I chose to look at the Early Childhood Development
Virtual University (ECDVU) Sub-Saharan Africa (SSA) website. I noticed that the majority of the
current international research topics are similar to the research topics created
in our class and what is currently happening in the United States such as
interactions and factors that influence child development. Two distinct themes that I noticed were
centered on Indigenous research and research about parents. First, the Indigenous research is seen
through several of the research topics.
It reminds me of the cultural competence research that is being
conducted in the United States.
The researchers in Africa are working on incorporating their heritage
and Indigenous culture whereas in America we are researching new cultures that
are entering our schools and incorporating them.
Second,
I noticed a lot of the research topics being centered on parents and their
involvement in early childhood.
Some of the topics that I noticed were research around how to involve
fathers more in early childhood, how to collaborate with parents, and parents’
perception of developmental needs and quality in early childhood. I have seen research in the United
States that recognizes the importance of the parents’ role in early childhood
and ways to create partnerships.
However, these research topics seem to zero in on specific ways to get
the parents’ views and how to involve them in early childhood. I was particularly drawn to the
research about involving fathers in early childhood and child development. At work the other day we were
discussing providing more information for fathers and how to include them. I am going to share this research with
them and see what we can incorporate into our work.
Another
idea I had when researching this website is that I have found a place with
research that could prove useful in my Cultural Competence Breakthrough Series
Collaborative. From my research I
learned more about early childhood in Africa. I like how they are training their professionals and future
leaders. They use a general
curriculum that allows for a learner-focused approach. They also use a community of learners
strategy that reminds me of communities of practice. I love communities of practice in early childhood and feel
like more should be happening. I
think they could strengthen and further professionalize our field.
One
other piece of noteworthy information came when I was researching the funders
for this university and program. I
noticed that some of the top funders were UNICEF, World Bank, and the Dutch
Government. I am not sure why but
I just found this interesting, especially the funding from the Dutch
Government. Living in North
Carolina where it seems the state government does not support education at any
level, it was reassuring that some governments do support it and we can look to
them to improve our funding practices.
Myra,
ReplyDeleteParent involvement is always something I find that directors are constantly working on. It helps the children feel a connection between home and their "school". I also found it very interesting that this is a hot topic in other countries as well. From my own experiences of parent surveys, communication is always something that they are asking for. What are ways you have addressed this issue? What are other things you would do to increase parent involvement?
Amy,
ReplyDeleteIn my current job we have a parent and community outreach program. However, I am not heavily involved in this aspect but I do hear their concerns about including more families, especially fathers. When I was a teacher, I did my best to constantly communicate with the parents. For those that gave me cell phone numbers I would text them and send them pictures of their child while in activities in the classroom. So many of my parents loved how they would get a random text/picture from me during their day to let them know how their child was doing. I would give parents a question of the day to ask their children to spark conversations. I would create activities in the classroom to encourage parents and children working together. This of course did not work for all parents. But I did talk with every parent about which forms of communication and involvement worked best for them. I admit I had a happy set of parents and they were devastated when I left the classroom. I still keep in touch with them and how their children are developing. I created relationships that have lasted.
Myra