When I consider this time well spent growing as a professional in the field of early education, I am humbled by the realization that after 17 years in this field I still had so very much to learn and so very far to grow. That realization encourages me to want to continue to broaden my perspectives and deepen my understanding of trends and issues in the field.
The Capstone Project opened my eyes to the importance of supporting families as they strive to foster emergent literacy and language skills. Related to that is the concept of inclusion and involving families in their children's education. My role as supporter and link to resources for families has now taken a much more prominent position as I assess my responsibilities as a preschool director and teacher.
I have a new understanding of the importance of recognizing and celebrating differences as a means of supporting children's identities. My approach to my classroom goals has been profoundly affected by this concept and I feel empowered to help children discuss and appreciate differences rather than pretending differences don't exist.
I have a new perspective of my role in relation to our staff. Self reflection has helped me identify areas needing improvement and I understand the impact I can have in supporting staff as they learn and grow and develop their own voices of advocacy.
My goal is to stay informed, read scholarly articles, and get involved in professional organizations such as NAEYC and CECA. I have the desire to teach in the public schools, if not preschool then kindergarten. I plan to make some observations of kindergarten classrooms and network with kindergarten teachers to determine if I want to follow this path. I also want to continue a relationship with Reach Out and Read-KC and Little Free Library as a means of advocating for access to books for low-income families.
Thank you, Dr. Davis, for all the constructive feedback, for encouraging me, and for helping me grow professionally. Thank you for expecting quality writing which motivated me to use the Walden links to polish my writing skills and more proficiently use APA format.
Thank you to all my colleagues. I have been inspired by you, learned from you, and felt validated by your supportive responses. I wish you all the best in the future. God Bless!
Sunday, August 18, 2013
Monday, August 5, 2013
Job/Roles in the ECE Community: Internationally
My Capstone project focuses on literacy so I decided to take a look at international efforts to support literacy.
International Alliance for Child Literacy (IACL) was developed to improve childhood literacy in the Caribbean and Latin America (International Alliance for Child Literacy [IACL], 2013). The organization partners with parents, community organizations, and schools to develop learning environments that are culturally relevant, provide books and educational materials, and provide follow-up support after the materials have been put in place. In addition, they help establish school libraries and literacy programs.
Considering potential job opportunities within this organization, I would be interested in consulting with teachers in the schools to find ways to make learning materials and classrooms culturally relevant and to support them as they implement literacy programs.
Children's Hope International Literacy & Development (C.H.I.L.D.) collaborates with other non-government agencies to support physical, emotional, and educational needs of children in underprivileged areas of the world (Children's Hope International Literacy & Development [C.H.I.L.d], 2013). Specifically, I was interested in the Adopt-A-School program which provides books, supplies, clothes, two meals a day, and upgrades school libraries. Criteria for being a beneficiary of the program is that the school has to be located in an impoverished area and have less than 200 children enrolled.
International Step by Step Association (ISSA) connects early education professionals and organizations internationally in an effort to support equal access and quality education for all young children (International Step by Step Association [ISSA], n.d.). They advocate for education policy reform and provide educational services for families and children in need. The early childhood programs they have established support whole child development through project and thematic based learning with an emphasis on peer learning and opportunities for decision making. The project approach to learning is a method I support and would feel comfortable implementing if I were employed by this organization. ISSA also established Community Learning Centers to support families by providing training for parents to help them facilitate their children's learning.
United Nations Education, Scientific, and Cultural Organization (UNESCO) has developed their Education For All (EFA) initiative which works to strengthen education opportunities from early childhood through young adulthood by promoting equity, access, and quality education for all people. UNESCO works with governments around the world to effect policy change regarding relevant and quality education. UNESCO (2011) did offer a look at employment opportunities in the education branch of their organization which is where I would like to work if I was considering a job with them:
UNESCO works to improve education worldwide believing it to be key to social and economic development.
International Alliance for Child Literacy (IACL) was developed to improve childhood literacy in the Caribbean and Latin America (International Alliance for Child Literacy [IACL], 2013). The organization partners with parents, community organizations, and schools to develop learning environments that are culturally relevant, provide books and educational materials, and provide follow-up support after the materials have been put in place. In addition, they help establish school libraries and literacy programs.
