My hope in working with families from diverse backgrounds is that I can develop genuine relationships based on mutual trust. I want my families to feel comfortable in sharing their culture with me as well as their goals for their children. I hope to be a link to a positive start for their children's educational experience.
A goal I have within my classroom to promote equity and social justice is to celebrate the diversity within my classes by honestly discussing differences and providing opportunities for children to learn about different cultures from each other and their families. The long range goal would be that a positive experience with diversity in the early years will spark a growing respect and appreciation for diversity as the children mature.
Thank you to all my colleagues for sharing your life experiences to deepen our understanding of issues of diversity. Personal insights put a meaningful perspective on difficult issues. I wish you all the best in coming classes and hopefully will have the opportunity to learn from your posts in future courses.
Happy Holidays!
Friday, December 21, 2012
Saturday, December 15, 2012
Welcoming Families From Around the World
Working in a preschool I have encountered children whose families have emigrated from countries I knew nothing about. We did our best to make the families feel welcome, but I see now many more things we could have done to integrate their culture into our classrooms. We had a little boy from Kenya one year. I tried to learn a few phrases in Swahili from his mother. We both enjoyed the process and laughed at my attempts and she was very pleased when ever I tried to greet her in her home language. As Derman-Sparks & Edwards asserted: "Teachers who create learning environments that incorporate and build upon children's home cultures promote healthy social, emotional, and cognitive development and academic achievement" (2010, p. 61). If I could go back and prepare for the little boy from Kenya to join our school again or if we ever have the opportunity to have another Kenyan child with us I would do the following:
1. I would contact our local Social Service Agency to find our what kind of support services are available to immigrants from Kenya. I would make contact with someone from the Kenyan network who could interpret for me if the family does not know English.
2. Before meeting the family, I would ask the interpreter to educate me on Kenyan practices regarding child rearing, communication practices (personal space, eye contact), and family hierarchy. According to Vesely & Ginsberg, those who understand the culture can help build bridges of trust with immigrant families (2011). My attempts to bring Kenyan culture into our classroom may rely heavily on volunteers from the Kenyan community to bridge communication with the family as well as within the classroom. Child development classes would be provided and potentially lead to further education and employment if the volunteers show interest.
3. Equipped with some general knowledge of Kenyan culture and with someone to scaffold communication I would arrange for a home visit. I would use that initial visit to establish trust, try to answer any questions they may have about the program, and connect them with resources in the community.
4. Once an initial relationship is started I would make another visit to observe the child's role in the family and learn from the parents what their goals are for their child. I would express that information they can give me regarding their child helps me individualize my instruction and better meet his or her needs. If they are willing to share, I would like to learn about their life in Kenya and ask for something I might display in our classroom as a source of comfort and pride for their child.
5. Within the classroom I could display Kenya's flag, pictures of people in traditional Kenyan clothing, and have Kenyan musical instruments or toys available in centers (Vesely et al., 2011).
6. I would invite parents to volunteer in the classroom scaffolding language for their child or if they are not confident with their English, ask a volunteer from the Kenyan community to interpret. I would encourage them to teach basic words and phrases to the rest of the class. I would label toys and centers within the classroom in English and Swahili and have words of welcome written in English and Swahili at the entrance to the room. I would personally check to make sure written communication from preschool is being understood and if it is not, arrange for it to be interpreted.
Showing a genuine desire to learn a family's culture and to respect what is important to them is significant in building a mutual trust. As with any family, once they realize your main concern is the welfare of their child, they are willing to partner with you and support your efforts.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. New York, NY: National Association for the Education of Young Children.
Vesely, C., & Ginsberg, M. (2011). Stategise and practices for working with imigrant families in early education programs. Young Children, 66(1), 84-89.
1. I would contact our local Social Service Agency to find our what kind of support services are available to immigrants from Kenya. I would make contact with someone from the Kenyan network who could interpret for me if the family does not know English.
2. Before meeting the family, I would ask the interpreter to educate me on Kenyan practices regarding child rearing, communication practices (personal space, eye contact), and family hierarchy. According to Vesely & Ginsberg, those who understand the culture can help build bridges of trust with immigrant families (2011). My attempts to bring Kenyan culture into our classroom may rely heavily on volunteers from the Kenyan community to bridge communication with the family as well as within the classroom. Child development classes would be provided and potentially lead to further education and employment if the volunteers show interest.
3. Equipped with some general knowledge of Kenyan culture and with someone to scaffold communication I would arrange for a home visit. I would use that initial visit to establish trust, try to answer any questions they may have about the program, and connect them with resources in the community.
4. Once an initial relationship is started I would make another visit to observe the child's role in the family and learn from the parents what their goals are for their child. I would express that information they can give me regarding their child helps me individualize my instruction and better meet his or her needs. If they are willing to share, I would like to learn about their life in Kenya and ask for something I might display in our classroom as a source of comfort and pride for their child.
5. Within the classroom I could display Kenya's flag, pictures of people in traditional Kenyan clothing, and have Kenyan musical instruments or toys available in centers (Vesely et al., 2011).
6. I would invite parents to volunteer in the classroom scaffolding language for their child or if they are not confident with their English, ask a volunteer from the Kenyan community to interpret. I would encourage them to teach basic words and phrases to the rest of the class. I would label toys and centers within the classroom in English and Swahili and have words of welcome written in English and Swahili at the entrance to the room. I would personally check to make sure written communication from preschool is being understood and if it is not, arrange for it to be interpreted.
Showing a genuine desire to learn a family's culture and to respect what is important to them is significant in building a mutual trust. As with any family, once they realize your main concern is the welfare of their child, they are willing to partner with you and support your efforts.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. New York, NY: National Association for the Education of Young Children.
Vesely, C., & Ginsberg, M. (2011). Stategise and practices for working with imigrant families in early education programs. Young Children, 66(1), 84-89.
Friday, December 7, 2012
Prejudice - Learning From Our Mistakes
One of the first books I read that opened my eyes to prejudice was the Pulitzer prize winning To Kill A Mockingbird by Harper Lee. Many of you have read the book or seen the movie so I won't go into detail about the story line other than to point out that two prejudices were spotlighted. The story took place in Alabama during the Great Depression. A white lawyer agrees to defend a black man falsely accused of raping a white young woman. Despite the fact that the lawyer has strong evidence supporting the accused's innocence, an all white jury finds him guilty. The story unfolds through the eyes of the lawyer's young daughter. While this trial is going on she and her brother are involved in a situation of their own involving a neighbor who has not been seen outside his house for years. They call him Boo and make fun of him and make up stories about him. In the end, Boo ends up saving the children from the white girl's father who is angry at their father for defending the black man. The children end up learning important life lessons - hatred and prejudice exist and can cloud your vision and keep you from seeing the truth (the case their father was trying) and prejudice evolves from not seeing the individual as a person and making hurtful assumptions about the person without taking the time to get to know him (the case of the misunderstood neighbor).
I remember reading this book and thinking what an unjust system for the man on trial and feeling so bad for him. The legal system at that time in the South was not fair as was evidenced by the fact that the jury was all white and it would have been unthinkable to find that the white woman had actually been the one who propositioned the black man (which is actually what had happened). Our justice system today has come a long way in securing the rights of every individual to a fair trial by a jury of his peers.
In the case of the neighbor who was cognitively challenged, the children were making him into someone he was not without even having met him. How often do we misinterpret actions and make stereotypical judgments?
Ultimately, the little girl also learned to look for the best in others, to be honest with herself about her own flaws, and to look at each person as an individual with life experiences that shape his actions.
If you haven't read the book yet, I would encourage you to do so.
Lee, Harper. (1960). To kill a mockingbird. New York, NY: Harper & Row.
I remember reading this book and thinking what an unjust system for the man on trial and feeling so bad for him. The legal system at that time in the South was not fair as was evidenced by the fact that the jury was all white and it would have been unthinkable to find that the white woman had actually been the one who propositioned the black man (which is actually what had happened). Our justice system today has come a long way in securing the rights of every individual to a fair trial by a jury of his peers.
In the case of the neighbor who was cognitively challenged, the children were making him into someone he was not without even having met him. How often do we misinterpret actions and make stereotypical judgments?
Ultimately, the little girl also learned to look for the best in others, to be honest with herself about her own flaws, and to look at each person as an individual with life experiences that shape his actions.
If you haven't read the book yet, I would encourage you to do so.
Lee, Harper. (1960). To kill a mockingbird. New York, NY: Harper & Row.
Friday, November 23, 2012
Awareness of Microaggressions
After a discussing what we had been learning this week with my husband, he suggested I watch this week's episode of a television show called "Last Man Standing". For those of you who are not familiar with this program, it is a comedy about a white middle aged man and his wife and three daughters. This episode centered around the wife's attempt to befriend a new couple in the neighborhood who happen to be black. The wife was overly conscious of using any statements of microaggression and therefore ended up making all kinds of stereotypical references. She tried to make light of her statements by saying "it's not what you are thinking" and the black husband would say "oh, just what am I thinking?" The white woman's husband saw what a fool she was making of herself and in so many words told her to lighten up and stop over adjusting.
The episode pointed out all the prejudgements people make based on race without knowing anything about people as individuals. It showed how foolish and ignorant we are when we do that. As Dr Sue pointed out we need to have accurate exchanges of information about one another rather than operating on stereotypical prejudgements and we need to interact with one another on equal ground.
The episode pointed out all the prejudgements people make based on race without knowing anything about people as individuals. It showed how foolish and ignorant we are when we do that. As Dr Sue pointed out we need to have accurate exchanges of information about one another rather than operating on stereotypical prejudgements and we need to interact with one another on equal ground.
Thursday, November 15, 2012
Perspectives on Diversity and Culture
I chose to ask my boss (the church pastor) and an associate pastor their definitions of culture and diversity. The former defined culture as a group with shared practices or beliefs or characteristics. This definition addresses in a general manner both the surface and deeper aspects of culture as we have been studying it this week. The latter defined culture as socialized actions and reactions of a specific tribe or society. That definition could reflect both aspects of culture if you consider the actions are based on the group's beliefs and values. The third person is a grandparent of one of our preschoolers and she was born and raised in the Caribbean. She did not define culture for me, rather she brought me a poster of important landmarks where she grew up and enjoyed telling me about all the places represented. She said the cultural aspects she missed most were the food and living near the ocean. She is passing along her culture to her grandchildren by teaching them how to make the kind of crafts she made and sold while living in the Caribbean as well as teaching them how to prepare special foods from her homeland. Though she didn't include it in our discussion on culture, we have had other discussions that tell me she has very definite thoughts on child rearing that do not go along with the dominant culture, but instead reflect the strict upbringing she received in the Caribbean.
The grandmother chose not to define diversity. My boss defined it as bringing together those with differing cultures, usually done on an intentional basis because we naturally congregate with those of similar culture. He didn't get into specific examples of diversity but rather chose to look at how diversity is created. The other pastor defined it as the existence of a variety of cultures. I think it is harder to define diversity. This week we learned how to create an acceptance and appreciation of diversity.
It is always good to get others' perspectives. It was interesting that the two people who gave more general descriptions were of the dominant culture and the person who gave very personal and specific explanations was not part of the dominant culture. It really helped me see the value of communicating with our preschool families and giving them the opportunity to share how they think and what they value. It is important to develop that mutual respect.
The grandmother chose not to define diversity. My boss defined it as bringing together those with differing cultures, usually done on an intentional basis because we naturally congregate with those of similar culture. He didn't get into specific examples of diversity but rather chose to look at how diversity is created. The other pastor defined it as the existence of a variety of cultures. I think it is harder to define diversity. This week we learned how to create an acceptance and appreciation of diversity.
