THANK YOU!

I just wanted to thank all of my colleagues and professors for their valuable and thoughtful insights that have encouraged me and helped me to learn and grow.  I can only hope that I may have contributed a little something to each of your learning experiences as well.  It has been such an incredible journey through these classes with all of you.  I wish you all the best in your endeavors!

                                      . . .       Until we meet again . . .

                    Thank you and good luck!

Goodbye doesn't have to mean forever

Team development has a beginning, a middle, and an end.  We begin by getting to know each other, we work together to achieve our goals, and then we say goodbye when it is finished.  But goodbye doesn't have to be forever.  We can stay in touch in other projects or just continue to converse as friends.  The adjourning phase in team development gives us closure; however, it creates the opportunity for us to begin again with something new. 

The hardest goodbyes are the relationships that were formed over a long period of time where trust and respect have been formed. Saying goodbye to a college roommate after 4 years or a childhood friend moving away or a close friend being transferred to another location are tough because we are used to seeing these people every day.  Fortunately there are so many means of communication in today's world that it is easy to stay in touch with people, so there is no need for goodbye but rather "until we meet again". 

It's always fun getting to know people people and form trusting relationships.  It's the adjourning that is a double edged sword.  Yes, we are glad we have completed our project or met our goal, but saying goodbye to the relationships we have built is not so fun.

As with each Walden class we take, we give thanks to  our colleagues on our last blog assignment for all they have contributed to our learning.  Yet, it is not the end.  We meet up with them again in other classes.  These are the easy goodbyes.  When we graduate, they will be a little harder.  Luckily, we can still email, facebook, or even write on each other's blogs!  And maybe we will meet in person at graduation.  Then there could  be alumni events and reunions and collaborations in the early childhood field.....see, it's not really goodbye!

Until next time....

Call me the Escape Artist

Conflicts are all around us.  They are everywhere that people are.  Knowing how to productively manage them can be the difference between a positive outcome or a negative one. 

Recently there was a situation at work where a parent was very upset because we had found a tick on her one year old son. She said she doesn’t want her child outside anymore! I asked her if she had a dog at home. She was very offended and said where she comes from they don’t have ticks!  She said her son HAD to have got the tick while in our care.  I tried to reassure her that ticks were common in Pennsylvania and that just because a tick was found on her son, that doesn’t mean he will get Lyme disease.  She said she called the pediatrician and they didn’t seem too concerned about it.  Again, I told her that it was very common and only about 20% of tick causes result in Lyme disease.  I also told her that the tick needed to be on the skin for 24 – 48 hours before it could cause Lyme disease which, by the way, is treated with antibiotics. She seemed satisfied and I thought that the matter was resolved.  A few weeks later, our Board of Directors received a letter from her saying that she believes we have an infestation of ticks and we are doing nothing about it. She contacted the Health Department to complain because she would feel really bad if children got Lyme disease because of our carelessness. Our Board, like myself, felt as though she were overreacting. I decided to contact the Health Department myself and see what advice they could offer. I told them we have 80 children and that only one child had a tick;  however, the parent was very upset.  He laughed and said he talked to that parent the day before!  He told me I could treat the area with pesticides.  I responded by saying that in doing that, I may have many unhappy parents.  I was told that everything has pesticides in it - - children’s vaccines, our clothing, our food…everything!  He proceeded to tell me that once the pesticide was applied and dried, it was no longer harmful.  My boss and I decided we would go ahead and treat the play area this weekend.  I put out an email to families that although there have been no further incidents of ticks, we decided to be proactive and spray our play area.  Hopefully this will satisfy the parent; however, it may be too early to tell.  I did hear a parent asking a teacher what all the fuss was about.  He said his boys play in the woods all the time and when they find a tick, they just take it off with tweezers. 

I believe I used the 3 R’s as I was respectful, responsive and reciprocal.  I also used NVC.  I would say I tried the “escapist strategy” because of the nature of this conflict. I just wanted to make this parent happy.  There was no compromise, as I just did everything as if there were a true “infestation” as she claimed.  Customer satisfaction is what is important and we did all we could to appease this parent.  This same parent caused a similar conflict when her child was in the infant room.  He had the little bumps on his cheeks as many babies get.  She insisted it was caused by perfumes that our staff was wearing.  Needless to say, the infant room staff had to quit wearing perfume until her child was out of their room! 

How Am I Communicating?

How Am I as a Communicator?

            I was surprised to learn that my colleague scored my communication anxiety as low.  She must perceive me as being comfortable and confident in most situations.  I take this as a compliment.  In reality, I do get nervous when doing public speaking.  I am comfortable talking with groups of people I know; however, groups of people new to me such as new parents make me a little nervous.

