Final Reflections on Research

Early childhood research has had a major impact on the field.  Much of what I have done professionally for the past 7 years has be related-directly and indirectly- to early childhood research.  I have learned so much about research in this course that it is hard to know where to begin.  Research is an area that I have been involved in and used on a regular basis, yet I really knew very little about the topic.  While I will probably never be totally comfortable with research, as a result of this course, I feel more confident about using and being involved in research. I now feel like I have a better understanding of the factors involved in the research process and about how to analyze research.  I also have a much greater appreciation for researchers and for all of the components that they take into consideration when conducing research.  While it was challenging at times, creating our own research study was great way to apply what was being learned.  One of the most important things that I learned from this class was about the different types of research and how this impacts the entire research process.  Because of this class, I will be much more cognizant of the type of research approach used in research studies that I use.  This class also gave me the chance to reflect on the research in which I have been that involved.  I now have a greater appreciation for those who conduct early childhood research and for those families, children and early childhood professionals who agree to be part of research studies.  I strongly believe that research has had a major impact on the field of early childhood and has the power to continue to move the field forward. 

I want to take this opportunity to thank each of you for making this class so interesting, exciting and meaningful due to the information you shared and and your feedback and support.  It was comforting to know that there were others who were worried about taking this class.  

I also want to take this opportunity to thank each of you who I have had the great pleasure of getting to know during the past 5 classes.  I have learned so much from each of you and have the utmost respect for the work that you are doing.  Unfortunately,  the program that I am working for is closing at the end of July.  Because of the uncertainty about my employment, I will be taking a leave of absence from the Master's program at Walden.  I hope that this will be a brief leave and that I will meet some of you in future classes.  Good luck to each of you! 

International Research

The website that I chose to explore is the Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) found at http://www.ecdvu.org/ssa/index.php
http://www.ecdvu.org/ssa/major_reports.php

Following are three of the current international research topics that I found on the website:

• ·      Parents’ and Other Caregivers’ Perception of Early Childhood Development Needs and Quality: A Study of the PLAN-Assisted Programs in Bawjiase, Ghana
• ·      Involving Fathers in Early Childhood Care and Development
• ·      Strengthening the Capacity of Grandparents in Providing Care to Children Less than 8 Years Old Affected by HIV/AIDS

I was surprised to learn that a virtual university such as this existed. According to the website, the following options are offered through the School of Child and Youth Care, University of Victoria, Victoria, B.C., Canada:

• ·      a three-year Masters degree  
• ·      a one-year Professional Specialization Certificate program  in co-operation with African-based universities
• ·      and a one-year Grad Diploma program

It is an interesting concept and the feedback from the students was a testament to the program and what the students gained from being part of this program.  According of the website, the goal of this program is to build capacity through:

• promoting Regional ECD Networks
• supporting In-Country Development
• utilizing Computer Technology
• identifying Indigenous Knowledge
• stimulating Local Solutions
• accessing International Expertise
• delivering Meaningful Training

When reviewing the research topics on this site, I found that many of them addressed common concerns that impact the field of early childhood no matter the geographic location such as the quality of early education, paternal involvement and strategies that influence school readiness.  I liked the fact that this organization promotes indigenous knowledge and problem solving at the local level and uses a community of learners approach.   Integrating Indigenous Knowledge in ECD Training and Services and Utilizing Indigenous Stories in the Promotion of Early childhood Development Programs in Uganda are two research topics I found that could provide insights into cultural diversity in early childhood care and education that could be applicable in many places throughout the world.  While the research on this website is conducted in various places in Africa, it serves as a valuable source of information for anyone interested in learning more about early childhood research.