It is always good to get others' perspectives. It was interesting that the two people who gave more general descriptions were of the dominant culture and the person who gave very personal and specific explanations was not part of the dominant culture. It really helped me see the value of communicating with our preschool families and giving them the opportunity to share how they think and what they value. It is important to develop that mutual respect.
Friday, November 9, 2012
My Family Culture
If my family and I had to evacuate to a country with a completely different culture and I had to choose three things that I hold dear to take with me I would take my Bible because it would be a reminder that no matter where I was God was with me. That Bible has special meaning because I have underlined favorite verses and because my husband gave it to me. It also has bookmarkers in it given to me by my mom. I would also take a childhood photo of me with my parents to represent my childhood web. And, I am assuming my dog would come with us because she is an integral part of our family, but I would take a picture of her along as well.
If I had to keep one item I think I would keep the Bible and try to put the photo of my family inside it. However, I think when it comes down to it, representations are just that. Your culture is who you are and what you believe and you take that with you where ever you go. It is the relationships you hold dear to your heart and the memories that no one can take from you that matter.
If I had to keep one item I think I would keep the Bible and try to put the photo of my family inside it. However, I think when it comes down to it, representations are just that. Your culture is who you are and what you believe and you take that with you where ever you go. It is the relationships you hold dear to your heart and the memories that no one can take from you that matter.
Thursday, October 25, 2012
When I Think of Research...
I approached this class with great trepidation. I had no experience with research and had really been challenged when reading research articles in previous classes. However, this course was presented in a way that made the research relevant to me and made the idea of research exciting!
Learning the terminology was so important to bringing meaning to the research process. Defining terms and putting them in my own words really helped me understand different approaches to research and the components to conducting research with integrity.
Though I chose to use a qualitative approach to my research, I enjoyed the process of formulating a hypothesis and looking at how my research could take a different approach based on the data I collected. It was interesting to consider the sampling and how to work with the participants in a way that brought equity to the study. I struggled a bit trying to decide on the sampling size until I learned that in case studies you do not have to have a large sampling since you are looking in depth into specific cases.
The biggest challenge I discovered in the process of setting up the simulation was thinking about the possibility that parents would not give consent to have their children video-taped as part of the study. Dr. Davis had the idea of pixelating the faces of the children whose parents would not give consent - I would never have thought of that; but that certainly would protect children's privacy! Technology certainly has made a difference in how we approach research.
My simulation focused on the perceptions of practicing early childhood professionals. Because I am a preschool teacher, I realized I definitely had preconceived ideas about the outcome of the study. I see the importance of self-reflexivity to make sure research is approached without bias. I really liked this quote from Mackenzie & Ling:
"The education system studied was my work context and the phenomenon being studied was one with which I had recent, personal experience. At times participants' comments resonated with my own experience, 'ringing true', while others made me stop and reflect from the perspective of experiences which were very different from my own. What I knew and who I was at the start of the journey was very different from what I know and who I was at the end" (2009, p. 51).
I can safely say that what I knew and thought of research at the start of this course's journey is very different from what I know and think about it now. Thank you, Dr. Davis!
Thank you, to all my classmates, I appreciated your discussion posts. I wish you well in your coursework ahead!
Mackenzie, N., & Ling, L. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48-60. Retrieved from Education Research Complete database.
Learning the terminology was so important to bringing meaning to the research process. Defining terms and putting them in my own words really helped me understand different approaches to research and the components to conducting research with integrity.
Though I chose to use a qualitative approach to my research, I enjoyed the process of formulating a hypothesis and looking at how my research could take a different approach based on the data I collected. It was interesting to consider the sampling and how to work with the participants in a way that brought equity to the study. I struggled a bit trying to decide on the sampling size until I learned that in case studies you do not have to have a large sampling since you are looking in depth into specific cases.
The biggest challenge I discovered in the process of setting up the simulation was thinking about the possibility that parents would not give consent to have their children video-taped as part of the study. Dr. Davis had the idea of pixelating the faces of the children whose parents would not give consent - I would never have thought of that; but that certainly would protect children's privacy! Technology certainly has made a difference in how we approach research.
My simulation focused on the perceptions of practicing early childhood professionals. Because I am a preschool teacher, I realized I definitely had preconceived ideas about the outcome of the study. I see the importance of self-reflexivity to make sure research is approached without bias. I really liked this quote from Mackenzie & Ling:
"The education system studied was my work context and the phenomenon being studied was one with which I had recent, personal experience. At times participants' comments resonated with my own experience, 'ringing true', while others made me stop and reflect from the perspective of experiences which were very different from my own. What I knew and who I was at the start of the journey was very different from what I know and who I was at the end" (2009, p. 51).
I can safely say that what I knew and thought of research at the start of this course's journey is very different from what I know and think about it now. Thank you, Dr. Davis!
Thank you, to all my classmates, I appreciated your discussion posts. I wish you well in your coursework ahead!
Mackenzie, N., & Ling, L. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48-60. Retrieved from Education Research Complete database.
Friday, October 5, 2012
Researach Around the World
I decided to take a look at the European Early Childhood Education Research Association (EECERA) website: http://www.eecera.org/
This association works to promote multi-disciplinary research on topics regarding policy and practice in the field of early childhood education. It is first in international contributions to the development of research in the early childhood field. It has membership from around the world and its annual conference is the largest early childhood conference in Europe. The EECERA publishes a highly respected an cited research journal, The European Early Childhood Education Research Journal (EECERJ).
As I explored the EECERJ link I noticed a great interest in outdoor play. Of the 20 Most Read Articles, eight of them dealt with research regarding children's learning and outdoor play. Outdoor play was the focus of one of their conferences several years ago, and apparently, continues to be a topic of strong interest. This year's conference focused on research involving the age group of Pre-Birth to Age Three.
Other topics sounded very familiar, as they too, are interested in curriculum, play, and policy. Several of the articles addressed the challenges of researching young children. One article in particular caught my attention because it focused on children's right to be heard and how to make that happen in the arena of research. Pascal & Bertram discussed England's attempt to give children a voice regarding their experiences in the early childhood setting (2009). The authors stressed the significance the act of voicing their opinions and insights can have on a children's self esteem. The process gives a different insight into skills the children possess. Their research revealed the importance of observing body language and facial expressions as well as closely listening to what the children are saying; as Pascal and Bertram described it "researchers need to listen with all their senses" (2009, p.260). They cautioned researchers against the impulse to reword or direct what the child is saying, and to be have the "courage to redistribute the power" so children can respond in a way that is powerful and meaningful for them. They also identified some techniques they found successful in stimulating dialogue: video-taping the children and then asking for their feedback as they watch the playback, drawings, photographs, dramas, and child guided tours of the preschool. The authors concluded that researching children takes a commitment of time and resources, but the resulting interactions provide a voice from the experts in the world of early childhood.
Pascal, C., & Bertram, T. (2009). Listening to young citizens: The struggle to make real a participatory paradigm in research with young children. European Early childhood Education Research Journal, 17(2), 249-262. Retrieved from http://www.tandfonline.com/doi/full/10.1080/13502930902951486
This association works to promote multi-disciplinary research on topics regarding policy and practice in the field of early childhood education. It is first in international contributions to the development of research in the early childhood field. It has membership from around the world and its annual conference is the largest early childhood conference in Europe. The EECERA publishes a highly respected an cited research journal, The European Early Childhood Education Research Journal (EECERJ).
As I explored the EECERJ link I noticed a great interest in outdoor play. Of the 20 Most Read Articles, eight of them dealt with research regarding children's learning and outdoor play. Outdoor play was the focus of one of their conferences several years ago, and apparently, continues to be a topic of strong interest. This year's conference focused on research involving the age group of Pre-Birth to Age Three.
Other topics sounded very familiar, as they too, are interested in curriculum, play, and policy. Several of the articles addressed the challenges of researching young children. One article in particular caught my attention because it focused on children's right to be heard and how to make that happen in the arena of research. Pascal & Bertram discussed England's attempt to give children a voice regarding their experiences in the early childhood setting (2009). The authors stressed the significance the act of voicing their opinions and insights can have on a children's self esteem. The process gives a different insight into skills the children possess. Their research revealed the importance of observing body language and facial expressions as well as closely listening to what the children are saying; as Pascal and Bertram described it "researchers need to listen with all their senses" (2009, p.260). They cautioned researchers against the impulse to reword or direct what the child is saying, and to be have the "courage to redistribute the power" so children can respond in a way that is powerful and meaningful for them. They also identified some techniques they found successful in stimulating dialogue: video-taping the children and then asking for their feedback as they watch the playback, drawings, photographs, dramas, and child guided tours of the preschool. The authors concluded that researching children takes a commitment of time and resources, but the resulting interactions provide a voice from the experts in the world of early childhood.
Pascal, C., & Bertram, T. (2009). Listening to young citizens: The struggle to make real a participatory paradigm in research with young children. European Early childhood Education Research Journal, 17(2), 249-262. Retrieved from http://www.tandfonline.com/doi/full/10.1080/13502930902951486
Friday, September 21, 2012
Uplifting Research Story
This is a true story shared by a member of our congregation.
For purposes of privacy I will change the name of the woman involved in this story. I will call her Jane.
Jane's mother was diagnosed with ovarian cancer while Jane was a young girl. Her mother bravely agreed to participate in research undergoing treatments that made her very sick. Unfortunately, the treatments could not save Jane's mother. When her mother passed away, Jane could not understand why God would allow her mother to go through additional pain and discomfort as a result of trying to help others and then not be saved herself.
Some thirty years later, Jane was diagnosed with a form of ovarian cancer. She was successfully treated and is now cancer-free. Jane didn't realize that researchers continued working after her mother's death using the data collected from her mother's trial and made adjustments to the drugs creating a successful cancer treatment. After studying about the treatment she would be receiving, Jane discovered that the very treatment that would save her life was developed due to her mother's willingness to participate in research.
For purposes of privacy I will change the name of the woman involved in this story. I will call her Jane.
Jane's mother was diagnosed with ovarian cancer while Jane was a young girl. Her mother bravely agreed to participate in research undergoing treatments that made her very sick. Unfortunately, the treatments could not save Jane's mother. When her mother passed away, Jane could not understand why God would allow her mother to go through additional pain and discomfort as a result of trying to help others and then not be saved herself.
Some thirty years later, Jane was diagnosed with a form of ovarian cancer. She was successfully treated and is now cancer-free. Jane didn't realize that researchers continued working after her mother's death using the data collected from her mother's trial and made adjustments to the drugs creating a successful cancer treatment. After studying about the treatment she would be receiving, Jane discovered that the very treatment that would save her life was developed due to her mother's willingness to participate in research.
Saturday, September 15, 2012
Starting My Personal Research Journey
I have decided to research strategies for helping young children develop self-regulation. I have been a director and teacher of preschoolers for many years and I know there is a great need for effective plans to help children whose emotions overwhelm them and prevent them from developing healthy social interactions or from fully participating in classroom activities. I am curious to find out what early childhood professionals have found to be true about children with self-regulation issues and about techniques that have proven beneficial for these children.
The process of research is very new to me so I am using my glossary a lot! Creating the research chart really helped me focus and take apart what I was learning and put it into my own words. It took me quite a while to clarify my thoughts as to how I wanted to state my subtopic. However, doing the literature review helped me narrow my focus - my original thoughts were too broad. I searched the ERIC, ProQuest, and Education Research Complete databases for my literature review. So far, I found more articles pertaining to my topic in Education Research Complete. What about others? Has anyone looked outside the Walden Library? The website I found for our discussion http://www.ecrp.uiuc.edu/ looks like it would be very helpful. The editor is Lilian Katz. I didn't see any articles that I could use for my topic, but I am sure that site will be a credible, professional source of research information.