            I have gained insight into the fact that people can perceive you differently than you perceive yourself.  In my case, this was a good thing.  It must not show that I am nervous or anxious at times.  My son, I knew would think I was more verbally aggressive than my colleague.  I do treat my children much differently than I treat colleagues or anyone else.  This is due to that fact that I am raising them and responsible for their behavior.  Being that parents discipline their children, I am sure most children would say their parents yell or are mean! LOL!   We treat everyone differently based on context.  Our speech repertoires help us decide what language meets the demands of the given relationship, situation, or environment (O’Hair & Wiemann, 2012). 

How my colleague perceives me

How I perceive myself

 

How my son perceives me

 

            Another insight was that my son and colleague identified me as people oriented.  I also identified myself in this category.  I am trusting of others until they prove otherwise.  I am empathetic and love building relationships. This is extremely helpful in the early childhood field as relationships with families and children are key components to successful outcomes. 

Reference

 

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:

           Bedford/St. Martin's.

 

           

 

Effective Communication with Different Groups

Age, gender, race, ability, or culture can all be barriers to effective communication.  People have a tendency to share less with people who have different cultural backgrounds than themselves ( Beebe, Beebe, & Redmond, 2011).  We may even be confused or have anxiety or stress (culture shock) when we are in these situations.  We find comfort in what is familiar to us.  Age and gender also affect how we communicate with people.  Would you speak to a 2 year old the same way you speak to a colleague?  Do you speak to your grandmother the same way you speak to your spouse?   Communication needs to be considerate of the individual.  Our wording, tones, gestures, and eye contact are different within different situations. The following photos all show communication in different ways:



                         communication with colleagues

communicating with an unfamiliar culture

non verbal communication

Aggressive communication

 

Strategies for effective communication include listening, being respectful, and creating a "third culture". 

Listening with thoughtful interactions to gain understanding shows that you have a genuine concern for what is being said (O'Hair & Wiemann, 2012). 

Being respectful of the values, beliefs, and opinions of who you are communicating with will allow for two-way communication that is open and honest.  Being mindful and respectful of others opinions does not mean that you have to agree with them. 

Creating a "third culture" is useful when communicating with someone from a different culture over a period of time.  This is when aspects of each culture are combined to create a new or third culture which is more comprehensive than either culture alone (Beebe, Beebe, & Redmond, 2011).

 

 

References

 

 

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to

 others (6th ed.). Boston, MA: Allyn & Bacon.

 

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St.

 

Nonverbal communication

I watched a show called "Duck Dynasty" without sound.  Though I had never watched this show before, I had heard people talking about it. I was curious.  Luckily, the subtitles told me the names of the people and how they were related to each other. Even without subtitles, I would have assumed that most of them were related based on their similar appearances. I assumed that they were coworkers since they were sitting at desks in a building.  It looked like they were assembling something.  When one person talked, they all stopped what they were doing and looked at that person. Facial expressions were either serious or attentive or they were laughing.  I noticed this throughout the show.  Gestures from Si, who moved his arms constantly throughout the show, only revealed that he was passionate about what he was saying!  Even when he was sitting down, his arms still waved in the air when he talked.  It really didn't seem like the show had much of a plot.  It went back and forth from the men in the workshop to "Phil and Kay's house" where two boys were put to work. 

                                                           Si and his hand gestures
 

After re-watching this show with the sound on, I found out that they did indeed work together at a warehouse; however, they were not assembling anything.  They made duck calls.  I think the facial expressions did not tell much because they were men.  Not to be stereotypical, but to me, women's facial expressions are more telling than men's.  Men seem to have two facial expressions - serious and happy.  Women, on the other hand, have many facial expressions - angry, sad, upset, nervous, excited, happy, etc.  Had this been a show I was familiar with, I probably wouldn't have chosen it since it was a reality show.  A show I am quite familiar with, "The Big Bang Theory", would have been very easy for me to make assumptions as to what was happening because I know the characters and their personalities very well. 

                                          What can you tell from their facial expressions?

From this experience, it is extremely clear to me how knowing your children and families helps you to better understand them and their nonverbal communication.  It was also a great realization that not knowing your families can cause miscommunication.  I really enjoyed this unique learning experience and found it remarkable how it relates to understanding our relationships.

 

Competent Communication

The administrative director where I work, Beth, has a way of communicating with staff and families that leaves me in awe.  It just amazes me how she can talk to someone who is extremely upset or angry and by the end of the conversation, everyone is calm and content.  Her demeanor leaves one to believe that she is never angry, sad, or upset.  She wears a smile and is friendly and compassionate, yet firm when she needs to be.  As the site director, I feel privileged to have her as my boss.  I am always learning from her. 

