Global Issues and Information

My focus this week was the Center on the Developing Child, Harvard University—unfortunately I have not had any correspondence with my international contacts.  Although that has been disappointing, I have had the opportunity to not only learn about different, informative web sites, I have had the opportunity to gain insight from different global perspectives. Children may be similar in terms of the development needs that must be met, but children are different in terms of the conditions that adversely affect their developmental needs and outcomes.   While on the Harvard University site, I first listened to a podcast discussion on the science of the brain by Director Jack Shonkoff, Center on the Developing Child at Harvard University. 

The discussion focus was on the importance of the early years in childhood as it refers to brain development.  Science tells us that early experiences are built into our bodies; they shape who we are.  If a strong biological foundation is built, there will be success in all developmental domains (UNESCO, 2010).  Manageable stress is good for development, but constant toxic stress can have harmful effects on the body and the brain; especially brain areas that affect learning and memory.  These children experiencing deep adversity have a higher risk for problems in school and in adulthood (UNESCO, 2010). 

The podcast was conducted during a World Conference on Early Childhood Care and Education in Moscow; it can be found; http://developingchild.harvard.edu/index.php/topics/global_child_development/moscow-conference/#UNESCO

I was also able to gain some new insight on new research being conducted to inform and assist with policies and practices in relation to mental health issues of children.  The intent was to generate understanding on conditions affecting many young children.  The study looked into, anxiety disorders; depressive disorders; ADHD and related problems; and behavioral problems ranging from early childhood disobedience to adolescent delinquency and violence. Through data analysis, the organization was able to identify strategies for problem solving as it relates to everyday treatment of children therefore closing the gap between research and practical care.  This information can be found at the following under New Research;

http://developingchild.harvard.edu/topics/new_research/

http://developingchild.harvard.edu/index.php/topics/new_research/child_mental_health_network/

While exploring the Harvard web site, I came across another web site that was extremely informative; http://www.aidstar-one.com.  AIDSTAR works to provide support to the United States government’s “commitment to combat HIV through technical assistance and knowledge management”. 

According to the website, 16.6 milling children under the age of 17 have lost their parents to HIV and millions more are vulnerable.  Children’s physical, psychological, and economic outcomes are impacted negatively by family members suffering with HIV.  As we have studied, it is of paramount importance to reach children at the earliest stages of development so as to ensure academic and life success.  “Early childhood development (ECD) is critical to both mental and physical health later in life” (AIDSTAR- one, 2011), however programs and resources are being focused primarily for children of school age at the exclusion of young children.  The study indicated benefits of reaching out to the youngest member of society.  The program focus was child wellness and development for young children as well as providing services that focuses on education, safe motherhood and family economic support (AIDSTAR- one, 2011).    These early interventions lead to positive outcomes and long term societal benefits. 

AIDSTAR strives to foster environments with caring adults as well as contributing to the social and economic well-being of young women so that they can reach full academic potential, while also practicing safe health measures to eradicate HIV.  This information can be found in a brief titled, “Early Childhood Development for Orphans and Vulnerable Children: Key Considerations”, http://www.aidstar-one.com/focus_areas/ovc/resources/technical_briefs/ecd_ovc#tab_1

Globally, the focus seems to be on the health and safety of children and from what I have researched thus far, the discussion of school readiness and standardized tests has not been present.  “Sound health…provides a foundation for the construction of sturdy brain architecture and…achievement of a broad range of…learning capacities” (Center on the Developing Child at Harvard University, 2010).  Health issues, like poverty, create environments where children cannot grow in positive ways; life is spent on overcoming toxic adversity.  Nations then turn their attention towards the positive health and safety development of children.  As educators in our own country, we too must be aware of holistic issues impacting families and children and make sure we are providing adequate services and resources to address those issues. 

References

AIDSTAR-ONE.  (2011). Early Childhood Development for Orphans and Vulnerable Children: Key Considerations.  Retrieved from http://www.aidstar-one.com/focus_areas/ovc/resources/technical_briefs/ecd_ovc#tab_1

http://developingchild.harvard.edu

UNESCO. (2010). Podcast, with Jack Shonkoff

http://developingchild.harvard.edu/index.php/topics/global_child_development/moscow-conference/#UNESCO

Center on the Developing Child at Harvard University (2010). The foundations of lifelong

health are built in early childhood. Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/foundations-of-lifelong-health/