0
Implications for Early Childhood Professional Development and Teacher Education between Cape Coast University and Winston-...
Welcome!<br />
	The United Nations Educational 			Scientific and Cultural Organization 		(UNESCO) Education for All (EFA) goals<br />			W...
				UNESCO EFA Goals<br />http://portal.unesco.org/education/en/ev.php-URL_ID=42579&URL_DO=DO_TOPIC&URL_SECTION=201.html<b...
Goal one: Expanding and improving 	comprehensive early childhood care and 	education, especially for the most 	vulnerable ...
What is early childhood? <br />Why the need for early childhood professionals?<br />
According to UNESCO’s Early Childhood 	Care and Education (ECCE) unit, early 	childhood is defined as “the period from 	bi...
		There is a need for highly qualified 		professionals who intentionally plan 		environments, including the home 	environm...
Intentional teaching, which includes 	curriculum development based upon 	assessment, application, and reflection, 	helps t...
Intentional teaching lays the foundation 	needed to support the concept of 	professionally trained, highly qualified, 	tea...
		Current research confirms findings that 	teacher qualifications significantly affect 	the quality of care and education ...
The UNESCO Teacher Training Initiative 	for Sub-Saharan Africa (TTISSA) is a new 	10-year project designed to dramatically...
		More information regarding the TTISSA is 	available on the UNESCO website 	(http://portal.unesco.org/education/en/ev.php...
The UNESCO TTISSA will assist in 	further development of teacher education 	programs, and will help to facilitate the 	cul...
		Dialogue between the administrators of 	the University of Cape Coast and 	Winston-Salem University has begun in 	order t...
The Ghanaian Experience<br />
			In the summer of 2010, WSSU 			professors and students 				participated in a four week 			study abroad program in 				G...
			The purposes of the program 			were 1. To learn about the 			history, culture and 					educational systems, as well 			...
2. To engage WSSU and UCC 	faculty for the purpose of 	developing a collaboration 	agreement in relation to early 	childho...
			In June, 2010, a Memorandum of 		Understanding (MOU) between the 		University of Cape Coast, Ghana, 		and Winston-Salem...
		The MOU states, in part, that  . . . “[the 	Parties] conduct programs and activities 	of basic and applied research, edu...
Conclusions<br />
		Future dialogue will inform decisions 	regarding teacher preparation and 	exchange programs<br />		Dialogue should inclu...
				Thank you! <br />
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Warren Ghana Presentation_11_18_2010

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Transcript of "Warren Ghana Presentation_11_18_2010"

  1. 1. Implications for Early Childhood Professional Development and Teacher Education between Cape Coast University and Winston-Salem State University<br /> Dr. Kay Hamlin, Assistant Professor/Coordinator of Distance Learning<br /> Dr. Claudia Warren, Professor,<br /> Birth through Kindergarten Education<br /> Winston-Salem State University<br />
  2. 2. Welcome!<br />
  3. 3. The United Nations Educational Scientific and Cultural Organization (UNESCO) Education for All (EFA) goals<br /> What is early childhood? Why is there a need for highly qualified early childhood professionals?<br /> The Ghanaian Experience and Memorandum of Understanding<br /> Conclusions<br />
  4. 4. UNESCO EFA Goals<br />http://portal.unesco.org/education/en/ev.php-URL_ID=42579&URL_DO=DO_TOPIC&URL_SECTION=201.html<br />
  5. 5. Goal one: Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children, is the goal we will address.<br />
  6. 6. What is early childhood? <br />Why the need for early childhood professionals?<br />
  7. 7. According to UNESCO’s Early Childhood Care and Education (ECCE) unit, early childhood is defined as “the period from birth to 8 years old.” (UNESCO, 2008)<br />
  8. 8. There is a need for highly qualified professionals who intentionally plan environments, including the home environment, that support and nurture the growth and development<br /> of young children during these years.<br />
  9. 9. Intentional teaching, which includes curriculum development based upon assessment, application, and reflection, helps to promote growth and development <br /> across all domains in young children.<br />
  10. 10. Intentional teaching lays the foundation needed to support the concept of professionally trained, highly qualified, teachers.<br />
  11. 11. Current research confirms findings that teacher qualifications significantly affect the quality of care and education provided to young children (McMullen and Alat, 2008).<br />
  12. 12. The UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA) is a new 10-year project designed to dramatically improve teacher training capacities in 46 sub-Saharan countries.<br />
  13. 13. More information regarding the TTISSA is available on the UNESCO website (http://portal.unesco.org/education/en/ev.php-URL_ID=42605&URL_DO=DO_TOPIC&URL_SECTION=201.html)<br />
  14. 14. The UNESCO TTISSA will assist in further development of teacher education programs, and will help to facilitate the cultural exchange between Ghana and the United States.<br />
  15. 15. Dialogue between the administrators of the University of Cape Coast and Winston-Salem University has begun in order to assist with the cultural exchange for early childhood teacher preparation.<br />
  16. 16. The Ghanaian Experience<br />
  17. 17. In the summer of 2010, WSSU professors and students participated in a four week study abroad program in Ghana and Benin.<br />
  18. 18. The purposes of the program were 1. To learn about the history, culture and educational systems, as well as other broad issues that impact education, and <br />
  19. 19. 2. To engage WSSU and UCC faculty for the purpose of developing a collaboration agreement in relation to early childhood education.<br />
  20. 20. In June, 2010, a Memorandum of Understanding (MOU) between the University of Cape Coast, Ghana, and Winston-Salem State University, USA, was signed.<br />
  21. 21. The MOU states, in part, that . . . “[the Parties] conduct programs and activities of basic and applied research, education and training, technology and information transfer, and economic development.”<br />
  22. 22. Conclusions<br />
  23. 23. Future dialogue will inform decisions regarding teacher preparation and exchange programs<br /> Dialogue should include cultural implications for early care and education<br /> A needs assessment should be administered to inform strategies for cultural exchange<br />
  24. 24. Thank you! <br />
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