The youtube video, Change your words, Change your world reminded me of her.  She always knows the right words to say to make everything right in the world. 

 

 

I feel that it is Beth's friendliness and smile that make her easy to talk to you.  She is understanding and reasonable which makes her a terrific boss.  The quality I most want to replicate is her ability to handle the unexpected with great ease.   She is a ray of sunshine on a cloudy day!

 

Reference

 

  Purple Feather Online Content Specialists. (n.d.). Change your words, change your world. 

Professional Hopes and Goals

It is my hope that children and families with diverse backgrounds will be welcomed and valued where ever they go.  I also hope that those caring for them appreciate what diversity can bring to a classroom.  It is a great opportunity to learn about others as well as ourselves. 

 

My goal for the early childhood field is to have all teachers be aware of diversity and equity issues and work to keep their classrooms free from bias.  This can be addressed through culturally relevant pedagogy (Hyland, N., 2010).  It will create equal opportunities for all children. 

Thank you to all who have contributed to my learning experience.  I have enjoyed reading your posts and blogs and have gained many new insights on anti-bias education as a result of you sharing your experiences.

 

Reference

Hyland, N. (2010).  Social justice in early childhood classrooms: What the research tells us.  YC:           Young Children. 65(1), 82-87.  Retrieved from the Walden Library using the ProQuest   

            Central database.

Welcoming Families From Around the World

OMAN

Oman is a country in South Africa bordered by Yemen, Saudi Arabia, the United Arab Emirates and the Arabian Sea.  Arabic is the native language; however many speak English, Baluchi, Urdu, and Indian dialects.  The climate is a tropical desert. Seafood, especially shark, is popular since it is found in abundance here.    This Arabian Peninsula is known for its historical forts.

 

Fort Al Jalali, Muscat

 

 

 

 

 

 

 

In order to welcome a family from Oman, I would first research the country. I would learn about traditions, holidays, customs, culture, foods, and clothing. It is important to know that people from Oman are very humble and sensitive to criticism.  Staring is not an insult in Oman, but rather a sign of interest.  Insults are illegal.  It is considered impolite to wear tight fitting or revealing clothing.

I would make sure my center is representative of this country by adding books, posters, dolls, clothing and food native to this country in the classroom. 

I would have the family fill out a questionnaire to find out background information that may be incorporated into lessons.

 I would see if they require a translator or choose to have communication done in their native language (if not English).  Google Chrome has a translator that converts English to many other languages.

 Finally, I would ask the family to provide a family photo to be displayed in the class.  It is important for all children to make the classroom their own and feel that they are a welcome part of it. 

All of these strategies should make a new family feel welcome and part of the classroom community.  This will promote open communication which is necessary to form a trusting relationship.  Building relationships is critical to early childhood success.

 

 

Reference

 

http://wikitravel.org/en/Oman



The Personal Side of Bias, Prejudice, and Oppression

     The incident of prejudice that brought about strong emotions in myself was the book and movie, The Help by Kathryn Stockett.  For those who have not read nor watched this inspiring story of southern black maids in the 1960's, it is about a white woman who wants to know what life is like for a black maid.  The woman, Skeeter, just out of college, wants to write about the lives of two maids she knows, Aibileen and Minnie.  The maids were not allowed to use the bathrooms of the white people they worked for.  The white families wrongly accused one of the maids of stealing from her so she would have a reason to fire her. All of the white families treated the maids with disrespect.  There was no equity.  Blacks were thought of as inferior beings with no rights.  Skeeter had to break many rules as did the maids to get the story done, but the collaboration ended up bringing about societal change.
    Though I cried through most of the movie, some of the tears were from sadness and some were from laughter. The maids revenge on one family was downright hilarious.  I loved that it was a triumph over a major societal downfall - - prejudice.  The efforts of a rich white girl and the cooperation of the two black maids were enough to create an opportunity for greater equity. 

Reference

 

Stockett, Kathryn. (2009).  The Help. New York:  Amy Einhorn Books.



Practicing Awareness of Microaggressions

     After learning about microaggressions this week, I have been listening to see if I could hear any examples in my day-to-day life.  Here is what I heard:

     In a 4 year old preschool class, the children were running on the playground playing soccer.  A boy said to a girl, "It's OK that you can't run as fast as me.  Boys are supposed to run faster."

    Also with the 4 year old group, the children were standing in line to wash their hands.  One girl said she was going to marry another girl.  A boy piped in and said, "Girls don't marry girls"  The girl responded with, "In some states they do.  My dad told me." 