References

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA). (2011). Building Capacity.  Retrieved May 30, 2011 from http://www.ecdvu.org/building_capacity.php

Week 3-The Positive Effects of Research on Children and Families

As I was watching the national news this week, there was a story that focused on a child with lymphoma who is part of a new, targeted anti-cancer therapy research study being done at Children’s Hospital of Philadelphia.  After a relapse following traditional chemotherapy, Zach Witt (age 10) became one of 77 children who had aggressive and uncommon types of lymphoma and neuroblastoma for which there were no other treatment options and no cure.  The children in this study received a drug that had only been used to treat adult lung cancer patients.  For Zach, there was noticeable improvement just days after starting the medication.  Zach responded well to the medication and has been able to return to the normal life of a 10-year-old boy.  To date, results are promising for those children with lymphoma although the long-term outcomes remain unknown.   Zach’s parents discuss their feelings of helplessness and their fears about the experimental treatment.  This story highlights the positive impact that research can have on children and their families even in the face of uncertainty about the outcomes and possible risks. 

I have included 2 links- one to the interview with Zach’s parents on MSNBC and one to information about the research study. 

MSNBC Nightly News (2012, May 16). He’s living a full, happy life. [video] http://www.msnbc.msn.com/id/3032619/vp/47451891#47451891

English, T. (2012, March 17).  Study on targeted medicines shows different front of cancer battle.  Retrieved from Newsworks website:

http://www.newsworks.org/index.php/homepage-feature/item/38610-study-on-targeted-cancer-medicines

Week 2-Research Topic

I am very interested in the area of infant/toddler mental health and so have decided to focus on the subtopic of effective tools for assessing infant-toddler mental health that can be used by parents and teachers.  I am especially interested in the Ages & Stages Questionnaire: Social Emotional (ASQ:SE) because it is widely used by many of the childcare centers in the community where I work.  I have been trained in and have used the Devereux Early Childhood Assessment and so am interested in comparing these two instruments.  I am also interested in finding out more about strengths and weaknesses of each of these instruments and any limitations especially when used for children facing multiple risks and used by teachers with limited experience or formal education.   I am also interested in learning more about the impact of culture on screening outcomes.

I chose this topic because for infants and toddlers social-emotional development is a critical factor that influences all areas of development and has a long-term impact on child outcomes.  It is difficult to think that very young children can have serious mental health and behavior issues; however, I have been faced with working with such children, especially those children facing multiple risks.  Caselman & Self (2008) point out that “Rates for social-emotional behavioral problems among children living in at-risk environments range between 17 percent and 25 percent” (p. 103).  There are often few resources for teachers working with children with social-emotional concerns.  I recently had the opportunity to work closely with a mental health consultant and so have a better understanding of this issue as well as effective classroom strategies.  It seems that being able to identify social-emotional concerns is a logical  place to start when researching this topic.   I have used both the ASQ:SE and the Devereux Early Childhood Assessment for Infants and Toddlers (DECA-IT).  I have noticed that some teachers have a difficult time completing these instruments and then really have no idea what to do with the information. 

I have learned a lot from the resources for this class and the assignments.  While I have always been interested in reading research articles, I really had not idea of how complex the research process is.   I also have a much better idea of how to analyze research and resources (in a very basic way) and of the need to do so. 

I am also having a difficult time figuring out how I will take this topic/subtopic and develop a research question.  It has also been challenging to find research information about the DECA-IT.  I would be interested in learning about how others chose a topic and how they plan to develop a research question.  I would also appreciate any insights that others might have about this topic or related resources.   

Week 8

International Reflection

1.   As a result of the podcasts and information shared by others who were able to contact an early childhood professional in another country I have a deeper understanding of the issues that face the field of early childhood across the world.  It seems that all countries face many of the same issues that we explored in this class. 

2.  The World Forum (http://worldforumfoundation.org)  podcasts and information were helpful in providing information about individuals who are making a difference in the lives for children in the U.S. and other countries. 

3.  The websites that I explored include:

·      Poverty Research and Policy Centre website (http://www.childhoodpoverty.org/).

·      Center for the Developing Child (http://developingchild.harvard.edu)

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

·      UNESCO (http://unesco.org)

Each of these website provided many useful resources that deepened my understanding about early care and education on other countries, the challenges they face and initiatives that show promise.  Each of the websites also included links to other sites that provided additional information about issues facing the field.  I was also able to learn more about some of the specific factors affecting issues like poverty and access to early education.  For instance, I discovered that the move towards a more democratic and capitalist way of doing business resulted in the loss of government jobs for many.  I also learned that in some countries like China, do not offer free education for its children.  I also learned about a tiered system for determining the professional requirements for early childhood professionals based on their role and the age of the children with whom they work which could be a helpful in bridging the gap in the United States between care and education. 