The process of research is very new to me so I am using my glossary a lot! Creating the research chart really helped me focus and take apart what I was learning and put it into my own words. It took me quite a while to clarify my thoughts as to how I wanted to state my subtopic. However, doing the literature review helped me narrow my focus - my original thoughts were too broad. I searched the ERIC, ProQuest, and Education Research Complete databases for my literature review. So far, I found more articles pertaining to my topic in Education Research Complete. What about others? Has anyone looked outside the Walden Library? The website I found for our discussion http://www.ecrp.uiuc.edu/ looks like it would be very helpful. The editor is Lilian Katz. I didn't see any articles that I could use for my topic, but I am sure that site will be a credible, professional source of research information.
Thursday, August 16, 2012
Influences of the International Early Childhood Field
Prior to this class I had very little knowledge of the state of the early childhood field in other countries. I have to admit I was disappointed that none of my attempts to connect with an international early childhood professional proved successful. I was so thankful Caty was able to share her friend's experiences in Mexico. It makes more of an impact if someone is sharing their personal perspective of the field. I think that is also why I enjoyed listening to the podcasts.
My understanding of the influence international professionals in the field have had on early childhood programs in the states has expanded. Susan Lyon's podcast led to a deeper research of the Reggio approach (http://www.worldforumfoundation.org/wf/radio.php).
I now realize the issues of defining early childhood professionals and ensuring quality programs for all children are topics facing the international community as well as our own. Ms. Vasquez mentioned the need to value the early childhood field; the need to define an early childhood professional which is challenging because two workforces are trying to merge; and adequate pay as challenges facing our field in the United States (Laureate Education, 2011). Interestingly, those were the same hurdles mentioned in the UNESCO policy statement in reference to the international early childhood workforce (http://www.unesco.org.new/en/education/themes/strengthening-ed-systems/early-childhood/) . All professionals can learn from the mistakes and successes around the globe as we tackle challenges facing our profession.
The changing demographics in our country mean greater chances that children from other countries will be in my preschool classes. Learning how other countries view childhood helps me communicate more effectively with culturally diverse families.
My goal would be to pursue an international connection to correspond with to share insights, successes, and challenges we are facing in the field. In the meantime, I will continue to visit the World Forum website to listen to the podcasts so that I can expand my knowledge of various teaching methods, whether it be the reggio approach as applied to the Presidio Project or the environmental learning demonstrated by Inma Allen in Swaziland, one has to be open to new ideas to add to our teaching strategies to meet the diverse needs of the children we serve.
As this is the last blog for this course, I would like to say thank you to all of you who have expanded my world by creating interesting and informative blogs. You have my highest respect and my heartfelt wishes for continued success in your Walden journey. I hope to be blessed with your insights in future courses!
Laureate Education, Inc. (Executive Producer). (2011). "Excellence and Equity of Care and Education for Children and Families - Part 3". Issues and Trends in the Early Childhood Field. Baltimore, MD: Author.
My understanding of the influence international professionals in the field have had on early childhood programs in the states has expanded. Susan Lyon's podcast led to a deeper research of the Reggio approach (http://www.worldforumfoundation.org/wf/radio.php).
I now realize the issues of defining early childhood professionals and ensuring quality programs for all children are topics facing the international community as well as our own. Ms. Vasquez mentioned the need to value the early childhood field; the need to define an early childhood professional which is challenging because two workforces are trying to merge; and adequate pay as challenges facing our field in the United States (Laureate Education, 2011). Interestingly, those were the same hurdles mentioned in the UNESCO policy statement in reference to the international early childhood workforce (http://www.unesco.org.new/en/education/themes/strengthening-ed-systems/early-childhood/) . All professionals can learn from the mistakes and successes around the globe as we tackle challenges facing our profession.
The changing demographics in our country mean greater chances that children from other countries will be in my preschool classes. Learning how other countries view childhood helps me communicate more effectively with culturally diverse families.
My goal would be to pursue an international connection to correspond with to share insights, successes, and challenges we are facing in the field. In the meantime, I will continue to visit the World Forum website to listen to the podcasts so that I can expand my knowledge of various teaching methods, whether it be the reggio approach as applied to the Presidio Project or the environmental learning demonstrated by Inma Allen in Swaziland, one has to be open to new ideas to add to our teaching strategies to meet the diverse needs of the children we serve.
As this is the last blog for this course, I would like to say thank you to all of you who have expanded my world by creating interesting and informative blogs. You have my highest respect and my heartfelt wishes for continued success in your Walden journey. I hope to be blessed with your insights in future courses!
Laureate Education, Inc. (Executive Producer). (2011). "Excellence and Equity of Care and Education for Children and Families - Part 3". Issues and Trends in the Early Childhood Field. Baltimore, MD: Author.
Thursday, August 9, 2012
International Early Childhood Professionals
Regrettably, I was not able to make any international contacts for our class discussions. This week I visited UNESCO's website in search of information regarding the state of our profession, internationally (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/ ). One of my goals in earning my Master's is to gain more knowledge of current issues and trends in our field. One of the issues we researched this week was the barriers to defining quality early childhood professionals. That issue is currently being tackled by many nations as the early childhood profession finds itself in the spotlight with increasing research coming to light on the importance of early childhood education.
In fact, in response to the developing interest in Early Childhood issues, UNESCO's Global Action Week which is organized by the Global Campaign for Education (GCE) focused on Early Childhood Care and Education for this year's theme. The theme was entitled Rights from the Start! Early childhood Care and Education Now! The goal of the annual Global Action Week is to raise political and financial support in reaching their goal of Education For All (EFA).
The barriers in defining quality early childhood professionals in the United States are similar to those facing many of the other developed nations. The divide between the responsibilities of child care workers and early childhood teachers makes it difficult to establish standards for the early childhood field as a profession. According to the UNESCO Policy Brief No.27: Terms used in Europe are teachers and pedagogues, the latter providing a more holistic approach to child care (2004). Sweden addressed the divide by bringing the preschool teacher, school teacher, and free-time pedagogue (school-age childcare worker) under one government agency regardless of the educational setting (preschools, preschool classes in schools, schools, free-time services) (UNESCO, 2004). Everyone in the field takes 18 months of post secondary basic education courses followed by approximately 18 more months in their specialized field. Even with this core of professionals in the workforce, there are still workers considered "assistants" who generally have the equivalent of a U.S. high school education. So, even after attempts to professionalize the field, there still remains the question of how much education should an early childhood professional have? According to UNESCO three barriers must be addressed to answer this question:
The image of the early childhood professional must be changed from that of a substitute mother figure to that of a facilitator of learning. Society must place a higher value on early childhood. For example, a high percentage of Swedish teachers choose to teach older children as early childhood work is viewed as a lower status. The third barrier to face is the challenge of paying for the cost of educating the workforce to the standards of other teachers and then fairly compensating them.
(2004).
Another link took me to information about issues facing early childhood teachers in Africa. The Association for the Development of Education in Africa (ADEA) partnered with UNESCO in launching a series of children's books to address subjects affecting their lives such as war and conflict, HIV/Aids pandemic, and the issue of water resources (http://www.unesco.org/new/en/media-services/single-view/new/adea_and_unesco_launch_). These issues are not frequently conerns of children in the United States, but the overall lessons taught by the books sound very familiar. The books' characters, Bouba and Zaza, show children how to address issues of right and wrong; the series also provides opportunities for lessons on oral communication; and the books also serve as discussion topics for family members. It would seem the issues of right and wrong, family inclusiveness, and developing language skills are goals shared by teachers worldwide.
UNESCO Policy Brief on Early Childhood. (2004). The Early Childhood Workforce in 'Developed' countries: Basic Structures and Education. No. 27.
In fact, in response to the developing interest in Early Childhood issues, UNESCO's Global Action Week which is organized by the Global Campaign for Education (GCE) focused on Early Childhood Care and Education for this year's theme. The theme was entitled Rights from the Start! Early childhood Care and Education Now! The goal of the annual Global Action Week is to raise political and financial support in reaching their goal of Education For All (EFA).
The barriers in defining quality early childhood professionals in the United States are similar to those facing many of the other developed nations. The divide between the responsibilities of child care workers and early childhood teachers makes it difficult to establish standards for the early childhood field as a profession. According to the UNESCO Policy Brief No.27: Terms used in Europe are teachers and pedagogues, the latter providing a more holistic approach to child care (2004). Sweden addressed the divide by bringing the preschool teacher, school teacher, and free-time pedagogue (school-age childcare worker) under one government agency regardless of the educational setting (preschools, preschool classes in schools, schools, free-time services) (UNESCO, 2004). Everyone in the field takes 18 months of post secondary basic education courses followed by approximately 18 more months in their specialized field. Even with this core of professionals in the workforce, there are still workers considered "assistants" who generally have the equivalent of a U.S. high school education. So, even after attempts to professionalize the field, there still remains the question of how much education should an early childhood professional have? According to UNESCO three barriers must be addressed to answer this question:
The image of the early childhood professional must be changed from that of a substitute mother figure to that of a facilitator of learning. Society must place a higher value on early childhood. For example, a high percentage of Swedish teachers choose to teach older children as early childhood work is viewed as a lower status. The third barrier to face is the challenge of paying for the cost of educating the workforce to the standards of other teachers and then fairly compensating them.
(2004).
Another link took me to information about issues facing early childhood teachers in Africa. The Association for the Development of Education in Africa (ADEA) partnered with UNESCO in launching a series of children's books to address subjects affecting their lives such as war and conflict, HIV/Aids pandemic, and the issue of water resources (http://www.unesco.org/new/en/media-services/single-view/new/adea_and_unesco_launch_). These issues are not frequently conerns of children in the United States, but the overall lessons taught by the books sound very familiar. The books' characters, Bouba and Zaza, show children how to address issues of right and wrong; the series also provides opportunities for lessons on oral communication; and the books also serve as discussion topics for family members. It would seem the issues of right and wrong, family inclusiveness, and developing language skills are goals shared by teachers worldwide.
UNESCO Policy Brief on Early Childhood. (2004). The Early Childhood Workforce in 'Developed' countries: Basic Structures and Education. No. 27.
Friday, August 3, 2012
New Discoveries on the NAEYC Website
Since I am in the "back to school" mode I decided to look more closely at the resources available on the NAEYC website. Under the Topics tab I found Back to School. This area offered library book ideas, suggestions for helping children get to know one another, topics for letters to parents, and ideas for making parents feel welcome. Though I had implemented many of the ideas in years past, I was pleased to find several new ideas and different ways to update other techniques I had been using. This area would be extremely helpful for new teachers!
The suggestions came from the Teaching Young Children publication, also a benefit of NAEYC membership. The Teaching Young Children (TYC) articles are shorter and offer more "hands-on", practical teaching ideas and strategies. One of the links in the TYC area is called Message In A Backpack. These are one page tips for parents on topics like "Help Your Preschooler Gain Self-Control", "Finding Low Cost Toys for Home Learning", or "Suggestions for Developing Fine Motor Skills". These would be helpful resources to send home for parents. I write a monthly newsletter to the families in my classroom and I am going to include one of these messages each month. Especially helpful for new staff trying to learn the early childhood lingo is the section called Glossary of Early Childhood Terms There is also a Resources & Links tab which connects you to different websites, and resources for teaching strategies on a variety of topics.