    Watching "The Big Bang Theory" the other night, Penny asked Sheldon to teach her some physics so she could talk to Leonard about his job.  Sheldon replied, "Well I suppose if someone could teach sign language to Cocoa the Gorilla, I could teach you some rudimentary physics."

     Also on "The Big Bang Theory", Sheldon handed Penny a notebook and said, "Here.  It's college ruled.  I  hope it's not too intimidating."

    I think that the examples with the children show that children are curious about their roles and they like to know exactly what boys do and what girls do.  They are understanding that boys and girls are different.  The gender micro invalidations made by the boys are giving the message that the girls reality is not valid.  I do not think the boys intended to be harmful in any way.  In fact, I feel that they were voicing what their reality was and this is how they have always know life to be.

    In the sitcom, Sheldon was using microassaults because he was intentionally hurtful to Penny.  I was not offended by this; however, because I know it was meant to be funny.  For those of you who watch the show, you know that Penny can stand her ground.  In a previous episode, she told Sheldon "could you stop acting like yourself for a while and comfort me." 

     These observations make me feel that microaggressions begin early in life based on what we believe is true and correct.  We also see them in our entertainment which some people may take as justification for using them.  I feel that both can be learning experiences.  When we correct our children by saying things like, "girls can run fast too" or "what he said on TV was really kinda mean.  We wouldn't want to say that to our friends" then we are teaching our children.   With guidance, children will learn right from wrong, good from bad, etc.  It is up to the adults to ensure that the learning opportunities are used wisely. 

Perspectives on Diversity and Culture

     Friends and colleagues were asked about diversity and culture and what these terms mean to them.  Kim is a colleague from Korea.  Sharon is a neighbor.  Kelly is also a colleague.
Here is what they said:
                     Kim:  Diversity is differences in people.  Culture is people from different countries.
                     Sharon:  Diversity is when you're different.  Culture is where you're from.  It's who you
                                    are.
                     Kelly:  Diversity is differences between individuals.  Culture is who you are and your
                                  ethnic beliefs.

     From what I have learned in this course, I would have to say that all three were correct on their definitions of diversity.  It is our differences.  It is what sets us apart from everyone else.  It gives us our individuality. 
     All three gave different definitions of culture, but all were a part of culture.  Some things omitted from the definitions were language, work, foods, holidays, gender roles, religion, and intergenerational relationships.  Our cultural identity influences how we live in our social identities (Derman-Sparks, L.,  Edwards, J., 2010).  It is who we are.
     My friends and colleagues have similar definitions.  I found it interesting that Kim referred to culture as people from different countries.  She has shared many of her cultural experiences with me.  Recently she came back from a one month visit to Korea to see her elderly parents.  She said they eat rice and vegetables for breakfast, lunch, and dinner.  They eat fruit for snacks.  She was glad to be back so that she could eat some different foods!  She also said she lost weight because she was not used to eating that way.  I asked her why her parents don't come here and live with her.  She said that in Korea, the government takes care of the elderly, so it is better for them to stay there.  She sees these differences related to countries, not people. 

Reference

 Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and

            ourselves. Washington, DC: National Association for the Education of Young

            Children (NAEYC).

My Family Culture

     If I had to relocate to a new country with my immediate family and could only take three things, they would be: 1.  a phone, 2.  family photo albums, and 3. grandma's recipes.
     The phone would be to stay in touch with extended family.  The photo albums would be to keep memories alive and also to pass down to future generations.  The recipes would be to pass down to future generations and to maintain family traditions.  Yes, food is a big part of our family. 
    Of these items, the phone would be most important to me.  Keeping in touch with extended family is and will always be a part of my family culture.  The photos and recipes could be retained in memory if needed. 
     My family culture is not about material possessions.  It is more about family and love and the bond that connects us.  Material things can be replaced, family cannot.   Traditions can be learned by experiencing them.  Memories can be kept alive by talking about them.  Family, on the other hand, needs to remain close. 

my husband, Bob

My sister, Lisa and me                        my son Ryan                         


my sons, Bobby and Brandon

When I think of research...

When I think of research... I think WOW! Who knew it involved so much detail?  I feel like I've been "awakened" in the realm of research after this class.  I used to think of research as finding out as much as I could on a topic.  After all, that's all it was back in high school.  Through this course, I now have new insights into the research process and I have a much better understanding of all that needs to be considered.

In designing a research study, one must consider the participants, the methods and data to be used, the variables, bias and cultural issues, ethical considerations, challenges and validity.  Consent should be given by all participants including children.  Relationships should be established ahead of time, if possible, to build trust.  This will help ensure accurate data.  Challenges will always be a part of the research process. There may be challenges in finding a sample that is representative of a population.  Another challenge that may be unforeseen are the extraneous variables.  While we can try to prepare for such occurrences, they just can't be predicted.