International Goal

The one goal that I have for the field of early childhood related to the international awareness of issues and trends and the spirit of collegial relations is that we find an effective way to share information and strategies.  While there are efforts to do this with the leaders of various countries, it is important that those on the front line have a forum for the exchange of information, mentoring and reflection.  

Week 7

Part 1:  World Forum Radio

This week, I listened to Episode 5: Irma Allen on the World Forum Radio.  Irma Allen is Chairperson of the Swaziland Environment Authority (the equivalent of the EPA in the United States), and a member of the World Forum Nature Action Collaborative for Children. In her podcast, Ms. Allen describes an early childhood program in Swaziland that focuses on nature and the environment.  This initiative also trains teachers and community people to be teachers in these outdoor classrooms.  She explains how the curriculum develops based on the environment.   For instance children study dew at different times of the day while at other times, the focus is on the weather.  This approach promotes a greater respect for the environment and life lessons.  Ms Allen also describes the impact of this program on a former student.  Despite the fact that the child was an orphan when he attended this program, he remembers feeling welcomed and cared about. He also carried with him an appreciation of his country and environment.  I did not get a response from Ms. Allen.    

Reference:

World Forum Radio (n.d.). Episode 5:  Irma Allen. Retrieved from http://worldforumfoundation.org

Part 2:  Exploring the UNESCO website

This week, I explored the United Nations Educational Scientific and Cultural Organisation (UNESCO) Early Childhood Care and Education website page.  As I explored this website, I found information related to several of the issues we have discussed over the past few weeks as well as information related to the definition of quality in relation to early childhood professionals as well as information related to my professional goals. 

·      One of the insights that I gained from exploring the information on the website dealt with the topic of teacher educational requirements.  The quality of the early childhood work force primarily in European countries was discussed in the policy brief The Early Childhood Workforce in ‘Developed’ Countries: Basic Structures and Education. In this brief, Moss (2004) describes the need to respond to the divide between care and education and the impact on educational requirements. Moss (2004) described a possible solution to this divide by using a tiered system for determining the professional requirements for early childhood professionals based on their role and the age of the children with whom they work.   I also have included some information that I found on a link about the need for teacher policy.

Student learning is influenced by many factors. Research on student learning shows that

 _The largest source of variation in student learning is attributable to differences in what students bring to school – their abilities and attitudes, and family and community background

 _Of those variables potentially open to policy influence, factors to do with teachers and teaching are the most important influences on student learning. In particular, the broad consensus is that “teacher quality” is the single most important school variable influencing student achievement

 _Many important aspects of teacher quality are not captured by the commonly used indicators such as qualifications, experience and tests of academic ability. Teacher characteristics that are harder to measure, but which can be vital to student learning include the ability to:

 _convey ideas in clear and convincing ways

 _create effective learning environments for different types of students

 _foster productive teacher-student relationships

 _be enthusiastic and creative

 _work effectively with colleagues and parents

(Organisation for Economic Co-operation and Development, 2011, p. 1).  

·      Another topic discussed on the website addressed the issue of inequity.  The information referred to the division between care and education in the field of early childhood that has “resulted in split systems’ discontinuities and inequalities between childcare and early education sectors due to differences in access, availability, resourcing and quality” (United Nations Educational Scientific and Cultural Organisation, n.d., Study on the integration of ECCE, para 1). This information gave me the chance to learn more about how other countries approach funding for and access to early care and education. 

·      Information related to the system of early care and education in other countries provided insight into how complex this system can be as well as possible solutions for coordination and integration.  The website points out that in most cases, various levels of education, health and social affairs systems are involved in early care and education. The United Nations Educational Scientific and Cultural Organisation website discusses the need for a coordinated system across all levels.

