Examining community engagement from early childhood through adolescence

2013 ◽  
Author(s):  
Laura Wray-Lake ◽  
Susan Mangan ◽  
Allen W. Gottfried
Keyword(s):  
Early Childhood ◽  
Community Engagement

scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

scholarly journals A Learning Journey through a Heart-Centered Book

2021 ◽  
Vol 1 (2) ◽  
pp. 95-100
Author(s):  
Wendy Allen ◽  
Lori Ryan
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Community Engagement ◽  
Sense Of Community ◽  
Graduate Program ◽  
Collective Learning ◽  
Community Based ◽  
Early Childhood Leadership ◽  
Personal Stories ◽  
Learning Journey

As faculty for a graduate program in early childhood leadership, we co-designed a course on community-based action research around Patricia Wilson’s book, The Heart of Community Engagement: Practitioner Stories from Across the Globe. In this review we share how it mirrored our own deepening sense of community engagement practices, and how our students engaged with this unique text on their individual and collective learning journeys. We share highlights from the text that reinforced our sense of liberatory pedagogy.  Wilson’s  personal  stories, as well as the stories of community-engaged practitioners across the globe , invite all of us to create our own purpose and intentions for the evolving path of facilitating change within ourselves and with others.    

Community Partners and Early Childhood Music

2018 ◽  
Vol 32 (1) ◽  
pp. 36-37
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Early Childhood ◽  
Service Learning ◽  
Community Engagement ◽  
Community Partnerships ◽  
Culturally Sensitive ◽  
Music Educators ◽  
Community Partners ◽  
Early Childhood Music ◽  
Outreach Services

In this column, I share the experience of learning about community partnerships in early childhood in my region and consider how music educators might play a role in a range of outreach services to children in the area. I encourage readers to reach beyond their current settings to engage in culturally sensitive service learning and community engagement.

scholarly journals Leader-parent relationships in the early childhood education context: An exploration of testimonial and epistemic justice

2021 ◽  
pp. 136548022110199
Author(s):  
Shirley Eileen Adams ◽  
Steve Myran
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Community Engagement ◽  
Complex Dynamics ◽  
Phenomenological Approach ◽  
Learning And Development ◽  
Childhood Education ◽  
Process Learning

Countries around the world have increased their focus on high quality early childhood programing. Recognizing the importance of parental and community engagement as a lever for improving child development and learning outcomes, and as a means of addressing social justice challenges, the Organization for Economic Cooperation and Development (OECD) (2018) has emphasized the need for more research on the complex dynamics between structure, process, learning, and development. Such research should consider the impacts of the dominant neo-managerial paradigm and its overemphasis on clearly defined linear cause and effect pathways between structure and student learning, which underrepresents the reciprocal role that parents, the community and the students themselves play in shaping the learning setting (Myran & Sutherland, 2019a). Students’ and families’ senses of belonging to the community of knowers have major implications for their motivation, sense of ownership and buy-in (Davis, 2006; Goodenow & Grady, 1993). This study explored the lived experiences of parents/guardians of young children with the leadership of their children’s early childhood education program and how these individual and social interactions shaped parents’ epistemic agency, and their access to rhetorical spaces that recognized them as credible knowers. Utilizing a phenomenological approach, we conducted in-depth interviews with 20 parents whose children attended publicly funded pre-school programs. Findings revealed limited communication with leadership and difficulty developing positive relationships. Moreover, these challenges limited their access to rhetorical spaces to be heard and recognized as credible knowers. This study offers one small window into the OECD’s (2018) call for more research on the dynamics between structure, process, learning and development, and the importance of the quality of parental and community engagement as a lever for enhancing healthy child development and learning, and as a means of more effectively addressing ongoing social justice challenges.

scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

Relationship Building, Collaboration and Flexible Service Delivery: The Path to Engagement of Refugee Families and Communities in Early Childhood Trauma Recovery Services

2017 ◽  
Vol 42 (3) ◽  
pp. 142-158 ◽  
Author(s):  
R. G. Signorelli ◽  
N. S. Gluckman ◽  
N. Hassan ◽  
M. Coello ◽  
S. Momartin
Keyword(s):  
Early Childhood ◽  
Service Delivery ◽  
Community Engagement ◽  
Child Protection ◽  
Service Providers ◽  
Relationship Building ◽  
Service Utilisation ◽  
Community Capacity Building ◽  
Peak Period ◽  
Refugee Families

Service utilisation by refugee families may be affected by the mismatch between Western individualistic service delivery approaches and the target communities’ more collectivist cultural patterns and practices. In addition to access barriers, utilisation of early childhood services by refugees can also be impacted upon by distrust of services, health and settlement issues, stigma, unfamiliarity with early childhood programmes, and fear of child protection and other legal systems. This low service utilisation sits in conflict with the need for early interventions for very young children, who are in the peak period of brain development. This article explores the implementation of a model to address these issues in early childhood work with refugee families and communities, with the intent to increase service uptake. Some strategies to address potential barriers will be described in the context of a community engagement model that includes consultation, relationship building, collaborative flexible service design and delivery, partnerships in community capacity building and cross-referral. Flexible, culturally appropriate interventions can enhance strengths based, non-pathologising and development-focused approach. A community engagement approach will, nevertheless, present challenges for service providers who must be willing to adapt their practices. Services and funding bodies need to recognise that this process is lengthy and resource intensive, but will ultimately lead to better service delivery and uptake, potentially leading to improvements in health, development and relational outcomes, for children and families from refugee backgrounds.

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