Early childhood professionals are excellent candidates for researchers as we are trained in many of the same respects.  We follow a code of ethical conduct and always look out for the best interest of the children.  Researchers, like ECE, need to be caring, trustworthy, and genuine if they are to get optimal results from their work.

I would like to thank all of my colleagues and my instructor for the continued words of encouragement, the thoughtful feedback, and the new insights they have given me throughout this course.  It has been a wonderful experience and I hope I have helped you all as much as you have helped me!  Good luck to all of you and may we meet again soon!

Lynn

 

Research Around The World

 

 

Early Childhood Australia is an international website dedicated to early childhood and can be found at http://www.earlychildhoodaustralia.org.au/

 

There are several current research topics on this website.  In fact, there is a tab for the Research in Practice series (RIP).  Some of the titles in this series are:

 

INTERNATIONAL RESEARCH TOPICS:

 

Reflection as a tool for quality: Working in the National Quality Standard

'Stories from the Heart' Connecting children and families with out Earth

Stars are made of glass:  Children as capable and creative communicators

Partnerships: Working together in early childhood settings

Dealing with bullying together:  Prevention and resolution

Respecting diversity: Articulating early childhood practice

Nurturing the spiritual child: Compassion, connection and a sense of self

Respecting diversity: Articulating early childhood practice

Children's resilience: Working with the Early Years Learning Framework

Learning and teaching through play

Stars are made of glass: Children as capable and creative communicators

Other research topics can be found in the numerous articles available.  International perspective on regulated family day care systems (April 12, 2013), recycling and sustainability, challenges of diversity and dissensus, and children's rights were all topics in the current articles. SURPRISING: One thing that surprised me was a link at the bottom of the home page which is a currency converter so that you can see prices in your own currency. Another surprise was a media alert dated March 19, 2013.  It was an announcement of a $300 million investment to fund wage increases for ECE workers from the federal government.  Yes, you heard correctly.  Here is a quote from the article:

March – Media Release – Wages investment supports quality early learning MEDIA ALERT Tuesday 19 March 2013 “An essential part of providing a positive early learning experience for children is having qualified educators who can lead a play based curriculum that supports children in their learning and improving educational outcomes. “But without sufficient wage increases it is difficult for services to attract qualified educators.”

NOTEWORTHY:

The website has a book for sale titled, The little red  yellow black book which is written from an indigenous point of view and is an introduction to indigenous Australia.  It's purpose is to gain understanding and respect of the cultures and includes everything from art and theatre to sports, education, and governance and history.

Research that benefits children and families

     There are many research studies done that have positive effects on children and families.  The NAEYC website offers links to many of these reports and summaries.  One such study looked at almost 200 early childhood education programs and their partnerships with public schools and community organizations.  The reports shows how these partnerships have sustained changes which benefit children and families.

     The Child Care Action Campaign (CCAC), found that partnerships were challenging because they required a change in beliefs and motivation.  This was just as challenging as acquiring or spending more money.  They also found that 80% of the partnerships were initiated by school superintendents.  Finally, the CCAC found that partnerships between schools and early childhood programs are an effective way to provide children access to high quality childcare, thus preparing them to enter school ready to learn.  These partnerships created a system that is "greater than the sum of its parts". 

     The CCAC made several recommendations based on their findings:
               

• All children should have access to the benefits of good quality child care and early education, especially in lower income communities.
• States committed to improving school readiness and educational outcomes should invest in bettering the quality of early education.
• Superintendents in all the nation's school districts need to see collaborative early childhood efforts as a vehicle for education reform as well as a foundation for universal prekindergarten.
• Not only should children be ready for school, but schools must be ready for children.
• Community-based early childhood organizations should be encouraged by our findings and approach schools with specific proposals for partnering.
• All early childhood partnerships must take into account the needs of working parents.

There are many other research reports available that are beneficial to children and families and can be found at the following link:

http://www.naeyc.org/resources/research

My Research Journey

     The topic I will be researching is how special education helps children with learning disabilities.  I chose this topic because my 16 year has reading disabilities and I have watched him struggle over the years.  While he is in school getting learning support from his IEP, he experiences some success and his grades have definitely improved.  I also see children at the center I work for, children as young as 18 months, receiving services through their IEP's.  I see the results and want to know what is working for each of these children.  Knowing that all children learn differently, I'm sure that each case involves different techniques and I am curious to know the methods and styles of the special education teachers as well as  the accommodations provided for these children.