Reference

Moss, P. (2004, October). The early childhood workforce in ‘developed’ countries: Basic structures and education. UNESCO Policy Brief on Early Childhood.  United Nations Educational Scientific and Cultural Organisation.  Retrieved April 11, 2012 from http://www.unesco.org

United Nations Educational Scientific and Cultural Organisation. (n.d.). Study on the integration of ECCE.  Retrieved April 12, 2012 from http://www.unesco.org

Organisation for Economic Co-operation and Development. (2011, September). Teachers matter:  Attracting developing and retaining effective teachers.  Retrieved April 12, 2012 from http://www.oecd.org

NIEER Website Week 6

The website that I am researching for this class is the National Institute for Early Education Research (NIEER) www.nieer.org  

Outside Links

This week, I followed a link from the NIEER website to the Frank Porter Graham Child Development Institute website.  According to the website, the mission of FPG is to “ensure that all children have a strong foundation for academic success and full participation as caring and responsible citizens of a multicultural world” (Frank Porter Graham Child Development Institute, Advancing knowledge. Enhancing lives, n.d., para 1).  This website includes topic areas such as the National Professional Development Center on Autism  Spectrum  Disorders and the Center for Early Care and Education Research – Dual Language Learners (CECER-DLL).  This site also has many resources including webinars several of which focus on the topic of the creation of a professional development system for early childhood teachers. 

Researching One Area in Depth

The one area of the NIEER website that I decided to search thoroughly was one titled Facts and Figures.  The following sections can be found under the Facts and Figures tab:

·      Hot Topics.  This section includes videos, presentations and documents on topics such as Seeing the Learning in Play: Using Performance-based Assessment to Document and Enhance Learning in Play and The American Recovery and Reinvestment Act: Recommendations for Addressing the Needs of English Language Learners.

·      Latest Research.  This section includes reports on topics such as Preschool Program Improves Cognitive Control and Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young.

·      Presentations.  This section includes presentations on topics tanging from Worldwide Access to Early Childhood Programs: Where Do We Go From Here? to Hispanics, Language and Immigration: Gaps in the Early Years

·      Frequently Asked Questions.  This section has a series of questions and answers on a number of topics such as Assessment and Governance and Accountability.  A sample question from the Assessment section is “What support is available to help center based and home day care providers with curriculum development that implements preschool standards?”

·      Fast Facts.  This section focuses on a wide variety of facts about everything from the cost of providing quality preschool education.

·      Expert Database. Contact information for experts in the field

·      Links

This section provides links to other websites based on specific topics such as Policy and Quality and Standards

Link from the Newsletter

One of the links in the newsletter dealt with the topics we explored this week was Building the Workforce Our Children Deserve.  From this report, I learned more about some of the challenges of creating a comprehensive system of professional development for Early Childhood teachers.  Rhodes & Houston (2012) note that “Many barriers exist in the system of ECCE professional development (many call it a “non-system”): inadequate job definitions in federal workforce databases, separate funding streams for different types of programs, low wages, high turnover, limited evidence of effectiveness of teacher education and training” (p. 2).  Rhodes & Houston (2012) also point out the need to inform parents, policy makers and the public about the benefits of comprehensive system of professional development for Early Childhood teachers. 

Additional Insights on the Topic of Equity

The most recent newsletter contained 2 articles related to the long-term benefits of high quality early education experiences and the need for highly qualified and educated early childhood teachers.  The NIEER website contains many different types of information related to the topic of equity such as a report entitled Limited Preschool Access Dims Success for Latino Children—And California’s Future. One of the resources that provided additional insight into the topic of access to early education came from an article entitled Leave no (young) child behind: Prioritizing access in early childhood education. In this article, Ludwig & Phillips (2012) discuss the “very difficult tradeoff that policymakers must make in thinking about how to spend an additional finite pool of early childhood funding” (p. 50).  I gained insight into the arguments for increasing access or increasing quality. 