While I was looking at the Resources and Links area I clicked on Dual Language Learners since we have been looking at equity in early learning, especially for families of diverse culture and language. There were several helpful resources mentioned:
Early Childhood Learning and Knowledge Center-Dual Language Learners - When you click on this it takes you to a site created for Head Start but can be used by anyone looking for information about dual language learners and disabilities, family and community partnerships, health connections, and professional development topics. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learn
Language Castle - clicking on this gets you to a site by Karen Nemeth who authored the book Many Languages, One Classroom as well as Basics of Supporting Dual Language Learners: An Introduction for Educators of Children Birth through Age 8 (both books reviewed elsewhere on the NAEYC site). She offers teaching tips and blogs about teaching dual language learners.
http://www.languagecastle.com/Language_Castle/LANGUAGE_CASTLE_HOME.html
The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs - this site offers research and resources for teaching dual language learners.
http://www.ncela.gwu.edu
TESOL (Teachers of English to Speakers of Other Languages, Inc.) - this site gives tips on teaching English to speakers of other languages and gives English proficiency standards for children pre-K - 12.
http://www.tesol.org
The TYC section of the NAEYC site is going to be a very practical area to visit!
Information retrieved from http://naeyc.org
The suggestions came from the Teaching Young Children publication, also a benefit of NAEYC membership. The Teaching Young Children (TYC) articles are shorter and offer more "hands-on", practical teaching ideas and strategies. One of the links in the TYC area is called Message In A Backpack. These are one page tips for parents on topics like "Help Your Preschooler Gain Self-Control", "Finding Low Cost Toys for Home Learning", or "Suggestions for Developing Fine Motor Skills". These would be helpful resources to send home for parents. I write a monthly newsletter to the families in my classroom and I am going to include one of these messages each month. Especially helpful for new staff trying to learn the early childhood lingo is the section called Glossary of Early Childhood Terms There is also a Resources & Links tab which connects you to different websites, and resources for teaching strategies on a variety of topics.
While I was looking at the Resources and Links area I clicked on Dual Language Learners since we have been looking at equity in early learning, especially for families of diverse culture and language. There were several helpful resources mentioned:
Early Childhood Learning and Knowledge Center-Dual Language Learners - When you click on this it takes you to a site created for Head Start but can be used by anyone looking for information about dual language learners and disabilities, family and community partnerships, health connections, and professional development topics. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learn
Language Castle - clicking on this gets you to a site by Karen Nemeth who authored the book Many Languages, One Classroom as well as Basics of Supporting Dual Language Learners: An Introduction for Educators of Children Birth through Age 8 (both books reviewed elsewhere on the NAEYC site). She offers teaching tips and blogs about teaching dual language learners.
http://www.languagecastle.com/Language_Castle/LANGUAGE_CASTLE_HOME.html
The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs - this site offers research and resources for teaching dual language learners.
http://www.ncela.gwu.edu
TESOL (Teachers of English to Speakers of Other Languages, Inc.) - this site gives tips on teaching English to speakers of other languages and gives English proficiency standards for children pre-K - 12.
http://www.tesol.org
The TYC section of the NAEYC site is going to be a very practical area to visit!
Information retrieved from http://naeyc.org
Thursday, July 26, 2012
International Equity and Excellence
I have had no responses from my attempts at international contacts so I chose to listen to another World Forum Podcast and to investigate The Center on the Developing Child at Harvard University and their Global Children's Initiative. The following stories highlight efforts being made to improve early childhood experiences around the world.
The Center on the Developing Child at Harvard was established in 2006 in an effort to utilize Harvard's resources to generate research and knowledge to support improved life outcomes for children everywhere.
The Global Children's Initiative's focus is to educate the public and specifically policy makers on the science of learning, behavior, and health; to support research and projects in selected countries to help them understand healthy development and how to achieve it; and to empower child development leadership and research in low- and middle-income countries (http://developingchild.harvard.edu/initiatives/global_initiative/).
Un Buen Comienzo (UBC) which means "A Good Start" is a collaborative project located in Santiago, Chile. The goal is to improve early childhood education for four, five, and six year old children, especially in the area of language development and socio-emotional development. The program focuses on professional development for the teachers; but, also works on getting families involved with the early education process,and improving children's health to bolster school attendance. The program is the first of its kind in Latin America to utilize a longitudinal evaluation, supplying comprehensive data. The project not only has funding support from the Center on the Developing Child, but also from international public and private sources.
The Zambian Early Childhood Development Project (ZECDP) was established to measure the effects of ongoing malaria control efforts in Zambia (Sub-Saharan Africa). The ZECDP developed a comprehensive assessment tool to measure physical, socio-emotional, and cognitive development of children before and throughout their schooling experience. The assessment tool is called ZamCAT and was first used to assess preschool children in 2010, then reassessed in 2011 and again in 2012. There was a link on the website to the actual Child Assessment Tool and the Parent Assessment Tool which I found very helpful in getting an idea of what they were assessing. The Parent Assessment Tool was very interesting because it covered everything from background information on who lives at home with the child, the types of reading material in the home, the mother and the child's health history, and the parents' perception of their child's socio-emotional development.
I also listened to an interesting podcast with Irma Allen, an American, living in Swaziland which is located between South Africa and Mozambique. She is the Chairperson of Swaziland Environment Authority which is the equivalent of the U.S. EPA. She is also a member of the World Forum Nature Action Collaborative for Children. She trains people from the community to become early childhood teachers. Her love of nature serves her well as there are no classrooms in Swaziland - only nature! She said they build all their lessons around nature - the trees, grass, or water. They make their own little laboratories out of their surroundings. They learn a respect for their environment. She shared a story of a young man who told them his early childhood experience with them had motivated him and given him a love for his country and appreciation for nature which he had taken for granted. He also told them how the welcoming, nurturing experience he had with them had significantly impacted him and provided him the acceptance he needed as an orphan. http://www.worldforumfoundation.org/wf/radio.php
The Center on the Developing Child at Harvard was established in 2006 in an effort to utilize Harvard's resources to generate research and knowledge to support improved life outcomes for children everywhere.
The Global Children's Initiative's focus is to educate the public and specifically policy makers on the science of learning, behavior, and health; to support research and projects in selected countries to help them understand healthy development and how to achieve it; and to empower child development leadership and research in low- and middle-income countries (http://developingchild.harvard.edu/initiatives/global_initiative/).
Un Buen Comienzo (UBC) which means "A Good Start" is a collaborative project located in Santiago, Chile. The goal is to improve early childhood education for four, five, and six year old children, especially in the area of language development and socio-emotional development. The program focuses on professional development for the teachers; but, also works on getting families involved with the early education process,and improving children's health to bolster school attendance. The program is the first of its kind in Latin America to utilize a longitudinal evaluation, supplying comprehensive data. The project not only has funding support from the Center on the Developing Child, but also from international public and private sources.
The Zambian Early Childhood Development Project (ZECDP) was established to measure the effects of ongoing malaria control efforts in Zambia (Sub-Saharan Africa). The ZECDP developed a comprehensive assessment tool to measure physical, socio-emotional, and cognitive development of children before and throughout their schooling experience. The assessment tool is called ZamCAT and was first used to assess preschool children in 2010, then reassessed in 2011 and again in 2012. There was a link on the website to the actual Child Assessment Tool and the Parent Assessment Tool which I found very helpful in getting an idea of what they were assessing. The Parent Assessment Tool was very interesting because it covered everything from background information on who lives at home with the child, the types of reading material in the home, the mother and the child's health history, and the parents' perception of their child's socio-emotional development.
I also listened to an interesting podcast with Irma Allen, an American, living in Swaziland which is located between South Africa and Mozambique. She is the Chairperson of Swaziland Environment Authority which is the equivalent of the U.S. EPA. She is also a member of the World Forum Nature Action Collaborative for Children. She trains people from the community to become early childhood teachers. Her love of nature serves her well as there are no classrooms in Swaziland - only nature! She said they build all their lessons around nature - the trees, grass, or water. They make their own little laboratories out of their surroundings. They learn a respect for their environment. She shared a story of a young man who told them his early childhood experience with them had motivated him and given him a love for his country and appreciation for nature which he had taken for granted. He also told them how the welcoming, nurturing experience he had with them had significantly impacted him and provided him the acceptance he needed as an orphan. http://www.worldforumfoundation.org/wf/radio.php
Friday, July 20, 2012
More on the NAEYC Website
I continue to explore the NAEYC website and reap the benefits of membership! Under "Topics" I found a wealth of information on the importance of Play. This week's study of the impact of science, politics, and economics, led me to focus quite a bit on the importance of play and the need to preserve childhood as pressure to test and "skill-drill" edges out time to explore and use the imagination.
I found several articles on practical suggestions for scaffolding learning through specific forms of play including make-believe, playdoh, blocks, and manipulatives, linking specific standards with activities involved in play.
One form of play that some might view as controversial is "rough and tumble" play. Some feel it is not safe and too disruptive in the preschool setting. NAEYC gives a sneak peak into one of their books written by Fances Carlson entitled "Big Body Play: Why Boisterous, Vigorous, and Very Physical Play is Essential to Children's Development and Learning". The book points out not only the physical benefits of this type of play, but also the cognitive, social, and emotional development that evolves from it.
Another interesting section of the website called "Research News You Can Use" had an article called "More Threats to Preschoolers' Play" by Kyle Snow. The article focused on three reasons why play is dwindling at preschool - concerns about child safety, pressure to focus on academics, limited space and equipment for big body play. The article stressed the importance of meeting safety guidelines and vigilant monitoring of play time, it also emphasized the meaningful learning opportunities that evolve out of play, and listed resources to help programs acquire safe play equipment.
As the new school year approaches and I begin to plan using developmentally appropriate practices I am finding valuable, practical resources on the website to assist me as I evaluate my classroom and make changes to be more child-centered and effective.
http://www.naeyc.org
I found several articles on practical suggestions for scaffolding learning through specific forms of play including make-believe, playdoh, blocks, and manipulatives, linking specific standards with activities involved in play.
One form of play that some might view as controversial is "rough and tumble" play. Some feel it is not safe and too disruptive in the preschool setting. NAEYC gives a sneak peak into one of their books written by Fances Carlson entitled "Big Body Play: Why Boisterous, Vigorous, and Very Physical Play is Essential to Children's Development and Learning". The book points out not only the physical benefits of this type of play, but also the cognitive, social, and emotional development that evolves from it.
Another interesting section of the website called "Research News You Can Use" had an article called "More Threats to Preschoolers' Play" by Kyle Snow. The article focused on three reasons why play is dwindling at preschool - concerns about child safety, pressure to focus on academics, limited space and equipment for big body play. The article stressed the importance of meeting safety guidelines and vigilant monitoring of play time, it also emphasized the meaningful learning opportunities that evolve out of play, and listed resources to help programs acquire safe play equipment.
As the new school year approaches and I begin to plan using developmentally appropriate practices I am finding valuable, practical resources on the website to assist me as I evaluate my classroom and make changes to be more child-centered and effective.
http://www.naeyc.org
Saturday, July 14, 2012
Poverty in Italy
Facing the reality that none of the contacts I pursued were going to work out, I listened to a very interesting podcast from the World Forum Radio website http://www.worldforumfoundation.org/wf/radio.php I listened to a conversation with Susan Lyon who was inspired by her visit to Reggio Emilia, Italy. She brought The Hundred Languages of Children exhibit back to San Francisco with her to train teachers in the Reggio approach. An outgrowth of this was the development of the Presidio Child Development Center located in the Presidio National Park. From the podcast I located an article about the center in Exchange Magazine. As another attempt to connect with a professional in the field, I sent an e mail to the center's director who also traveled to Italy and was greatly impacted by what she saw. I have not heard from her, yet. I was surprised to learn The Presidio Child Development Center provides access to impoverished children.