     Through the research chart, I have learned the many different steps involved in a research study.  I also realized the importance of following the steps in order to have a valid study.  I feel the "designing the research" step is going to be the key element in the research process and I am a little nervous about deciding which methods to use.

     I look forward to reading other's posts and hope to learn from everyone about what worked for them, what didn't work, what they would do different next time, etc.  I feel that learning from my colleagues is vital to my success.

     Good Luck to All as we begin our research journey!

Consequences of learning about the international early childhood field:

            The first thing I realized was how different countries can be.  What works in one country may not work in another.  In Spain, they are thinking of sending children home from school for lunch to avoid the cost of providing lunch.  I can’t even imagine this working in the US.  Too many parents already complain about half day kindergarten and trying to find care for the rest of the day. 

            Another consequence was the realization of how behind the US is compared to other countries.  Bilingual classrooms seem to be common everywhere but the US.  There is also global competitiveness.  Dr. Grace explained that there is a “push down” expectation to try and catch up to the rest of the world (Laureate Education, Inc. 2010).

            My final consequence is that I have found numerous blogs and websites to further educate me on international matters.  These resources will come in handy in both my personal and professional development.  Which brings me to my goal on international awareness:

            I would like to continue learning from other countries and form a collaboration to enhance all early childhood programs.

           

 

Reference

Laureate Education, Inc. (2010).  Economists, scientist, and politicians supporting the EC field. 

            Conversation with Dr. Cathy Grace. 

UPDATE:

I just received this response from my international contact on the question - - Are there any
incentives to further your education?

Response:
Teachers receive points to further their education. They can attend courses or whatever is officially accepted by the 'ministerio de educación y cultura' to get those points that will be translated into years of teaching. They are important because depending on those years a teacher can move from school to school, until the one that she/he specifically asks.

Thought it was very interesting!

Getting to know your international contacts - - part 3

Well, I am a little disappointed that my international contact did not respond to my questions this week.  I waited until today (Saturday) hoping to get a response but have now opted to do the alternative assignment.

In looking at the UNESCO website, I easily found articles and events related to my professional goals.  The first article I read was under the EDUCATION tab on a news link.  It was written by Irina Bokova, the Director - General of UNESCO.  The title caught my attention - - The First International Day of the Girl Child.  It is about raising awareness for the discrimination and inequities that girls all over the world face.  Girls endure more poverty, violence, early marriage, and lack of opportunities than do boys.  This is still an injustice in the US as well.  Women make less than their male counterparts for the same job.  This inequity and injustice violates basic rights.  Empowerment through education can break this cycle. Educating others will change the lives of these children for the better, which is one of my professional goals.

Next, under the UNESCO tab, I looked at the Calendar of Events and noticed a workshop on Data Management.  It is a three day workshop in Nepal to strengthen providers capacities in data collection and analysis.  It will help in program planning and monitoring and evaluation.  This sounds like a great opportunity to improve program performance which any administrator would welcome.

Finally, under the CULTURE tab, I found an article on UNESCO & CERDOTOLA joining together to promote African Cultures.  This agreement was just signed on April 12th.  It's purpose is to establish stronger cooperation between the two organizations to use their expertise in the field of culture and human and social sciences.  Their goal is to safeguard and enhance the world history, languages, and cultural heritage of Africa.  Collaborative efforts such as this are a great way to become a strong effective leader, another of my professional goals. 

                                               


UNESCO  http://www.unesco.org/new/en/unesco/

Sharing Web Resources

NIEER

I decided to follow the NIEER blog..."Preschool Matters...Today!"

  I found an article called (Almost) Everything You Wanted to Know about Pre-K in the Federal Budget".  The Department of Education is requesting $75 billion over 10 years.  State funding would be based on the number of families with 4 years olds at or below poverty.  The budget also asks for $750 million in discretionary funds for Preschool Development Grants for the 2014 year.  This money would be for states to create or expand a high quality preschool system serving 4 year olds from low and moderate income families.  The Department of Health and Human Services budget has $1.4 million for Early Head Start, $200 million to support high quality care, and $15 billion over 10 years to support home visiting programs. 

I then followed a link to see "What's New".  Here I found an interesting article called, "The Push for Pre-K: Has the time come for universal early education?"  This article gave information on both sides of the argument.  The first contributor, Rachel Sheffield, is a research associate from the conservative Heritage Foundation.  She co-wrote a paper stating that pre-k and head start do not get the results to justify spending in Obama's preschool initiative.  She goes on to say that we should focus on the children being delayed because they are brought up in single parent families rather than focusing on programs.  More discouraging, is a report by the Department of Health and Human Services which suggests academic gains made in early head start fade by third grade.  W. Steven Barnett, director of the National Institution for Early Education Research at Rutgers University rebuts by pointing to the recent Chicago Child-Parent Center Study.  This shows children of preschool programs graduated at a higher rate.  It showed a 7 - 1 return on investment.  He adds that it keeps a child from being put into a costly special education program when they reach kindergarten or first grade.

