When your children or grandchildren venture off to school in America, someday soon, most likely, their education curricula will be developed not by a state education association, or even by the National Education Association (NEA).  Rather, they will be developed by the United Nations -- specifically, their education arm, United Nations Educational Scientific and Cultural Organization (UNESCO).  This is an educational organization that could not only threaten the sovereignty of America, but indoctrinate our unsuspecting children with a dangerous progressive ideology -- an ideology in which children are no longer taught that America is the land of the free and home of the brave or the right to freedom of worship.  Their agenda is to teach every child in the world a universal education curriculum compromising Common Core Standards.  Common Core Standards "provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.  The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."

While many in the education community view these new global standards as an answer to our educational woes, some do not.

Many are concerned that the Common Core Standards, once successfully implemented, will provide unfettered access of our educational system by the United Nations. Some textbooks and curricula for our public schools have already been written by UNESCO and the International Baccalaureate program that is currently in many school districts across the United States. Grabbing additional access is a natural next step. Once they write the curricula, they must have authority to develop all testing tools. They will decide who becomes a teacher and what preparation will be provided for that teacher. The International Baccalaureate curriculum upsets parents and teachers because the focus includes sustainable development, abortion rights, gay marriage, universal disarmament and social justice curricula.

The problem with the Common Core Standards is not that they promote reading, writing, and arithmetic; it is the added dangerous ideologies they would like to teach our children -- their agenda of teaching social justice, abortion rights, population control, environmentalism, and gay marriage.  The easiest way to implant their ideologies into the unsuspecting minds of our youngest is not only to educate America's children in grades K-12, but to mandate compulsory education for children ages 0-5 in a program known as early education.  According to UNESCO's website, "UNESCO advocates for Early Childhood Care and Education (ECCE) programmes that attend to health, nutrition, security and learning and which provide for children's holistic development. It organized the first World Conference on ECCE in September 2010, which culminated in the adoption of a global action agenda for ECCE called Moscow Framework for Action and Cooperation: Harnessing the Wealth of Nations.  The United Nations believes we should have a uniform global educational system and that children even from birth should have 'rights' to an early education."

The United Nations is creeping into our educational system and not only changing the way our youngest learn academic basics, but challenging family beliefs on American sovereignty, parental rights, and freedom of religion.  According to a White House press release dated March 10, 2009, "President Obama is committed to helping states develop seamless, comprehensive, and coordinated 'Zero to Five' systems to improve developmental outcomes and early learning for all children."  It also stated, "In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity, it is a pre-requisite. That is why it will be the goal of this Administration to ensure that every child has access to a complete and competitive education -- from the day they are born to the day they begin a career."

Educational elites support the president.  "These new partnerships must also inspire students to take a bigger and deeper view of their civic obligations -- not only to their countries of origin but to the betterment of the global community."

While the educational community touts minimal studies showing how effective early education is, and how important in implementing their agenda, they are perhaps purposely ignoring studies that suggest otherwise.

We studied a wide range of measures of child well-being, from anxiety and hyperactivity to social and motor skills. For almost every measure, we find that the increased use of childcare was associated with a decrease in their well-being relative to other children. For example, reported fighting and other measures of aggressive behaviour increased substantially. Our results are consistent with evidence from the National Institute of Child Health and Development Early Childcare Research Network (2003), showing that the amount of time through the first 4.5 years of life that a child spends away from his or her mother is a predictor of assertiveness, disobedience, and aggression.

According to the NICHD Early Childcare Research Network:

The second enduring link between early child care and child development detected in this inquiry indicated that children with more experience in center settings continued to manifest somewhat more problem behaviors through sixth grade[.] ... One possible reason why relations between center care and problem behavior may remain is that primary school teachers lack the training as well as the time to address behavior problems, given their primary focus on academics (Rimm-Kaufman & Pianta,2001).

Not only are their studies suggesting detrimental emotional effects on children being raised in these early education programs, but there are studies that show lack of long-term advantages from these programs.  According to the Council of State Governments, "[p]re-kindergarten programs achieve their goal of increasing reading and mathematics skill levels. On average, disadvantaged children who did not attend an early education program scored in the 33rd percentile, while those who did attend scored in the 44th percentiles. However, that achievement boost seems to largely dissipate before the child begins second grade."

Since there are credible conflicting studies on early education programs and a possible detriment to the emotional well-being of children in these programs, why are the federal and state governments continuing to pour billions into these possibly ineffective United Nations-created Common Core agendas and pushing for children to be required to go to school at birth?

This is not the first time early education and a call to hand over babies to the government has been attempted.  The First Congress of Bolshevik Workers said in 1918 that "we must remove children from the crude influence of their families. We must take them over, and to speak frankly, nationalize them. From the first days of their lives they will be under the healthy influence of children's nurseries and schools."

The Bolsheviks understood that the hand that rocks the cradle rules the world.