Sixty percent of the children speak a second language and over half of them qualify for free or reduced lunches (Kalinowski, 2011). Tuition is based on a sliding scale determined by per capita income and family members must be working, in training, in school, or have protective services needs (Kalinowski, 2011). I am hoping to learn more about the center and about the director's insights into early childhood education in Italy.
Looking into poverty in Italy, I discovered a vast difference in living conditions between Northern and Southern Italy. Two-thirds of Italy's poor Italian families live in the south (Bonati, & Campi, 2005). Southern Italy has the third largest population of children under five years old in all of Europe and one of the poorest health conditions for children of that age (Bonati, et al, 2005). Because of limited health services in the south, most families have to travel to the north if their children need hospitalization, and only 54.9% of children in the south received a measles vaccination (Bonati, et al, 2005). Related to inequities in health care is limited access to early childhood experiences (2.2%), the rate of primary school drop-outs is 2.5 times greater than in Northern Italy, and unemployment for teens is 65.2% compared to those in the North at 7.1% (Bonati, et al, 2005). Bonati called for a change in policy to address the denial of the human right to dignity being ignored for the children of Southern Italy. Policy has been based on national averages, not based on regional or local needs (Bonati, et al, 2005). Bonati linked denial of quality health care, high drop-out rates, and underemployment to high risks of stress, shame, and depression ( 2005).
Reggio Emilia, Italy, where Susan Lyon and the director of the Presidio Center visited to learn of the Reggio method is located in Northern Italy.
Bonati, M., & Campi, R. (2005). What can we do to improve child health in Southern Italy? PLoS Medicine, 2(9), 849-852. Retrieved from Academic Search Complete database.
Kalinski, M. (2011). A program showcase: Presidio Child Development Center, San Franciso, California. Exchange, Mar/Apr2011(198), 86-87. Retrieved from Education Research Complete database.
Sixty percent of the children speak a second language and over half of them qualify for free or reduced lunches (Kalinowski, 2011). Tuition is based on a sliding scale determined by per capita income and family members must be working, in training, in school, or have protective services needs (Kalinowski, 2011). I am hoping to learn more about the center and about the director's insights into early childhood education in Italy.
Looking into poverty in Italy, I discovered a vast difference in living conditions between Northern and Southern Italy. Two-thirds of Italy's poor Italian families live in the south (Bonati, & Campi, 2005). Southern Italy has the third largest population of children under five years old in all of Europe and one of the poorest health conditions for children of that age (Bonati, et al, 2005). Because of limited health services in the south, most families have to travel to the north if their children need hospitalization, and only 54.9% of children in the south received a measles vaccination (Bonati, et al, 2005). Related to inequities in health care is limited access to early childhood experiences (2.2%), the rate of primary school drop-outs is 2.5 times greater than in Northern Italy, and unemployment for teens is 65.2% compared to those in the North at 7.1% (Bonati, et al, 2005). Bonati called for a change in policy to address the denial of the human right to dignity being ignored for the children of Southern Italy. Policy has been based on national averages, not based on regional or local needs (Bonati, et al, 2005). Bonati linked denial of quality health care, high drop-out rates, and underemployment to high risks of stress, shame, and depression ( 2005).
Reggio Emilia, Italy, where Susan Lyon and the director of the Presidio Center visited to learn of the Reggio method is located in Northern Italy.
Bonati, M., & Campi, R. (2005). What can we do to improve child health in Southern Italy? PLoS Medicine, 2(9), 849-852. Retrieved from Academic Search Complete database.
Kalinski, M. (2011). A program showcase: Presidio Child Development Center, San Franciso, California. Exchange, Mar/Apr2011(198), 86-87. Retrieved from Education Research Complete database.
Saturday, July 7, 2012
Web Resources
To update you on my quest for international professionals: The possible contact in Germany is moving back to the states in 3 weeks and understandably felt too busy and stressed to commit to e mailing; however, she was going to try to connect me with a colleague in Sweden. There is still hope! The other two potential contacts in Germany and Switzerland have not been heard from as of yet.
I mentioned in last week's blog that I became a member of NAEYC. The link to the NAEYC is http://www.naeyc.org I have been enjoying the perks of membership, looking through archived issues of YC: Young Children and in so doing found some articles that address the issue of dual language learners - the topic I chose to write about this week as one of the issues of changing demographics. The articles offered practical suggestions for reading storybooks to dual language learners, strategies to involve immigrant families in their children's education, and hands-on teaching practices to foster communication skills in dual language learners. Please see my reference list below for specifics.
The website also has all of the NAEYC's position statements on important issues in the early childhood field. One of particular interest this week was their stand on Assessing Young English Language Learners. The stand offers recommendations for: using assessments for appropriate purposes, what constitutes culturally and linguistically appropriate assessments, what to be cautious about when using standardized assessments, what the characteristics are of those conducting the assessments, what the role of families should be in assessing, and what the needs are in the early childhood field to better facilitate assessment of dual language learners NAEYC, 2009).
The e-News comes out monthly and provides information on upcoming NAEYC conferences and training sessions and offers a link to register. If you are looking to enhance your professional resource library, e-News gives listings and descriptions of new books and resources published by NAEYC which you can purchase or pre-order with the link provided. e-News also gives a sneak peak of upcoming YC issues as well as issues of Teaching Young Children.
References
Chen, J. & Shire, S. (2011). Strategic teaching: Fostering communication skills in diverse young learners. YC: Young Children, 66(2), 20-27. Retrieved from http://naeyc.org
Gillanders, C., & Castro, D. (2011). Storybook reading for young dual language learners. YC: Young Children, 66(1), 91-95. Retrieved from http://naeyc.org
NAEYC. (2009). Where we stand on assessiing young English language learners. Retrieved from http://naeyc.org
I mentioned in last week's blog that I became a member of NAEYC. The link to the NAEYC is http://www.naeyc.org I have been enjoying the perks of membership, looking through archived issues of YC: Young Children and in so doing found some articles that address the issue of dual language learners - the topic I chose to write about this week as one of the issues of changing demographics. The articles offered practical suggestions for reading storybooks to dual language learners, strategies to involve immigrant families in their children's education, and hands-on teaching practices to foster communication skills in dual language learners. Please see my reference list below for specifics.
The website also has all of the NAEYC's position statements on important issues in the early childhood field. One of particular interest this week was their stand on Assessing Young English Language Learners. The stand offers recommendations for: using assessments for appropriate purposes, what constitutes culturally and linguistically appropriate assessments, what to be cautious about when using standardized assessments, what the characteristics are of those conducting the assessments, what the role of families should be in assessing, and what the needs are in the early childhood field to better facilitate assessment of dual language learners NAEYC, 2009).
The e-News comes out monthly and provides information on upcoming NAEYC conferences and training sessions and offers a link to register. If you are looking to enhance your professional resource library, e-News gives listings and descriptions of new books and resources published by NAEYC which you can purchase or pre-order with the link provided. e-News also gives a sneak peak of upcoming YC issues as well as issues of Teaching Young Children.
References
Chen, J. & Shire, S. (2011). Strategic teaching: Fostering communication skills in diverse young learners. YC: Young Children, 66(2), 20-27. Retrieved from http://naeyc.org
Gillanders, C., & Castro, D. (2011). Storybook reading for young dual language learners. YC: Young Children, 66(1), 91-95. Retrieved from http://naeyc.org
NAEYC. (2009). Where we stand on assessiing young English language learners. Retrieved from http://naeyc.org
Vesley, C., & Ginsberg, M. (2011). Strategies and practices for working with immigrant families in early education programs. YC: Young Children, 66(1), 84-89. Retrieved from http://naeyc.org
Friday, June 29, 2012
International Professional Contacts
It is exciting to think about the prospect of corresponding with international colleagues in our field. It has been a slow process making contacts, but I am looking forward to hearing from a couple of inquiries.
I attempted to make contact with Germany through the Global Alliance of NAEYC. I received a prompt and very kind reply informing me that the same request was made from students last year and no one was able to find time to e mail weekly.
I have an e mail out through the UNICEF website trying to reach a Vietnamese contact. We have had quite a few Vietnamese families at our preschool and I would like to familiarize myself more with their culture. Hopefully, I will get a positive response.
I also tried to make contact through personal connections. A friend who is the director of the early childhood program at the community college gave me the email address of a colleague in Germany. I haven't heard back yet, but it sounds promising. Another connection is through one of the parents of a preschool parent who is Swiss. She is trying to connect me with an early elementary psychologist she knows in Switzerland.
If none of these work out (but, I so hope they do) I am going to contact Children's International here in the Kansas City area to see if they can help.
Hopefully, this time next week I will have some positive responses!
I thought this was a good opportunity to join NAEYC. I have been intending to do that since January. Their website is http://www.naeyc.org/ I received a student discount as a Walden student and the membership includes a subscription to YC: Young Children. If you are not already a member I would encourage you to look at the website and consider joining. The membership connects you with other e.c. professionals, keeps you informed on NAEYC conferences, and gives you access to articles from Teaching Young Children, and keeps you informed on current trends and issues in the field.
I attempted to make contact with Germany through the Global Alliance of NAEYC. I received a prompt and very kind reply informing me that the same request was made from students last year and no one was able to find time to e mail weekly.
I have an e mail out through the UNICEF website trying to reach a Vietnamese contact. We have had quite a few Vietnamese families at our preschool and I would like to familiarize myself more with their culture. Hopefully, I will get a positive response.
I also tried to make contact through personal connections. A friend who is the director of the early childhood program at the community college gave me the email address of a colleague in Germany. I haven't heard back yet, but it sounds promising. Another connection is through one of the parents of a preschool parent who is Swiss. She is trying to connect me with an early elementary psychologist she knows in Switzerland.
If none of these work out (but, I so hope they do) I am going to contact Children's International here in the Kansas City area to see if they can help.
Hopefully, this time next week I will have some positive responses!
I thought this was a good opportunity to join NAEYC. I have been intending to do that since January. Their website is http://www.naeyc.org/ I received a student discount as a Walden student and the membership includes a subscription to YC: Young Children. If you are not already a member I would encourage you to look at the website and consider joining. The membership connects you with other e.c. professionals, keeps you informed on NAEYC conferences, and gives you access to articles from Teaching Young Children, and keeps you informed on current trends and issues in the field.
Friday, June 8, 2012
Daily Supports
When I think of my supports I think first of my faith in God. His Word calms me, guides me, and encourages me. And through my faith I have connected with friends who pray for me for whatever needs or concerns I might share with them. My faith is my life compass so without that I would be lost.
My husband supports me in prayer, also; but, he is also my daily sounding board and encourager. Through him I have someone who loves me and is my companion on life's journey. The journey would be much harder and lonely without him. Without his support, I also would need a better paying job and would move because I would not be able to take care of our home by myself. He travels a lot but we talk everyday so we stay involved in each other's lives, therefore another support I have would be my phone.
My dog, Abby, supports me with her unconditional love and companionship. My days would be quite empty without her.
We live in the country so my car is a support I need since there is nothing in walking distance. It gets me to work, shopping, visiting.
Currently, my computer is a support. It connects me with Walden, my studies, classmates, and support team. On site studies was not an option I considered so I wouldn't be pursuing my Master's if I could not do it on line.
Physically, I am grateful for my health so that I can get around without assistance. I do need glasses, however, and would not be able to see a foot in front of me if I didn't have my contacts in or glasses on!