I get very angry when I read articles like this that slam the early education field.  I noticed that the two sources against funding for early programs don't have the early education background that W. Steven Barnett has.  Background is a great indicator of knowledge, and, in my opinion, I would much rather take the advice of those in the field such as W. Steven Barnett. 

I also noticed many of the links on the home page of the NIEER site where very familiar topics - - access, assessment, outcomes, English Language Learners, Governance and Accountability, Quality and Curriculum, and  State Pre-K Evaluations to name a few.  Every topic we are discussing can be found on this website.  It is a wealth of information. 

Getting to know your international contacts -- Part 2

     Through my correspondence with Lucy, my international contact in Spain, I am discovering  that I am a little confused by some of the terms she used.  We recently discussed what the qualifications are to be an early childhood educator in Spain.  I also asked if there were any kind of regulations or rating system. Again, Lucy said it is very different between public and private schools. She said there is a curriculum to regulate the Infant Education Stage. Then, if a teacher wants to work in a public school, they must take an official exam (oposicion) to become an Infant Education Teacher.  The private schools (concertadas) are like companies - - you just have to pass the interview to be hired there.  However, she does say that generally a University degree is needed there too.  Children under 3 go to (guarderia) which seems to be childcare. In order to work at Guarderia, you only need to take a "modulo FP de Education Infantil" which is like a short professional course. 
    This is all the information I was able to get.  I was a little confused when she says there is a curriculum to regulate the Infant Education Stage.  I don't know if it is one curriculum that everyone must use, or if there are different curriculum for different schools.  Also, I thought it was interesting that "Infant Education Teachers" can teach in the public schools.  I believe the term "Infant" here is referring to children older than 3 since those younger than 3 go to "Guarderia".  I did not get a response when I asked her if anyone can attend Guarderia. If I get a reply to my other questions by tomorrow, I will post an update. 

Update:
Anyone can attend guardia and children with special needs are helped by a government paid "de apoyo". 

Sharing Web Resources -- NIEER

     The entire NIEER website relates to what I am currently studying.  Because it is an early education research website, I am most drawn to the News and Events section. This section provides articles from newspapers and blogs across the country regarding early education,  The Star Ledger in NJ, The Jamestown Sun in ND, The Boston Globe in MA, and The Charlotte Observer in NC are just a few of those represented.  Blogs include those from The Wall Street Journal, The Washington Post, and The Philadelphia Inquirer.  I really enjoy these articles because they are current.

     The article from The Jamestown Sun caught my attention by it's title, "Childhood Education to get Second Hearing".  I read about how supporters of early education are urging the House Committee to provide state funding to create preschool programs around the state.  With the federal funding eliminated, states are now being asked to help with funding.  To my surprise, the committee chairman, Rep. Mike Nathe said that if early education is such an important issue, why can't the local districts levy a tax to fund it?  He continued by saying, "the House doesn't have the appetite for using state funding" and he feels communities should support the funding if they think it is such a good program. 

     Since we just read how economists, neuroscientists, and politicians are supporting the Early Childhood field, I was a little taken aback by Nathe's comments.  I applaud Sen. Poolman who rebutted by saying that there needs to be a compromise and that "a compromise between $4.7 million and zero is not zero!"

     This article has reinforced my opinion of politicians.  They say one thing - - Yes, early education is important and worth investing in.  Then do another - - No, you can't have state funding.  Ask your community for money.

    UGH! 

                                          Reference
Jerke, TJ (March, 2013).  Childhood education to get second hearing.  NIEER  Retrieved from:
          
       http://nieer.org/news-events/early-education-news/childhood-education-get-second-hearing

Getting to know your international contacts -- part 1

Well, I finally did it!

 I was able to find a contact in Spain through a community blog, Early Childhood Educators.  Her name is Lucy Moretti and she teachers ESL to children ages 3-12 in Madrid.  It is an extracurricular English class in both a Catholic (semi-private) school and in a public school.

 She told me that she has lost 25% of her students because of the crisis.  She said prices for the English classes are extremely low and they are set by the school parent association.  Even with low prices, they are still seeing a drop in enrollment.  Many families have only one working parent.  In the public school, children eat breakfast and lunch in the canteen, but due to the rising costs of this service, the school is currently meeting with families to discuss changing the times so that children can have lunch at home.  In the semi-private school, it is not such a problem because it is mostly wealthy families who choose to send their children to this school.  She also states that in Europe public schools are free and every child must go.  Madrid has taken many initiatives to provide food to children and has also done fund raising for this purpose. 

