualified teachers Irrelevant curriculum Inappropriate assessment Taught in foreign language , eg Malawi has oral language Parents cant afford school fees, clothes, shoes Children too hungry to learn Chidlren needed to help at home Stigma of AIDS/HIV shun by communities As in the case of Malawi, the ECEC set up in rural areas are community-based with poor program and unqualified staff. In addition the stigma of AIDS keep some of the children ostracized and as a result did not attend ECEC. Furthermore, Malawi has only oral language so it is a challenge to teach literacy to the children (Clark Tucker, 2010). ECD (urban intl org) CBCC (community based) Developing countries ECEC may widen the gap for intergenerational poverty as poor children may not have access to ECEC. Studies in Peru show that 30% of children whose mother have low education do not attend ECEC (Woodhead). UNCRC set rules on child rights but countries may not adopt them Even for countries who adopt UNCRC, they may made ratifications which may go against the interest of the child, for example, education for girls in certain Islamic countries . However, it has been noted that ECEC brings changes to the child for example, in the case of Mother-Child Education Programme in Turkey (Bekman) which involves mothers, it brings positive changes in the childs key environment and relationship. Studies show that these children enjoy higher education which result in better employment. Arango et al concur ECEC alone does not help, need active involvement from families, communities and all stakeholders to make it successful PROMESA in Columbia. 20 evaluation of program in various countries in Africa, South America and Asia show positive results Conclusion Most of the ECEC models are developed in Western countries where their chidlren accounted for less than 10% of the popuation in the world (LeVine, 2008). As in Brofenbrenner theory, the family and community (environment) has direct and indirect impact on the development of the child. This is one of the reason ECEC models cant work in developing countries where the cultures and values are totally different from where they originated (Penn 2005). Family values in developing countries may be different from Developed countries and intervention in ECCE may not be relevant (video-Babies)As in the case of PROMESA, when the parents, teachers and community are involved in the programme, they have positive effect in the child and thus make the programme successful. This is also true in the mother-child education in Turkey. As such, steps have to be taken to modify the ECEC program to include local context and to take into account English is not the main language in some of these developing countries. It would be beneficial to train local workers to be qualified educarers as it would provide employment and at the same time to be able to impart relevant skills in local context. Governments and NGOs like UN, World Bank should place priority on early childhood education instead of Primary Education. Perhaps Article 28 of UNCRC should be changed to all children should have the right to education instead of primary education.

The Yanoman :: essays research papers

The Yanoman This ethnography is about the Yanomam. Most people will think of these people as 'primitive'. But we do not consider the fact that these people look at us and call us 'primitive' and 'subhuman'. This is why it is important to judge these people with an unbiased mind. The Yanomam are Indians that live widely scattered in southern Venezuela and northern Brazil. They usually live in villages of 75 to 80 people. But there are villages in which there are as little as 40 people or as many as 250 people in a single village. The Yanomam live by a combination of horticulture and foraging. Each household in the village clears their own land and cultivates it themselves. Chiefs, who have to produce more food to meet their obligation to provide hospitality, commonly receives help from others. A village can produce all of its needs from only three hours worth of work per person. One characteristic of the Yanomam is that they are accustomed to violence. Violence is a part of their lives because of their values and culture. Because of this, the Yanomam live in a constant state of warfare. Warfare appears as a main interest supported by a set of beliefs urging strong villages to take advantage of the weaker ones. A regular series of degrees of violence has been institutionalized. It ranges from chest pounding to side slapping. Both are likely to cause injury or death. The Yanomam do not utilize much technology except in their weapons. The main weapon produced by the Yanomam are arrows. They make arrows that are six feet long. These arrows are very accurate. Arrows not only serve as weapons but as valuable possessions that are commonly exchanged as gifts among the Yanomam.   Ã‚  Ã‚  Ã‚  Ã‚  Villages that are nearby may sometimes ally. One reason in which the ally is so that they can team up against another larger village. In order to demonstrate their friendship towards each other, the two villages trade and feast.   Ã‚  Ã‚  Ã‚  Ã‚  The men drug themselves on a daily basis with a substance called 'ebene'. It causes for the eyes to become watery. Another effect of this drug is and excessive production of mucous. The recipient allows for the mucous to drip freely from each nostril. It is believed among these people that the usage of this drug will have an effect in which bad spirits are relieved of.   Ã‚  Ã‚  Ã‚  Ã‚  The dead are highly respected in this culture. Once a person dies, it is forbidden to mention the name of the person ever again. It is considered an offense to mention the name of a family member that has passed away.