I imagined the challenge of being deaf and how that would affect me. I don't need to hear physically to "hear" from God so my prayer life would not be affected - actually, probably more focused since I would not be distracted by noise. I would want to learn to sign so I could communicate - my husband would have to learn to sign, too. A big change would be our daily phone calls. I would have to get a special system phone for hearing impaired. I would use my computer even more to e mail and would text. Technology would definitely be a lifeline. I would use closed captioning on t.v. I would not be able to teach where I do since most of our children do not sign. My network of social support would probably change to include others who sign as their primary means of communication. If I continued working, I would want to work with children who are hearing impaired. My network of support would then change as I entered a new job environment.
Clearly, as someone's physical status changes their daily supports change drastically.
My husband supports me in prayer, also; but, he is also my daily sounding board and encourager. Through him I have someone who loves me and is my companion on life's journey. The journey would be much harder and lonely without him. Without his support, I also would need a better paying job and would move because I would not be able to take care of our home by myself. He travels a lot but we talk everyday so we stay involved in each other's lives, therefore another support I have would be my phone.
My dog, Abby, supports me with her unconditional love and companionship. My days would be quite empty without her.
We live in the country so my car is a support I need since there is nothing in walking distance. It gets me to work, shopping, visiting.
Currently, my computer is a support. It connects me with Walden, my studies, classmates, and support team. On site studies was not an option I considered so I wouldn't be pursuing my Master's if I could not do it on line.
Physically, I am grateful for my health so that I can get around without assistance. I do need glasses, however, and would not be able to see a foot in front of me if I didn't have my contacts in or glasses on!
I imagined the challenge of being deaf and how that would affect me. I don't need to hear physically to "hear" from God so my prayer life would not be affected - actually, probably more focused since I would not be distracted by noise. I would want to learn to sign so I could communicate - my husband would have to learn to sign, too. A big change would be our daily phone calls. I would have to get a special system phone for hearing impaired. I would use my computer even more to e mail and would text. Technology would definitely be a lifeline. I would use closed captioning on t.v. I would not be able to teach where I do since most of our children do not sign. My network of social support would probably change to include others who sign as their primary means of communication. If I continued working, I would want to work with children who are hearing impaired. My network of support would then change as I entered a new job environment.
Clearly, as someone's physical status changes their daily supports change drastically.
Friday, May 25, 2012
My Connections to Play
"You can discover more about a person in an hour of play then in a year of conversation." -Plato
That quote was certainly true of me since I was a relatively quiet child unless I was involved in play. I am an only child so my play involved imaginary friends as well as real friends. I loved make-believe play and could play house or restaurant or mommy or school for hours alone or with a friend. I took this photo today. Yes, I still have my favorite doll, Maddie and my rocking chair used to rock her to sleep. The Wizard of Oz album I played over and over, acting out all the parts and singing all the songs - one of my absolutely favorite things to do.
Here I am engaged in another of my favorite play activities - playing in the cold Wisconsin snow, rolling snowballs into snowmen with my dad or flying down a hill on my saucer or building a snow fort!
I grew up in the 60's when it was safe to spend a lot of time outside playing with neighborhood friends. If we weren't swinging on swings, playing hide and seek and tag, or doing cartwheels, we brought dress up clothes and dolls outside and made our play house under the big tree.
You can see from my expression that I loved to play and as I recall I filled my days with it. That is why I think this quote describes my state of mind when I was playing:
"It's a happy talent to know how to play." - Ralph Waldo Emerson
My parents had different roles in my play. My dad was more active in play when it came to outdoors activities or any sports I attempted as I grew older. My mom played cards and table games with me. She was the one who made sure I didn't get frostbite - calling me in to warm up and put dry clothes on during the snowy play sessions. They were wonderful facilitators in helping me find props for dress up and dramatic play. They gave me the freedom to enjoy free play with the boundaries I needed for safety.
I see some similarities in the play I experienced in the 60's and play today in the basic desire to experience life through play, whether it is dramatic play, blocks, drawing and painting, or running and swinging. The difference I see is that children sometimes struggle to keep themselves engaged for any extended amount of time. They also need more prompting by adults to get their imaginations started. Now children have computer games and electronics which were not even around when I was growing up. I hope advocates for play in the early education setting make their voices heard so children have that opportunity to learn through play. Children are not as safe as they once were to play outside and enjoy nature. Hopefully, parents will see the value in finding ways for their children to enjoy playing outdoors and exploring nature.
Dr. Stuart Brown pointed out in his discussion of play that throughout life is essential to play in order to become resilient people. I agree with his conclusion that play keeps us young, no matter what our age. As a preschool director and teacher I am blessed with the opportunity to experience play with the children in our care. I know that keeps me young at heart!
Microsoft Research. (Producer). (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul [Video file]. Retrieved from
http://research.microsoft.com/apps/video/default.aspx?id=103479
You can see from my expression that I loved to play and as I recall I filled my days with it. That is why I think this quote describes my state of mind when I was playing:
"It's a happy talent to know how to play." - Ralph Waldo Emerson
My parents had different roles in my play. My dad was more active in play when it came to outdoors activities or any sports I attempted as I grew older. My mom played cards and table games with me. She was the one who made sure I didn't get frostbite - calling me in to warm up and put dry clothes on during the snowy play sessions. They were wonderful facilitators in helping me find props for dress up and dramatic play. They gave me the freedom to enjoy free play with the boundaries I needed for safety.
I see some similarities in the play I experienced in the 60's and play today in the basic desire to experience life through play, whether it is dramatic play, blocks, drawing and painting, or running and swinging. The difference I see is that children sometimes struggle to keep themselves engaged for any extended amount of time. They also need more prompting by adults to get their imaginations started. Now children have computer games and electronics which were not even around when I was growing up. I hope advocates for play in the early education setting make their voices heard so children have that opportunity to learn through play. Children are not as safe as they once were to play outside and enjoy nature. Hopefully, parents will see the value in finding ways for their children to enjoy playing outdoors and exploring nature.
Dr. Stuart Brown pointed out in his discussion of play that throughout life is essential to play in order to become resilient people. I agree with his conclusion that play keeps us young, no matter what our age. As a preschool director and teacher I am blessed with the opportunity to experience play with the children in our care. I know that keeps me young at heart!
Microsoft Research. (Producer). (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul [Video file]. Retrieved from
http://research.microsoft.com/apps/video/default.aspx?id=103479
Friday, May 11, 2012
Relationship Reflection
Relationships are important because they offer support and encouragement. They keep me accountable. They make me a better person by giving me the opportunity to love and be loved. Making relationships work requires commitment, give and take, sharing of time and space, unconditional love, and forgiveness. God refines me through my relationships.The relationship with my husband, Ken, is my most significant relationship at this time in my life. We share life's ups and downs. He is a good listener when I need him to be and offers honest opinions. He is my biggest support system for this Walden journey. He travels for a living so our relationship depends heavily on daily phone calls so we can keep up with each other's lives. Communication is key to keeping close. Laughter is important, too!
My dog, Abby, is my constant companion and is great company when my husband is gone. She is earning her Master's degree along with me! Much of the time she is sitting on my lap as I work on Walden homework at the computer. She gives me unconditional love and I recipricate.
I am blessed to have many friends; but, I have two or three that I can share concerns and struggles with and know they will give sound advice, pray for me, and love me, and I do the same for them. We do not see each other on a regular basis, so we make a point of getting together for lunch every so often which is hard to do with busy schedules. We keep up with each other's lives by e mailing. Again, communication is what keeps the relationships going.
I think commitment, acceptance, forgiveness, and unselfishness are important to maintaining lasting relationships. All of those are hard to do at times; but, the security good relationships bring where you can be yourself, be supported, and be heard is worth the effort.
One of my favorite Bible verses is "Everyone should be quick to listen, slow to speak and slow to become angry..." (James 1:19). That advice has served me well with personal relationships and certainly does as an early childhood professional. Listening to families as well as to children shows them you value them. I also have found that relationships are built on trust. When information is shared in confidence, it remains confidential. Just as I pray for my family and friends, I pray for my preschool families if they have shared a need with me. It is a way of letting them know you care about what is going on their life.
Saturday, April 21, 2012
Quotes to Stimulate Thoughts on Early Childhood Development
"Education is helping the child realize his potentialities." -Erich Fromm
Don't label your students, instead, help them be better than they thought they could be (Caruana, 1998).
"There are only two lasting bequests we can hope to give our children. One of these is roots, the other wings." - Hodding Carter
Roots=Strong Attachment Experiences
Wings=Learning Opportunities Ripe for Exploration & Growth
Caruana, Vicki. (1998). Apples & chalkdust. Honor Books: Tulsa, OK
I have enjoyed learning from all your posts. I wish only the best for you as we make this journey!
Don't label your students, instead, help them be better than they thought they could be (Caruana, 1998).
"There are only two lasting bequests we can hope to give our children. One of these is roots, the other wings." - Hodding Carter
Roots=Strong Attachment Experiences
Wings=Learning Opportunities Ripe for Exploration & Growth
Caruana, Vicki. (1998). Apples & chalkdust. Honor Books: Tulsa, OK
I have enjoyed learning from all your posts. I wish only the best for you as we make this journey!
Friday, April 6, 2012
Assessing Young Children
There is a place for standardized testing but when used as the only standard for assessment I think it falls short of giving a clear picture of a child's abilities and potential. I like the way Meisels and Steele describe standardized assessments: "Unlike standardized assessments that are little more than a 'snapshot' of a child's performance on a single occasion, portfolios capture the evolution of a child's abilities, providing a rich documentation of each child's experience throughout the year" (1991).
I agree that individuals have strengths in different areas that cannot be evaluated by a standardized test. Berger (2009) described Gardner's multiple intelligences as covering linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic (movement), interpersonal (social understanding), and intrapersonal (self understanding), naturalistic (understanding of nature), existential (asking questions of life and death). William Martin, in a discussion on assessment of multiple intelligences, pointed out that brain injury research has shown that intelligences operate separately from one another (1995). In other words, a high score indicating strong ability in one area does not mean that same person would show the same ability in other intelligence areas. Martin asserted that cultural and biological influences are not taken into account in standardized testing (1995). Someone could show a high ability in a particular intelligence but it would be demonstrated differently according to what is significant to his/her culture (Martin, 1995). He suggested the use of projects to assess an individual's intelligence strength (Martin, 1995). I would say that projects and portfolios coupled with some testing provide a more accurate view of an individual's abilities.
Over the years we have received copies of our sponsored child's report cards from Tanzania. She is given numeric scores which correlate to letter grades. She is graded in math, English, Kiswahili, social studies, science, art work, and handwriting. They give her a ranking among all the children in her grade level. She also attends classes at a Mennonite center. There she is not evaluated but takes classes in health (infectious disease), animal life, God, and sewing. I looked into assessment in Africa and found that national standardized assessment is used to determine if children will be able to move on from the primary level to a secondary level of education (Kellaghan & Greaney, 2004). According to Kellaghan et al., the tests are poorly written (some only in English) and assess only cognitive ability (2004). Only a small portion of the children move on to secondary education. There is no assessment of practical skills and knowledge needed outside the classroom (Kellaghan et al., 2004). As I have seen with our little friend, there are classroom assessments, also. They seem to substantiate the claim that assessing is done more on the cognitive level and not the practical skill level.
I have found that a cummulative portfolio type assessment keeps me accountable to being alert and aware of progress and challenges on an ongoing basis. Evaluating my assessments helps me rethink my goals for individual students. Having clear teaching objectives is necessary for relevant assessing. It seems the pressures of standardized testing in most public schools determine the classroom objectives rather than the desire to show development of potential and/or areas needing work.
