Consequences of Learning

I cannot believe these eight weeks have to come to an end. I enjoy reading my course mates blogs and comments. Thank you for being supportive during these weeks!

There are numerous of consequences of learning about the international early childhood field. High-quality early learning and care are fundamental to ensuring educational excellence and children’s readiness to learn. Twenty-five years of research and analysis have shown that children in high-quality early learning and care programs are more likely to graduate from high school, attend college, and earn more as adults. A consequence of the national failure is to provide all young children access to affordable, quality early learning and care. Another consequence would be language ability. Many children and teachers are unable to speak bilingual. Being bilingual can provide better ways to communicate better. Different ethnic backgrounds can also provide a consequence when learning about international professionals. Having a Different ethnic background can encounter problems if you are not aware of what is going on. Many parents and families have different beliefs and it is up to the early childhood professionals to understand them. My goal as EC professional is to become aware of all ethnic backgrounds of the children that I am working with. I want to be able to relate with them in ways that I can feel like someone they can trust.

Quality Education

UNSECO have many beliefs on quality education. The first step in making such decisions knows what makes a program “high quality.” Research suggests that the most effective programs are center based — preschools, nursery schools, learning centers, and the like. Center-based care does not encompass programs operating out of a caregiver’s home or programs involving only caregiver visits to a child’s home.

Strong evidence pointing to the benefits of high-quality early childhood education, and how to achieve them, comes from carefully conducted short- and long-term studies. The studies compared school and life outcomes for participants in the program to those of a randomly selected control group of children who did not participate. Although the programs varied in duration, the age at which care began, the curricula used, the characteristics of the families and children, and some of the social and health services provided, the results are remarkably similar. At risk children who participate in high-quality, center-based programs have better language and cognitive skills in the first few years of elementary school than do similar children who did not have such experiences. They tend to score higher on math and reading tests, and they are less likely to repeat a grade, drop out of school, need special education or remedial services, or get into trouble with the law in the future. They also tend to complete more years of education and are more likely to attend a four-year college. These and other studies also found the most significant benefits accrued to low-income and minority children and those whose mothers had a high school education or less.

Excellence and Equity of Care and Education for Children and Families

I continue to view the organzation Voices for Children. This organzation takes pride in the things to they for children. They also have many promises for and education as well as teachers. They believe that education in its broadest sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another through institutions.

In education, a teacher is a person who provides schooling for others. A teacher who facilitates education for an individual student may also be described as a personal tutor. Many teachers carried out these roles for children in Voices for Children. The role of teacher is often formal and ongoing, carried out by way of occupation or profession at a school or other place of formal education. A teacher's role may vary between cultures. Teachers teach literacy and numeracy, or some of the other school subjects. Other teachers may provide instruction in craftsmanship or vocational training, the Arts, religion or spirituality, civics, community roles, or life skills. Voices for Children provide many news letters which I found very insightful. http://www.voicesforchildren.org/