Reference

Frank Porter Graham Child Development Institute.

http://www.fpg.unc.edu/index.cfm

Ludwig J., & Phillips, D. A. (2010). Leave no (young) child behind: Prioritizing access in early childhood education.  Investing in Young Children:  New Directions in Federal Preschool and Early Childhood Policy.  Retrieved from http://nieer.org/pdf/Investing_in_Young_Children.pdf

Rhodes, H., & Houston A. (2012). Building the workforce our youngest children deserve.  Sharing child and youth development knowledge 26(1)

Equity and Excellence

Part 1-World Forum Podcast

This week, I listened to World Forum Foundation Radio podcast Episode 9: Barbara Jones.  In this podcast, Ms. Jones describes her journey from college graduate to the owner of her own Montessori program.  She shares how her disillusionment with the public school system led to her discovery of the Montessori method.  She found that what she had learned in college was different from what she found in the public school system and so set out to search for something different.  After taking a job at a small Montessori program in southern California, she went to London to become certified in the Montessori method.  She then moved to the Maine where she worked for a private school for several years.  During this time, she had discovered an old school building that she thought would make a good location for her own program.  After several years of waiting, she was finally able to purchase the building and started Pine Grove Child Development Center which celebrated its 25^th anniversary.  Ms. Jones describes the beautiful original floors and large windows that overlook a large park preserve in which the school is located. 

This information in this podcast can be viewed from the perspective of equity and excellence.  Teacher education and experience and access are two factors addressed in several of the resources for this week.  When visiting the Pine Grove website, I discovered that all teachers at this school have a 4 year degree and are required to attend 40 hours of professional development training each year (The Pinegrove Center, n.d.a).  I also found that tuition for a full day (8:30-3:00) ranges from $1,227 to $1,316/month (The Pinegrove Center, n.d.b).  There are additional fees for before and after care.  Despite the fact that there are partial scholarships available, it is likely that this high quality program would be out of the reach of poor or even middle class families. 

I did try to make contact with Ms. Jones by email, but did not get a response from her. 

Part 2- Harvard Center for the Developing Child

According to the Center for the Developing Child, the National Scientific Council on the Developing Child is a multi-disciplinary, multi-university collaboration with the purpose of providing science and research information about early childhood and early brain development for the purpose of informing public decision-making.  The Council uses an evidence based approach to build consensus that “recognizes the complementary responsibilities of family, community, workplace, and government to promote the well-being of all young children” (Center for the Developing Child, 2012a, para 1)  Goals and strategies include

• ·      Bringing credible and accurate knowledge to bear on public decision-making that affects children’s learning, behavior, and health.
• ·      Rethinking the challenge of knowledge translation in order to strengthen its impact on the lives of children.
• ·      Building broad-based and informed leadership to represent the interests of young children in the public and private sectors.
• ·      Promoting a new national dialogue focused on rethinking the meaning of both shared responsibility for children and strategic investment in their future. (Center for the Developing Child, 2012a, para 3-6)

I learned that the Center for the Developing Child includes the Global Children’s Initiative that focuses on three domains: early childhood development; mental health; and children in crisis and conflict situations.  The Global Children’s Initiative is currently working on programs in several different countries.  From the information found on the Harvard Center for the Developing Child website about early learning systems around the world I learned that:

1.  There are significant gaps in the understanding of child mental health concerns and available services. Current efforts in this area include

• Assessing the state of child mental health services in Shanghai, China;
• Developing and evaluating family-based strategies to prevent mental health problems in children affected by HIV/AIDS in Rwanda; and
• Addressing child maltreatment and mental health outcomes in three Caribbean nations (Barbados, the Republic of Trinidad and Tobago, and Suriname). (Center for the Developing Child, 2012b, para 5)

2.  Teacher training and education is a common issue.  Un Buen Comienzo (UBC), “A Good Start,” is a project in Santiago, Chile, with the intent to improve early childhood education through teacher professional development. This project also includes a focus on health, school attendance, social-emotional development and family involvement in their child’s education.