Berger, K. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Kellaghan, T. & Greaney, V. (2004). Assessing student learning in Africa. Washington D.C.:
World Bank Publications.
Martin, William. (1995). Assessing multiple intelligences. Paper presented at International
Conference on Assessment. Retrieved from ERIC Database.
Meisels, S. & Steele, D. (1991). The early childhood portfolio collection process. Ann Arbor, MI
Center for Human Growth and Development University of Michigan.
I agree that individuals have strengths in different areas that cannot be evaluated by a standardized test. Berger (2009) described Gardner's multiple intelligences as covering linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic (movement), interpersonal (social understanding), and intrapersonal (self understanding), naturalistic (understanding of nature), existential (asking questions of life and death). William Martin, in a discussion on assessment of multiple intelligences, pointed out that brain injury research has shown that intelligences operate separately from one another (1995). In other words, a high score indicating strong ability in one area does not mean that same person would show the same ability in other intelligence areas. Martin asserted that cultural and biological influences are not taken into account in standardized testing (1995). Someone could show a high ability in a particular intelligence but it would be demonstrated differently according to what is significant to his/her culture (Martin, 1995). He suggested the use of projects to assess an individual's intelligence strength (Martin, 1995). I would say that projects and portfolios coupled with some testing provide a more accurate view of an individual's abilities.
Over the years we have received copies of our sponsored child's report cards from Tanzania. She is given numeric scores which correlate to letter grades. She is graded in math, English, Kiswahili, social studies, science, art work, and handwriting. They give her a ranking among all the children in her grade level. She also attends classes at a Mennonite center. There she is not evaluated but takes classes in health (infectious disease), animal life, God, and sewing. I looked into assessment in Africa and found that national standardized assessment is used to determine if children will be able to move on from the primary level to a secondary level of education (Kellaghan & Greaney, 2004). According to Kellaghan et al., the tests are poorly written (some only in English) and assess only cognitive ability (2004). Only a small portion of the children move on to secondary education. There is no assessment of practical skills and knowledge needed outside the classroom (Kellaghan et al., 2004). As I have seen with our little friend, there are classroom assessments, also. They seem to substantiate the claim that assessing is done more on the cognitive level and not the practical skill level.
I have found that a cummulative portfolio type assessment keeps me accountable to being alert and aware of progress and challenges on an ongoing basis. Evaluating my assessments helps me rethink my goals for individual students. Having clear teaching objectives is necessary for relevant assessing. It seems the pressures of standardized testing in most public schools determine the classroom objectives rather than the desire to show development of potential and/or areas needing work.
Berger, K. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Kellaghan, T. & Greaney, V. (2004). Assessing student learning in Africa. Washington D.C.:
World Bank Publications.
Martin, William. (1995). Assessing multiple intelligences. Paper presented at International
Conference on Assessment. Retrieved from ERIC Database.
Meisels, S. & Steele, D. (1991). The early childhood portfolio collection process. Ann Arbor, MI
Center for Human Growth and Development University of Michigan.
Friday, March 23, 2012
Childhood Stressors
As I think about the gravity of real childhood stressors, I realize how fortunate I was to have the comfortable, supportive childhood I had. I was not touched by any of the listed stressors. My early childhood days were in the 1960's. The only stressor that comes to mind within my network of friends was divorce. Divorce was very rare at that time. My next door neighbors experienced it and they were not only left dealing with the sadness, anger, and adjustments that divorce brings; but, also the stigma that divorce in the 1960's brought with it. I watched the two youngest show their distress in opposite ways. One chose to externalize his feelings by acting out and was always in trouble. The other internalized her problems and was very quiet and withdrawn, eventually needing counseling. Today, the stress of divorce is still very real, but the isolation and stigma that once was associated with divorce is not as relevant as it was in the 1960's.
I chose to look at the affect that war has on children in Africa. These are Congolese children who are seeking refuge in Tanzania. Many children and their families of the Congo have sought refuge since 1996 when the first Congo war began (Mann, 2010). The Tanzanian government requires all refugees to live in designated camps, but many live undocumented in the city of Dar es Salaam (Mann, 2010). Most Tanzanizans see them as freeloaders and do not respect what the refugees have experience in the Congo. Mann's research found that it wasn't the experiences of war that stressed the children most; but, rather the isolation, discrimination, and harrassment they experienced as "illegals" (2010). Not knowing if their parents might be deported or if they would have food to eat or if they were going to be demeaned by verbal or physical abuse were the stressors they faced on a daily basis. Children struggled to maintain some sort of healthy self concept amidst the barrage of negative comments.
How do children cope? Children had learned to cope as adults did, they looked to the future so that they would not get overwhelmed with the hopelessness of the present. They stayed busy, helping where they could, because they feared the depression that thinking brought in idle moments. They yearned for education as a means of building a future. Unfortunately, the education the Tanzanian schools provided was of very poor quality. They developed a "project" which was a plan for the future. According to Mann, most of their childhood was spent planning for adulthood when they hoped to find a new life away from the dehumanizing life of a refugee (2010).
In looking at the stress of war I found several other stressors interwoven: poverty, isolation, hunger, and violence. The interaction of developmental domains present themselves in the biosocial domain with stomach pains, headaches, exhaustion, and slow growth due to malnutrition (Mann, 2010). The cognitive domain is affected because appropriate affordances are not available, education is very inadequate. Psychosocial development is the domain may be affected the most. Fear is the strongest force driving their existance. There is a constant battle with depression and a fight to keep some sort of healthy self conept in an environment of insecurity and harrassment.
Mann, Gillian. (2010). Finding a life among undocumented Congolese refugee children in Tanzania.
Children & Society, 24(4), 261-270. Retrieved from ERIC Database.
I chose to look at the affect that war has on children in Africa. These are Congolese children who are seeking refuge in Tanzania. Many children and their families of the Congo have sought refuge since 1996 when the first Congo war began (Mann, 2010). The Tanzanian government requires all refugees to live in designated camps, but many live undocumented in the city of Dar es Salaam (Mann, 2010). Most Tanzanizans see them as freeloaders and do not respect what the refugees have experience in the Congo. Mann's research found that it wasn't the experiences of war that stressed the children most; but, rather the isolation, discrimination, and harrassment they experienced as "illegals" (2010). Not knowing if their parents might be deported or if they would have food to eat or if they were going to be demeaned by verbal or physical abuse were the stressors they faced on a daily basis. Children struggled to maintain some sort of healthy self concept amidst the barrage of negative comments.
How do children cope? Children had learned to cope as adults did, they looked to the future so that they would not get overwhelmed with the hopelessness of the present. They stayed busy, helping where they could, because they feared the depression that thinking brought in idle moments. They yearned for education as a means of building a future. Unfortunately, the education the Tanzanian schools provided was of very poor quality. They developed a "project" which was a plan for the future. According to Mann, most of their childhood was spent planning for adulthood when they hoped to find a new life away from the dehumanizing life of a refugee (2010).
In looking at the stress of war I found several other stressors interwoven: poverty, isolation, hunger, and violence. The interaction of developmental domains present themselves in the biosocial domain with stomach pains, headaches, exhaustion, and slow growth due to malnutrition (Mann, 2010). The cognitive domain is affected because appropriate affordances are not available, education is very inadequate. Psychosocial development is the domain may be affected the most. Fear is the strongest force driving their existance. There is a constant battle with depression and a fight to keep some sort of healthy self conept in an environment of insecurity and harrassment.
Mann, Gillian. (2010). Finding a life among undocumented Congolese refugee children in Tanzania.
Children & Society, 24(4), 261-270. Retrieved from ERIC Database.
Friday, March 9, 2012
Global Immunizations
I chose to look at the topic of immunizations. From our readings this week, you might recall the case of the man from Kansas who died from complications from chicken pox (Berger, 2009). He caught chicken pox (varicella) from his daughter. No one in their family had been vaccinated. This happened as recently as 2002. I live in Kansas and varicella vaccination is now madatory for children by age 3. Kansas made immunization standards more stringent in 2009. As a licensed preschool we must be sure all of our children have the required immunizations or they are not admitted. If families cannot afford immunizations, our local health department provides them at a reduced rate. We sometimes take for granted that the vacines are so readily available so I decided to look into efforts to immunize around the world.
I found some interesting information on the World Health Organization's (WHO) website http://www.who.int/immunization/givs/en/index.html
WHO and UNICEF joined forces to help more countries immunize more people. They developed the Global Immunization Vison and Strategy (GIVS). Their vision as stated on the website follows:
"Launched in 2006, GIVS is the first ever ten-year framework aimed at controlling morbidity and mortality from vaccine-preventable diseases and helping countries to immunize more people, from infants to seniors, with a greater range of vaccines."
Many countries have now used GIVS to help them formulate national plans for immunization. As of May 2011 when GIVS reported to the World Health Assembly, routine immunization coverage has improved, more vaccines are available to more children, progress has been made in eliminating maternal and neonatal tetanus, cases of measles and deaths have been reduced, and advocacy programs have been implemented to educate on the importance of immunizations.
One more website I would encourage you to visit if this topic interests you: Vactruth.com
the particular link I visited discusses the need for proper handling of vaccines and the deadly effect improper handling can have. It also proposes the idea that some of the children in poverty stricken areas are so malnourished and sanitation levels are so dangerous, they are too sick to handle these vaccinations. http://vactruth.com/2011/03/21/children-die-minutes-after-measles-vaccine-in-india/
It seems that I am the "enforcer" when it comes time to screen our preschoolers' immunization records. It is not a responsiblity I enjoy; but, I have a new appreciation for the privilege it is to live where these vaccines are so readily available.
Berger, K.S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
I found some interesting information on the World Health Organization's (WHO) website http://www.who.int/immunization/givs/en/index.html
WHO and UNICEF joined forces to help more countries immunize more people. They developed the Global Immunization Vison and Strategy (GIVS). Their vision as stated on the website follows:
"Launched in 2006, GIVS is the first ever ten-year framework aimed at controlling morbidity and mortality from vaccine-preventable diseases and helping countries to immunize more people, from infants to seniors, with a greater range of vaccines."
Many countries have now used GIVS to help them formulate national plans for immunization. As of May 2011 when GIVS reported to the World Health Assembly, routine immunization coverage has improved, more vaccines are available to more children, progress has been made in eliminating maternal and neonatal tetanus, cases of measles and deaths have been reduced, and advocacy programs have been implemented to educate on the importance of immunizations.
One more website I would encourage you to visit if this topic interests you: Vactruth.com
the particular link I visited discusses the need for proper handling of vaccines and the deadly effect improper handling can have. It also proposes the idea that some of the children in poverty stricken areas are so malnourished and sanitation levels are so dangerous, they are too sick to handle these vaccinations. http://vactruth.com/2011/03/21/children-die-minutes-after-measles-vaccine-in-india/
It seems that I am the "enforcer" when it comes time to screen our preschoolers' immunization records. It is not a responsiblity I enjoy; but, I have a new appreciation for the privilege it is to live where these vaccines are so readily available.
Berger, K.S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Friday, March 2, 2012
Childbirth
I have to be honest and tell you that this week has been very educational for me and also very trying. My husband and I are were not able to have children so over the years I have distanced myself from babies as a way of avoiding the sense of loss and sadness that comes with infertility. You might ask, why are you in this profession? I have always wanted to be a teacher. My passion is the world of three, four and five year olds. I love them. I hope my preschoolers will be my legacy. So, my experience with childbirth is no experience at all except my own birth and my parents did not videotape that event since no one did that in those days.