I was a little shocked to learn that the public schools were considering restructuring times so that children would be home at lunch time. I know that would never work here because most of our families have 2 working parents.  They already make a big stink about half-day kindergarten and trying to find care for the kindergarteners. 

National Institute for Early Education Research (NIEER)

The organization that I chose to research is the National Institute for Early Education Research (NIEER).

It can be found through the following link:

http://nieer.org/

This organization conducts research and gives advice to policy makers, journalist, and educators.  They work at the state level as well as the national level in the hope of attaining  excellence in the field.  They monitor and evaluate progress.  They develop and analyze standards, policies and legislation. Their online newsletter provides updates on what’s new in the field. 

In the March 8 (volume 12 issue 5) edition of their online newsletter, the NIEER has articles on new policies, bills, and legislation introduced as the result of Obama’s state of the union address.  There are also articles on media misrepresentations, the effects ofsequestration on education, full-day kindergarten options, ADHD interventions, and universal pre-k.  They have a calendar of events for conferences and a round-up of the nation’s headlines in the early childhood field. 

The resources provided by NIEER offered a small piece on Dual Language learners and how they are assessed.  The link to this brief is:

http://www.teachstone.org/wp-content/uploads/2013/02/CLASS-DLL-White-Paper.pdf

This article reiterates what we have been learning about - - that 20% of school age children speak a language other than English at home.  It also discusses the Classroom Assessment Scoring System (CLASS) and the requirements of observers.  The CLASS measure focuses on three main areas: emotional support, classroom organization, and instructional support. 

The NIEER website is so vast and provides so many links, it will be a long time before I navigate through the entire site!  There is so much to learn and explore.

 

 

 

 

Expanding Resources

I have chosen to research the National Institute for Early Education Research because it is one that I am not so familiar with.  I have subscribed to their newsletter as well as their feed: http://nieer.org/publications/rss.xml

Since we are learning about issues and trends in Early Childhood, I thought I might be kept up to date on the latest and greatest in the field with this website.  I'll let you know what I discover!

Establishing professional contacts

The two people I have tried to make contact with are Mrs. Bimbo Are in Nigeria and Mr. Eric Atmore in South Africa.  So far, I have not heard back from either. 
Federal Republic of Nigeria
Niger Delta Academic Foundation
Daniel Ibigoni Semeniworima, Director/CEO
Ajoke International School
Mrs.Bimbo Are
New Jericho G.R.A.
P.O.Box 679, Dugbe, Ibadan
Nigeria
Tel: 080-23236933
Email: arebimbo@yahoo.com
South Africa
OMEP South African National Committee
The National Early Childhood Development Alliance
Mr. Eric Atmore
P.O. Box 2363
Clarinch, 7740
South Africa
Tel: 27 21 683 2420
Email: cecd@iafrica.com

I have also subscribed to a community blog:

Community

- Early Childhood Education (Discussion)
I think I will probably get more feedback here and I noticed some of the members of this community are outside of the US.

MY SUPPORTS

     I have many supports in my life.  Most of my day is spent at work and I rely on my coworkers and friends for their support.  Sometimes I just need physical support with rearranging or taking something to the shed.  Other times I need their emotional support especially when dealing with some of the unpleasantries that we find in childcare (parents who are not involved, staff who won't work as a team, etc.).  I can always count on them for advice, humor, and comfort.

     At home, my family provides many of the same supports for me.  They physically help with the household chores, carrying in groceries, yardwork, etc.  They offer emotional support and love.  My husband offers emotional, physical, practical, and monetary support.  His income is double mine, so I rely heavily on him to meet our family's needs. 

     My other friends offer support through their kind words, words of wisdom, helping hands, and just being there when I need someone to talk to. 

    After thinking about a challenge that could jeopardize my supports, I became fearful that it might actually happen.  I was thinking if I didn't have the use of language (maybe a brain disorder that took away my speech) I would be devastated.  Then I started to think how I might communicate.  I could use a laptop or still write messages.  I also wondered if my emotional supports would still be there for me.  I know my family would.  I would also become much more dependant on others.  I couldn't answer a phone or have a conversation with a family at work. I think I would find it very upsetting not to be able to verbally communicate with others.  We take this for granted, but just think about ESL learners.  They must feel the same way. I would need a whole new set of supports designed to allow me to express my thoughts.  It makes my truly appreciate what I have and all of the supports in my life.  I would not want to be without any of them.