Collaborations are working partnerships between schools, families, and different local organizations and community representatives, creating communities (Adelman & Taylor, 2008). When done effectively, collaboratives improve schools, strengthen families and neighbourhoods, and lead to a reduction in children's potential developmental problems. However, if collaborations are poorly implemented, it can lead to reforms where promises and goals are made without fulfilment. Touch (About us, n.d.) is an organization in Singapore that was founded in 1994. They work with low income and single parent families to help build a positive environment. They reach out to individuals from different religions, races, children, youths, families, and people with special and healthcare needs, as well as the elderly. This organization have pursued a goal of establishing harmony in lives where individuals can thrive and succeed. I think organizations such as this one is necessary for communities as they provide support for those who desperately need it. World Vision (Who we are, n.d.) is a "Christian relief, development, and advocacy organization" that works with children, families, and communities across the world in attempts to reduce poverty and inequity. In Singapore, they help provide clean water and sanitation, food security, education, economic development, health and nutrition, disaster responses, and help children in crisis. The collaborative work that this organization helps organize is admirable and should be (and is already in certain places) adopted worldwide. As a human race, we need to work together to allow our societies to flourish, helping those who require an extra hand and transferring resources to one another to help facilitate those causes. As an individual, I want to do my part in ensuring the safety for not only our current generation but also to provide successful opportunities for future generations. The Association for Early Childhood Educators (Singapore) (Code of ethics, n.d.) is a community of practice that provides support and resources for early childhood educators. As Singapore's society diversifies, AECES commits itself to build a foundation for excellence in teaching based on knowledge of child development as well as acknowledging the value of families within the early childhood community. This community of practice would allow me to gain more information about the community I work in and would also allow me to gain further insight into how others have tried and succeed (or not) from certain anti-bias implementation tactics.
Having the professional aim of creating multilingual curricula and effectively implementing them, job opportunities that facilitate such aims are of interest to me. The British Council's (Mandarin curriculum in a local preschool, n.d.) bilingual curriculum is an environment that I find fascinating. Working together with a Mandarin teacher to foster positive educational experiences for children whilst also cultivating the awareness of Chinese culture and literature is something that I hope to one day be a part of. For this to become possible, I require more experience in the field of early childhood, understanding child development's progress when exposed to more languages and cultures. It would also be beneficial to learn more Mandarin as I only speak and understand basic, conversational Mandarin. Similarly, the German European School of Singapore (About GESS, n.d.) would allow me to foster the same ideals, however, with a more disconnected and dissected view of the languages, as their curriculum involves the languages being taught separately and with distinct differences in teaching methods.
References:
About GESS. (n.d.). German European School Singapore. Retrieved from http://www.gess.sg/page.cfm?p=1
About us. (n.d.). Touch. Retrieved from http://www.touch.org.sg/about_us
Adelman, H., & Taylor, L. (2008). Fostering school, family, and community involvement. UCLA. Retrieved from http://smhp.psych.ucla.edu/publications/44%20guide%207%20fostering%20school%20family%20and%20community%20involvement.pdf
Code of ethics. (n.d.). AECES. Retrieved from http://www.aeces.org/code_of_ethics
Mandarin curriculum in a local preschool. (n.d.). British Council. Retrieved from http://www.britishcouncil.sg/pre-school/mandarin-curriculum
Who we are. (n.d.). World Vision Singapore. Retrieved from http://www.worldvision.org.sg
What a fascinating goal! I agree language is so important, and learning a second or third language as a child is beneficial in so many ways, your professional goal is so exciting to me. In CT, we have seen a disconnect between the families who are learning English as a second language, and the almost disdain for them and the push for them to almost forget their home language, versus the native English speakers who are encouraged to learn the "right" second language, in a school setting. Do you have any experience or insight into this problem?
ReplyDeleteAloha Nicole,
ReplyDeleteI considered myself a very passionate activist until I started reading your blogs. Now, I see that I have a long way to go. I agree with you in respect the activities of poorly implemented collaborations' ending up "without fulfillment". I wish every thing that we give energy too would really matter but unfortunately it won't.