After the readings and video this week my eyes were really opened to how the prenatal period really has a profound affect on the health of the baby. I have a better understanding of some of my preschoolers when I look at the what their mothers' prenatal experiences were like.
I found an interesting link after watching the optional resource (PBS Nova: Life's Greatest Miracle).
The presentation is called "Two Worlds of Maternal Health". It was an interactive question and answer session comparing the birth experience for women in developing nations (North America, Europe, Australia, New Zealand, and Japan as defined by the United Nations) and all other regions. The following statistics were provided by Susan K. Lewis (2008): Women not living in developing nations face a significant risk dying from childbirth complications. It is the leading cause of death for women ages 15-49. In the U.S. a woman's chances of dying are 1 in 4,800. Many of the women in the poverty stricken areas are already suffering from malnutrition, anemia, and other infectious diseases. The research showed that if adequate nutrition and medical care were provided from early pregnancy through post delivery nearly 3/4 of all newborn deaths could be prevented. 28% of women in the sub-Sahara give birth by age 18. Their pelvises are small due to malnutrition or are not fully developed since the mothers are so young. They face a high risk of stillborn babies or birth injury. In developed nations, 99% of births are overseen by skilled personnel. Only 1 in 17 births in Ethiopia have a professional present and in even poorer areas 1 in 100 have a midwife or other professional present at birth. Most of these births take place in rural areas lacking clean water or sanitation. The World Health Organization concluded that education is the key to overcoming poverty and the low status of females, as well as the lack of understanding and access to reproductive health care.
Resource: Lewis, Susan. (2008). Two Worlds of Maternal Health. http://www.pbs.org/wgbh/nova/body/maternal-health.html
After the readings and video this week my eyes were really opened to how the prenatal period really has a profound affect on the health of the baby. I have a better understanding of some of my preschoolers when I look at the what their mothers' prenatal experiences were like.
I found an interesting link after watching the optional resource (PBS Nova: Life's Greatest Miracle).
The presentation is called "Two Worlds of Maternal Health". It was an interactive question and answer session comparing the birth experience for women in developing nations (North America, Europe, Australia, New Zealand, and Japan as defined by the United Nations) and all other regions. The following statistics were provided by Susan K. Lewis (2008): Women not living in developing nations face a significant risk dying from childbirth complications. It is the leading cause of death for women ages 15-49. In the U.S. a woman's chances of dying are 1 in 4,800. Many of the women in the poverty stricken areas are already suffering from malnutrition, anemia, and other infectious diseases. The research showed that if adequate nutrition and medical care were provided from early pregnancy through post delivery nearly 3/4 of all newborn deaths could be prevented. 28% of women in the sub-Sahara give birth by age 18. Their pelvises are small due to malnutrition or are not fully developed since the mothers are so young. They face a high risk of stillborn babies or birth injury. In developed nations, 99% of births are overseen by skilled personnel. Only 1 in 17 births in Ethiopia have a professional present and in even poorer areas 1 in 100 have a midwife or other professional present at birth. Most of these births take place in rural areas lacking clean water or sanitation. The World Health Organization concluded that education is the key to overcoming poverty and the low status of females, as well as the lack of understanding and access to reproductive health care.
Resource: Lewis, Susan. (2008). Two Worlds of Maternal Health. http://www.pbs.org/wgbh/nova/body/maternal-health.html
Thursday, February 16, 2012
Don't Forget!
This course has really stiumlated some fresh ideas to apply to our preschool program.
These are a few "notes to self" as I begin to evaluate our current program:
1. Use the Code of Ethics to inspire and refocus my staff at the end of the school year and also when we start up again in August.
2. Raymond Hernandez's quote "You don't have to know everything, you just have to know how to use your resources" (Laureate, 2010).
3. Remember to reflect and learn from mistakes.
4. Read Lilian Katz article on Social Competence Assessment (ERIC March 2001)
and re-read NAEYC statement on Early Childhood Curriculum Assessment, and Program Evaluation
These are a few "notes to self" as I begin to evaluate our current program:
1. Use the Code of Ethics to inspire and refocus my staff at the end of the school year and also when we start up again in August.
2. Raymond Hernandez's quote "You don't have to know everything, you just have to know how to use your resources" (Laureate, 2010).
3. Remember to reflect and learn from mistakes.
4. Read Lilian Katz article on Social Competence Assessment (ERIC March 2001)
and re-read NAEYC statement on Early Childhood Curriculum Assessment, and Program Evaluation
Wednesday, February 15, 2012
Code of Ethics
Examining the Codes of Ethics serves as a clear reminder of the high standards we are held to as early childhood educators and advocates. I chose three that really spoke to me in light of the research we have conducted during this course.
I-1.10 - To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program.
During Week Six, I read an article on the importance of accomodating cultural minorities. The article gave examples of the struggles these minorities have in trying to understand the American school system. We have a variety of minority cultures represented at our preschool and I would like to make a more concentrated effort to be sure our communication is clear to all families we are working with.
P-1.5 - We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children's learning and development.
One of my goals for the upcoming preschool year is to re-evaluate our assessment tools. I want to align our curriculum and assessment strategies more closely with the Kansas Early Learning Standards.
I-2.9 - To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.
This week's study on professionalism and advocacy and Week Five's study of resources really made an impression on me. I want to be a connecting point for our families to community resources that can enrich their children's educational experience. I have already started including links to community services in my monthly newsletter. My eyes have been opened to how much more we can be doing to assist the families we serve.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
I-1.10 - To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program.
During Week Six, I read an article on the importance of accomodating cultural minorities. The article gave examples of the struggles these minorities have in trying to understand the American school system. We have a variety of minority cultures represented at our preschool and I would like to make a more concentrated effort to be sure our communication is clear to all families we are working with.
P-1.5 - We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children's learning and development.
One of my goals for the upcoming preschool year is to re-evaluate our assessment tools. I want to align our curriculum and assessment strategies more closely with the Kansas Early Learning Standards.
I-2.9 - To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.
This week's study on professionalism and advocacy and Week Five's study of resources really made an impression on me. I want to be a connecting point for our families to community resources that can enrich their children's educational experience. I have already started including links to community services in my monthly newsletter. My eyes have been opened to how much more we can be doing to assist the families we serve.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Friday, February 3, 2012
Resources EDUC 6005
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8. Retrieved May 26,
2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
- NAEYC. (2009). Where we stand on child abuse prevention.
Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved
May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural
diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
- NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation:
Building an effective, accountable system in programs for children birth through
age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved
May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
- Zero to Three: National Center for Infants, Toddlers, and Families.
(2010). Infant-toddler policy agenda. Retrieved May 26,
2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals
and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
- Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et
al. (2010). Knowledge-to-action guides. Teaching Exceptional Children,
42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
Global Support for Children’s Rights and Well-Being
- Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the
Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
- Websites:
- World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
- World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
- Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
- National Association for the Education of Young Children
http://www.naeyc.org/
- The Division for Early Childhood
http://www.dec-sped.org/
- Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
- WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
- Harvard Education Letter
http://www.hepg.org/hel/topic/85
- FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
- Administration for Children and Families Headstart’s National Research
Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
- HighScope
http://www.highscope.org/
- Children’s Defense Fund
http://www.childrensdefense.org/
- Center for Child Care Workforce
http://www.ccw.org/
- Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
- Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
- National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
- National Child Care Association
http://www.nccanet.org/
- National Institute for Early Education Research
http://nieer.org/
- Pre[K]Now
http://www.preknow.org/
- Voices for America’s Children
http://www.voices.org/
- The Erikson Institute
http://www.erikson.edu/
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
- YC Young Children
- Childhood
- Journal of Child & Family Studies
- Child Study Journal
- Multicultural Education
- Early Childhood Education Journal
- Journal of Early Childhood Research
- International Journal of Early Childhood
- Early Childhood Research Quarterly
- Developmental Psychology
- Social Studies
- Maternal & Child Health Journal
- International Journal of Early Years Education
. Carter, Margie, & Curtis, Deb. (1998). Visionary director: A handbook for dreaming, organizing, & improvising in your center. St. Paul, MN: Readleaf Press.
(Don't be fooled by the copyright. This is a great tool I learned of at a recent early childhood conference.)
. www.writeoutofthebox.com Marianne Gibbs, MOT,OTR offers practical and developmentally sound techniques for fine motor development. I have attended several of her workshops at early childhood conferences.
. www.TeachingStrategies.com This site offers resources for professional development, curriculum, family support, books and webinars.
.
Friday, January 27, 2012
Words of Inspiration
"Remember that whoever might be president of our country in 40 or 50 years is likely to be in someone's early childhood program today; and I hope she is having a good experience!" -Lilian Katz
"Remember also that through their behavior children often ask us to help them become the kinds of persons we want them to be, because that is what they want to be. They want to be the kinds of persons we like - especially while they are still very young! We won't harm them by being clear about what we think is good, right, valuable, worth knowing, and worth understanding." -Lilian Katz
"Never take someone else's views or opinions of you or your work more seriously than you take your own! Take others' views seriously - there may be much to learn from them - but not more seriously than you take your own; for that is the essence of self-respect, and I believe that children benefit from being around self-respecting adults." -Lilian Katz
"We cannot know the consequences of suffocating a spontaneous action at the time when the child is just beginning to be active: perhaps we suffocate life itself." -Maria Montessori
"I absolutely fell in love with three and four year olds. It was like the most joyful experience, where I felt that everything in me was being called to teach. And also it was very rewarding. It just made me feel whole. It made me feel creative. So it became my life long work with early childhood education." -Louise Dorman-Sparks (I really identify with Louise's passion!)
"Remember also that through their behavior children often ask us to help them become the kinds of persons we want them to be, because that is what they want to be. They want to be the kinds of persons we like - especially while they are still very young! We won't harm them by being clear about what we think is good, right, valuable, worth knowing, and worth understanding." -Lilian Katz
"Never take someone else's views or opinions of you or your work more seriously than you take your own! Take others' views seriously - there may be much to learn from them - but not more seriously than you take your own; for that is the essence of self-respect, and I believe that children benefit from being around self-respecting adults." -Lilian Katz
"We cannot know the consequences of suffocating a spontaneous action at the time when the child is just beginning to be active: perhaps we suffocate life itself." -Maria Montessori
"I absolutely fell in love with three and four year olds. It was like the most joyful experience, where I felt that everything in me was being called to teach. And also it was very rewarding. It just made me feel whole. It made me feel creative. So it became my life long work with early childhood education." -Louise Dorman-Sparks (I really identify with Louise's passion!)
Saturday, January 21, 2012
Wednesday, January 18, 2012
My Personal Childhood Web
I am an only child. Both sets of grandparents, aunts,uncles, and cousins lived out of state. My web was quite small - my mom and dad. However, my web was very loving and nurturing. I grew up in the 60's and 70's. Most moms did not work outside the home and my mom was no exception. She always had time to listen. We spent a lot of time together. Both of my parents were my biggest encouragers and so interested in my educational experience, my friends, and extra curricular activities. My dad was very involved in helping me with homework and driving me places (my mom didn't drive). My mom taught me how to cook and taught me how to sew by hand and how to embroider. My parents definitely taught me right from wrong and instilled in me the values that I honor to this day. They really valued education and were so proud when I graduated with my bachelor's degree (something neither had the opportunity to do). I know they would be so pleased that I am finally pursuing my Master's degree. My parents have both passed away and I miss them so very much. They modeled for me how to treat others with respect and kindness and showed me unconditional love - life lessons I am so thankful for and strive to use in my daily interactions with family, friends, and the little ones in my care at preschool.
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