Experiences of Migration

Military University Experiences Of Migration For hundreds of years migration has been the topic of discussion as individuals or mass groups have migrated away from their homelands In search of alternate residency elsewhere throughout the world. Much like today, the 19th century migratory have been faced with a plethora of different types of reactions by their newfound territories Including both positive and negative In nature. Many Individuals exhibited numerous viewpoints Including the various governments who understood the advantages tot immigration.Immigration certainly holds the potential to live a more lucrative elite In another part of the world as most immigrants enjoyed the venous employment opportunities and enhanced lifestyles. Although some immigrants traveled with their families. There were Individuals who set out to find a new life while leaving their loved ones behind. In one such case, and individual by the name of Taffeta Broker. ‘Ã'Ÿaka was left behind in Wars aw Poland as her husband sent out to find a new existence. Unfortunately for Taffeta. Re husband never returns as we read in her correspondence to him. 893. Dear husband; up to the present I live with Rabbinic. I am not very Well satisfied, perhaps because was accustomed to live for So many years quietly, With you alone. And today you are at one and Of the world and I at the Other. So when I kick at strange corners don't know what to do from longing and regret _ You wont forget me, that you Will remain noble as you have been I have only the sort Of the friends think that I own thousands and from time to time Sorenson comes to me, skins me to lend her a dozen rubles. 1894. P to the present I thought and rolled that you would still come back to Warsaw, but since you write that you will come I comply with the will of God and with your will. I shall now, the days and weeks until take me to America Such a sad elite ! Go almost to nobody, tort as long as PU were in Warsaw everything was d eferent. Formally we had friends, and everybody was glad to see us, while now, if I go to anybody they are afraid need something from them and they show me beforehand and indifferent face (Hunt et al. 012, 778). Forward and left loved ones behind.For the ones that did follow their loved ones, their experiences were that of excitement, apprehension and anxiousness as these immigrants were met with both open arms and rejection as the population receiving the immigrant's viewed these people as deserters and without patriotism. The following: gives us insight of the feelings from one immigrant as he is traveling to Im bound for young America, farewell old Scandinavia. Vive had my America. Fill of cold and toil, all for the love of mother soil. You poets with your rocks and rills can stay in starve-on words, no-frills.They are, out west, a man breaths free, while here one slaves, a tired bee, gathering honey filled the hive of wise old rulers, on us they thrive. In toil we over before th eir thrones while they take to slumber like lazy drones. Drunk with our nectar they've set us affright, but opportunity has knocked, and will take our flight (Hunt et al. 2012, 779). It is clear, that at least for some, immigrants left their homelands in search of freedom along with economic stability hat they felt could not be provided in their own country.

Comparing Frosts The Road Not Taken and Weltys A Worn...

Frosts The Road Not Taken and Weltys A Worn Road Introduction Frosts The Road Not Taken and Weltys A Worn Road are two of the most common additions in anthologies of American literature. They both depict quintessential aspects of American life, though in different regions. Moreover, they depict American life in colloquial American language with uniquely American characters. Both works depict the journey of lone travelers on rural forest roads. Thesis: The forest symbolizes uncertainty and is used to illustrate the danger and the possibilities that one will face on a journey. The road itself symbolizes the trials of life out of which individual character is determined. Background The Road Not Taken, by Robert Frost Robert Frost was one of Americas most beloved poets during the twentieth century. He was beloved by popular readership and critics alike. Frost is best known for his depiction of rural life in New England. His poems abound with now-classic images of auburn-colored leaves in the autumn and snow-capped trees in the winter. Frost is also noted for the philosophical nature of his poetry. The Road Not Taken, written in 1916, demonstrates both of the qualities which Frost is known for. It uses the metaphor of a fork in a forest road to illustrate the way we make decisions in life and how we reflect on those decisions. The poem is written in first-person narrative format, from the perspective of the traveler. The Road Not TakenShow MoreRelatedThe Road Not Taken, by Robert Frost and A Worn Path, by Eudora Welty2347 Words   |  10 Pagesauthors of the various literature forms. For this assignment, I have chosen to compare and contrast two separate literary works from â€Å"Journey into Literature† (Clugston, 2010), with similar themes. . The poems I will discuss are â€Å"The Road Not Taken†, by Robert Frost and â€Å"A Worn Path†, by Eudora Welty. I have chosen these works over the others in our course text because they both offer a deeper look at life, from an outside perspective, as the reader looks into the lives of the main characters and relates