3.  Successful efforts to address early childhood issues should be multidisciplinary in nature and include an awareness of the culture and context of the community.  Núcleo Ciência Pela Infância, is an effort to use the science of child health and development to influence policies for and investment in young children and families in Brazil. This project includes strategies such as finding ways to “effectively communicate the science of child development in the Brazilian cultural context”, offering a course to inform policy makers about early childhood development and translating and adapting current resources for a Brazilian audience.  Like the project in Brazil, the efforts to address child mental health include an awareness of the need to “develop evidence-based approaches in policy and service delivery that are responsive to diverse cultural contexts” (Center for the Developing Child, 2012c, para 3)

Part 3- Reflection on Equity and Excellence

The information from the Center for the Developing Child and the World Forum Foundation Radio podcast illustrates several issues related to equity and excellence.  The Global Children’s Initiative is currently working address issues around the world much like those explored this week found in the United States. Teacher education, child mental health and the use of research and science to inform policy decisions related to early childhood education are common themes.  The World Forum Foundation podcast highlights the issues of teacher qualifications as it relates to program quality.  It also highlights the inequity of access. 

Reference

Center for the Developing Child. (2012a). About the council.  Retrieved March 29, 2012 from http://developingchild.harvard.edu

Center for the Developing Child. (2012b). Global children’s initiatives:  Activities.  Retrieved March 29, 2012 from http://developingchild.harvard.edu

Center for the Developing Child. (2012c). Applying the science of early childhood in Brazil.  Retrieved March 29, 2012 from http://developingchild.harvard.edu

Episode 9: Barbara Jones. [Audio podcast]. (2012). Retrieved March 30, 2012 from http://worldforumfoundation.org

The Pine Grove Center. (n.d.a). Faculty.  Retrieved March 30, 2012 from www.pinegrovecenter.com

The Pine Grove Center. (n.d.b). Tuition.  Retrieved March 30, 2012 from www.pinegrovecenter.com

National Institute for Early Education Research (NIEER)

The National Institute for Early Education Research (NIEER) website contains vast amounts of information that focus on many different aspects of early care and education from assessments to economics and finance.  One of the specific sections that is most relevant to me is that of Quality and Curriculum.  Since I work almost exclusively with infants and toddler, I was interested in the policy brief Does Preschool Education Policy Impact Infant/Toddler Care?.  I often feel that infants and toddlers are overlooked when discussing issues of care and education and so was interested to find out more about this topic.

One of the articles that I found on the website that made me think about an issue in a new way was an interview that appeared in National Institute for Early Education Research publication Preschool Matters (2011) with General Norman Seip.  I had not considered how education and specifically early education might influence national security.   General Seip is a leader of Mission: Readiness, which advocates for improving the quality of and access to preschool education.   Mission:  Readiness came about as a way to address the issue of finding qualified individuals to staff the military.  Currently, 75 percent of 17- to 24-year-olds are ineligible for service in the Armed Forces due to lack of education or the inability to pass required reading and math exams.  Mission:  Readiness advocates for improving the quality of and access to preschool education as a way to combat the eligibility issues currently faced by the military. 

The NIEER website many briefs, publications, presentations and articles that focus specifically on the economics, politics and research aspects of early care and education.  One of the articles that I found on the website that gave me a better understanding of  how politicians support early education was How Policymakers Should Deal with the Delayed Benefits of Early Childhood Programs.  I found that the information in the working paper helped me have a better understanding of the perspective of policymakers and possible strategies for gaining their support for early care and education. 

Bartick (2009) attempts to answer the question of how to get policymakers to adopt programs that are socially beneficial but politically unattractive because their benefits are delayed.   Bartik (2009) looks at options such as program cost and increasing the awareness of short-term benefits. 

    By exploring the NIEER website, I was reminded of just how many issues and perspectives exist with regards to the field of early education.  The broad range of information available at this website shows how complex the issues are as well as how much research is now available that can be used for a number of purposes.   

