Creative thinking, problem solving and other skills need to be cultivated besides STEM

There is a news drew my attention from ACEI. Here is the link: http://www.acei.org/global-news/educating-for-the-future.

For decades, Chinese students are good at tests and the schools focus on cultivating students' ability of memorizing knowledge, information and facts. As for the economy develops, the country advocates for cultivating creative thinking and innovative workforce in recently years. And the school education are widely criticized by the society and parents.

For past 5 years, the organization I work for are dedicated to teacher training, help the teachers to understand and use personalized teaching to the students, so the students will have the ability to solve problem, critical thinking and have the global competency.

It seems that this is the trend of every country to help students reach their own potential, to teach them creative thinking, critical thinking, collaborative working, etc.

Young children learn problem solving and critical thinking through play and unstructured interaction with their peers and adults. Through children’s literature and games, young people learn how to look at problems from all angles, how to use interpersonal skills to form relationships, and the critical thinking skills to help them determine right from wrong. Research demonstrates that children benefit much more from play, self-guided exploration, and peer-to-peer interaction than from lectures and rote memorization exercises. - See more at: http://www.acei.org/global-news/educating-for-the-future#sthash.DA9tdk5W.dpuf

Young children learn problem solving and critical thinking through play and unstructured interaction with their peers and adults. Through children’s literature and games, young people learn how to look at problems from all angles, how to use interpersonal skills to form relationships, and the critical thinking skills to help them determine right from wrong. Research demonstrates that children benefit much more from play, self-guided exploration, and peer-to-peer interaction than from lectures and rote memorization exercises. - See more at: http://www.acei.org/global-news/educating-for-the-future#sthash.DA9tdk5W.dpuf

Young children learn problem solving and critical thinking through play and unstructured interaction with their peers and adults. Through children’s literature and games, young people learn how to look at problems from all angles, how to use interpersonal skills to form relationships, and the critical thinking skills to help them determine right from wrong. Research demonstrates that children benefit much more from play, self-guided exploration, and peer-to-peer interaction than from lectures and rote memorization exercises. - See more at: http://www.acei.org/global-news/educating-for-the-future#sthash.DA9tdk5W.dpuf

Young children learn problem solving and critical thinking through play and unstructured interaction with their peers and adults. Through children’s literature and games, young people learn how to look at problems from all angles, how to use interpersonal skills to form relationships, and the critical thinking skills to help them determine right from wrong. Research demonstrates that children benefit much more from play, self-guided exploration, and peer-to-peer interaction than from lectures and rote memorization exercises. - See more at: http://www.acei.org/global-news/educating-for-the-future#sthash.DA9tdk5W.dpuf

ritical thinking, global competency, literacy, and problem solving. - See more at: http://www.acei.org/global-news/educating-for-the-future#sthash.DA9tdk5W.dpuf

ritical thinking, global competency, literacy, and problem solving. - See more at: http://www.acei.org/global-news/educating-for-the-future#sthash.DA9tdk5W.dpuf

My learning exchange with two colleagues

I have two discussions with my colleagues, Rose and Kate. We exchanged emails to give each other information. Through the information exchange, I explored the information from their own communities, and understand more about poverty.  

Here are the information dear Rose and Kate gave me:

"A little information about myself. I live in Stamford, CT. I have a bachelor’s degree in Human Development and Family Studies. I have done community service helping children in low-income families. I was a mentor and I helped children who were not getting the support they needed at home, and I would meet with the student once a week, these were low-income families.  Now I work at a Preschool and I am a toddler teacher for children 18months to 3 years old. The families I work with relatively have good jobs and are well established. There are some families that receive Care 4 Kids assistance, this assistance for families who need child care but can not afford to pay for it on their own.

Where I live and work it is considered an expensive city to live in. Some people who live in Stamford, CT only afford to live here if they live in low-income housing or get section-8 assistance. Section 8 assistance is help paying your rent when you make a salary below the poverty level or not enough to support your family size.