Considering potential job opportunities within this organization, I would be interested in consulting with teachers in the schools to find ways to make learning materials and classrooms culturally relevant and to support them as they implement literacy programs.
Children's Hope International Literacy & Development (C.H.I.L.D.) collaborates with other non-government agencies to support physical, emotional, and educational needs of children in underprivileged areas of the world (Children's Hope International Literacy & Development [C.H.I.L.d], 2013). Specifically, I was interested in the Adopt-A-School program which provides books, supplies, clothes, two meals a day, and upgrades school libraries. Criteria for being a beneficiary of the program is that the school has to be located in an impoverished area and have less than 200 children enrolled.
International Step by Step Association (ISSA) connects early education professionals and organizations internationally in an effort to support equal access and quality education for all young children (International Step by Step Association [ISSA], n.d.). They advocate for education policy reform and provide educational services for families and children in need. The early childhood programs they have established support whole child development through project and thematic based learning with an emphasis on peer learning and opportunities for decision making. The project approach to learning is a method I support and would feel comfortable implementing if I were employed by this organization. ISSA also established Community Learning Centers to support families by providing training for parents to help them facilitate their children's learning.
United Nations Education, Scientific, and Cultural Organization (UNESCO) has developed their Education For All (EFA) initiative which works to strengthen education opportunities from early childhood through young adulthood by promoting equity, access, and quality education for all people. UNESCO works with governments around the world to effect policy change regarding relevant and quality education. UNESCO (2011) did offer a look at employment opportunities in the education branch of their organization which is where I would like to work if I was considering a job with them:
UNESCO works to improve education worldwide believing it to be key to social and economic development.
The
Education Sector aims to help build a sustainable world with just societies
that value knowledge, promote peace, celebrate diversity and defend human
rights, achieved by providing Education
for All (EFA). It aims
to foster partnerships to strengthen countries’ capacity to offer quality
education for all. The Education Sector monitors progress by publishing an
annual Global Monitoring Report tracking the international community’s progress
towards the six “Education For All” goals.
Education: An advanced university degree in education, culture, science, social and human sciences, communication, business administration or related field.
Languages: Fluent English or French (the two working languages of UNESCO) and a good working knowledge of other language. Knowledge of Arabic, Chinese, Spanish or Russian is an additional asset.
Prior Experience: Junior level (P1/P2 or NOA/NOB): 2 to 4 years of experience; Middle level (P3/P4 or NOC/NOD): 4 to 10 years of experience; Senior level (P5 and above or NOE): 10 to 15 years of experience (including management experience).
Values: Integrity, professionalism, respect for diversity and a strong commitment to UNESCO's mission.
References
Children's Hope International Literacy & Development (C.H.I.L.D.). (2013). Retrieved from http://www.child-international.org/education.htm
International Alliance for Child Literacy (IACL). (2013). Retrieved from http://www.theiacl.org/#!our-programs/vstc7=transforming-classrooms
International Step by Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html
United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved from http://www.unesco.org/careers/professional
Wednesday, July 24, 2013
Jobs/Roles in the ECE Community: National/Federal Level
The National Center for Family Literacy is an organization of which I was introduced through my research on emergent literacy. The organization supports the development of family literacy because they recognize the research based findings that families are the true catalysts for their children's education. One of their roles is to provide training through the Professional Development branch of their organization which is where I could use my teaching skills as well as my developing knowledge of programs to foster emergent literacy. Currently, there are no openings in this area: they are in need of an ESL Specialist or a Development Associate (National Center for Family Literacy [NCFL], n.d.).
I belong to the National Association for the Education of Young Children (NAEYC) and have used their website to find out their positions on policy regarding pertinent issues in the early childhood field, and to research articles in the YC: Young Children and Teaching Young Children publications. I have also used their Message in a Backpack handouts for my preschool parents. Currently there are only two job openings with NAEYC: Senior Meeting Planner and System Integrity Assistant (NAEYC, n.d.). Neither of the openings interest me, however I would like to be a contributor to their Message in a Backpack efforts.