References

Ackerman, D. J., & Barnett, W. S. (2009, March) Does preschool education policy impact infant/toddler care?  Issue 20.  Retrieved from

          http://nieer.org

Bartik, T. J. (2009). How policymakers should deal with the delayed benefits

           of early childhood programs.  Upjohn Institute Staff Working Paper 09-150.  Retrieved from http://www.upjohninstitute

National Institute for Early Education Research. (2011, March/April).  Retired Air Force General Norman R. Seip: Expanding High-Quality Pre-K is a Matter of National Security.  Preschool Matters. 9(1).

          Retrieved from http://nieer.org

Poverty

Podcast

I listened to several of the podcasts on the World d Forum Foundation Radio website.  The one most closely related to the topic of poverty was the podcast featuring Delfena Mitchell who founded Liberty Foundation an organization that provides  residential care and education for abused and abandoned children in Belize, Central America.  This organization was started in 2005 and in 2006 began providing a high quality preschool for the children in the community.  There are a number of reasons why Belize was chosen.  The website states that 39% of children in Belize live below the poverty line,

abuse and neglect are widespread and education for poor children is of poor quality and only 45% of children attend secondary school (http://www.libertyfoundation.org.uk).  In the podcast, Delfena Mitchell states that Belize has the highest incidence of abuse and neglect in Central America and goes on to describes the abuse and neglect that many children in Belize experience.  Belize has the highest incidence of abuse and neglect in Central America.  She shares the story of one child who had been a victim of abuse who had not talked for a year before coming to Liberty House.  Ms. Mitchell talks about the importance of allowing children time to heal when they first arrive. For this child, horseback riding, medication and gardening were factors that led to him eventually beginning to talk again.  I did try to contact Ms. Mitchell by email, but I did not get a response. 

References

Episode 3: Delfena Mitchell [Audio podcast]. (n.d.). Retrieved from World Forum Radio:  http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio/

Liberty Foundation (n. d.). Our story. Retrieved from http://www.libertyfoundation.org.uk

Poverty in China

For the second part of this week’s assignment, I visited the Poverty Research and Policy Centre website (http://www.childhoodpoverty.org/).

The country that I chose to learn more about was China.  According to the Childhood Poverty and Research Centre, China has successfully reduced the poverty rate but that disparities between the eastern part and western part of the country remain.  Because the poverty line in China is low compared to international standards, it is assumed that there are many people living near the poverty line who are not accounted for in the statistics.  China’s unemployment rate is 14.3 %.  A Minimum Living Standards system is in place to provide assistance to poor families, but it currently only is available to those in urban areas.   While child poverty in China has decreased and the quality of life improved, recent studies have shown that health and education reforms have made it more difficult for poor families to access these resources. For example, one study in Beijing, China's richest city, “found that 75 per cent of poor families could not afford all children's education costs such as tuition fees and stationery costs, while 50 per cent of poor families in Shanghai had no medical insurance because they could not afford it” ( para   5).   

Three insights that I gained from exploring information about China on this website related to poverty are

1.  Factors related to poverty in China are similar as those in the United States such as education level, unemployment /inability to find a job, and low income. 

2.  There are many factors that influence the kinds and the extent of poverty in a country.  In China, the reasons for urban poverty can be traced to social reforms which eliminated many state jobs and the migration of people from rural areas to urban areas.  

3.  The education of their children is very important to poor families in China, despite the challenges associated with paying for it.  In the study by Wei, Benyon, & Mahe, 43% of poor parents in China reported that paying for children’s schooling was the  greatest challenge they faced and that this cost was the primary expense for most poor families.  The education system in China also has a negative impact on the education of poor children.  China has 2 types of schools-key and regular.  Key schools have better exam results, are more selective and are expensive than regular school which means that most poor children must attend regular schools Families who have moved from the rural areas to urban areas must also pay additional costs for their children to attend school, so children are often left behind to attend the rural schools. 

References

Childhood Poverty and Research Centre. (n.d.). Country overview: China.  Retrieved from

http://www.childhoodpoverty.org

Wei, Benyon, & Mahe. (2005). Poverty among children in urban China: a survey of poverty-affected families in three cities.  CHIP Report 14.  Retrieved from http://www.childhoodpoverty.org