Some facts about Connecticut and Poverty:

 In 2010, nearly 1 in 10 residents had incomes below the Federal Poverty Line (FPL), about $11,000 for an individual or $22,000 for a family of four. This report, as more fully explained below, refers to those subsisting below the FPL as “Very Poor”. In 1990, 217,300 Connecticut residents met this definition, making up 6.8% of the state’s population. Throughout the 1990s the number of Very Poor grew 19%, accounting for 7.9% of all state residents. The 2000s saw a continuation, even a quickening, of this trend. The number of Very Poor increased 21% during the 2000s to over 314,000 people, accounting for 9.2% of Connecticut’s total population." - Rose Gautrau

"I chose the website National Center for Children in Poverty this week to look further into.  I was impressed with the wealth of information presented!  I chose my home state of Ohio to look for more information about with the demographics tool.  I was amazed at the statistics presented there.  I had no idea that 44% of Ohio children live in a low-income family.  It also offered other information about my home state, with relation to parental employment and marital status, and much more.  I'm not sure what else to share about poverty specifically.  The school district that I teach in has a wealth of low-income families.  We offer a free breakfast/lunch program to those who qualify based on income level, and work hard to reach those families in low-income situations.  Our district is one of the lower-income districts in the state of Ohio.  We are a large district, and very rural.  Many of the parents are not working or unable to work.  Some of my students do not have good hygiene because it is not stressed or helped at home.  Many of the parents I work with are unable to read or follow very basic written directions while working with their own children.  I hope this information is helpful!" - Kathryn Turner

ACEI

• The Association for Childhood Education International (ACEI) is a 501 c 3 charitable organization dedicated to promoting the optimal education and development of children in a changing world through various programs and projects that align with ACEI's mission. - See more at: http://www.acei.org/about-us/about-acei.html#sthash
  The Association for Childhood Education International (ACEI) , http://www.acei.org
• The Association for Childhood Education International (ACEI) is a charitable organization dedicated to promoting the optimal education and development of children in a changing world through various programs and projects that align with ACEI mission. 
• I just received a letter from ACEI that announce an international summit will be hold in 2016. Here is the information:
• "Call for Proposals - Childhood for a Sustainable Future

  
  We are now accepting presentation proposals for the 2016 Global Summit on Childhood, 31 Mar - 3 Apr, in San José, Costa Rica

  
  The sustainability of our future is directly linked to the quality of childhood. The Global Summit will explore the role of childhood in contributing to a positive human future during a time of rapid change.
  
  Add your voice to the diverse perspectives and expertise of Summit delegates from around the world. Beyond developing a shared vision of a better world for children, the 2016 Global Summit on Childhood is an opportunity for collective action to celebrate innovative research, policies, and practices that support a positive childhood."
• http://www.acei.org/acei-news/international-day-of-families,  I found out the news here about International Family Day. It seemed that we don't celebrate this holiday in China. But voting for gender equity and children's rights has been an important issue for a long time. And I do agree that family is the foundation of the society, and family is the first teacher for the children.
    
  

The Association for Childhood Education International (ACEI) is a 501 c 3 charitable organization dedicated to promoting the optimal education and development of children in a changing world through various programs and projects that align with ACEI's mission. - See more at: http://www.acei.org/about-us/about-acei.html#sthash.bLtbpaAR.dpuf

blog contact set up for course 6162

Wow, I am a student out of U.S. is an advantage and also a disadvantage to me.

I clarify with the professor the criteria of searching for the post partner, and started to look for early childhood professionals.

I posted an invitation in the blog area and discussion area as well. There are two colleagues approaching me, Kathryn and Rose. I am so happy to have them as my contacts. 

 Part 2:

I like to explore more in Association for Childhood Education International. I am working in an international education organization in Beijing, and we have more than 700 students from above 55 countries. I would like to understand more about international education.

Association for Childhood Education International
http://acei.org/