Zero to Three is a nonprofit research-based organization that focuses on supporting healthy development of infants and toddlers (Zero to Three, n.d.). They have a Center for Training Services (CTS) which supports professional development for early educators which is where I would look for a job opportunity. There are currently no positions available.
Since there were no job descriptions and qualifications available for any of three organizations I was interested in I contacted Zero to Three for a job description of a Senior Writer/Training Specialist which would provide a good idea of qualifications needed for any of the three jobs I would be interested in. Their job description for Senior Writer/Training Specialist follows:
Job Title: Senior Writer/Training Specialist
Department: Program Division
FLSA Category: Exempt
FTE: 1.0 (Full-time)
Reports To: Director, Center for Training Services and Special Projects
Work Location: Washington, DC (Travel required)
Summary
The Senior Writer/Training Specialist is responsible for project activities including but not limited to content development and facilitation of online learning and community of practice sessions for the Doris Duke Charitable Foundation Capstone project. This involves incorporating existing ZTT content such as the Preventing Child Abuse and Neglect:Parent-Provider Partnerships in Child Care (PCAN) curriculum and parent-provider discussion-guiding handouts into on-line learning sessions that will be used by multi-disciplinary professionals participating in this project.
The Senior Writer/Training Specialist also provides training for trainers using ZERO TO THREE’s training curriculums, including PCAN and Cradling Literacy. The Senior Writer/Training Specialist will be responsible for developing high quality written and electronic products, assisting in collection of evaluation data and contributing to the team’s overall goals. This Senior Writer/Training Specialist will also provide training and technical assistance related to supporting parents and meeting infants’ and toddlers’ developmental needs to programs and providers through fee for service work. This position will require presentations at state, regional and national conferences and active participation in state, regional and national meetings. Much of the work takes place throughout the country, at times requiring extensive travel.
Essential Duties and Responsibilities
• Convert previous written materials into on-line electronic training modules.
• Train trainers with backgrounds in early childhood education, child welfare/child abuse prevention, and early intervention.
• Contribute to high quality written content (curriculum, trainings, journal articles, etc.)
• Travel as needed to provide training
• Research, design, develop and deliver workshops and technical assistance for multi-disciplinary professionals
• Collect and organize data related to both on-line training and in person training and TA work
Page 2 of 3
July 2013
• Assist in maintaining records of team’s activities.
• Assist in developing reports for funders.
• Co-facilitate training for trainers with other ZERO TO THREE trainers and consultants
Skills and Experience
• Strong knowledge and experience in training adults, extensive knowledge of infants’ and toddlers’ development and behavior.
• Expertise in a strengths-based and family-centered approach to working with infants, toddlers and their families.
• Excellent writing skills with a proven ability to write articles, develop materials, and communicate in writing with multi-disciplinary professionals on infant-family issues
• Experience organizing, developing and providing in person and on-line training for a multi-disciplinary audiences serving infants, toddlers and their families
• Minimum three years of experience developing online storyboard content for adult learning.
• Ability to work as part of an interdisciplinary team
• Expertise in prevention of child abuse and neglect.
• Minimum ten years of experience as a writer and trainer,
• Presentation skills using PowerPoint and workshop design skills.
• Some knowledge of Excel
• Excellent conceptual, written and oral skills
• Proficiency in using Word
• Proficiency in use of World Wide Web to gather information
• Experience with distance learning
• Ability to manage multiple tasks
• Ability to travel
Essential Qualities
• Encourages and practices critical thinking
• Is self-reflective and empathetic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Ability to integrate conceptual information and develop practical applications for professionals
Education
Master’s degree in social work, counseling, psychology, special education, early child childhood education or related field. Equivalent combination of degree and experience will be considered.
Physical Requirements
While performing the responsibilities of the job, the employee is frequently required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also may need to remain seated for long periods of time, have the ability to perform repetitive motions, stand, walk, communicate verbally and hear well enough to detect nuances and receive detailed information. The employee may be required to grasp objects, push or pull objects, bend, squat, reach, or kneel. Vision abilities required by this job include close vision for preparing and analyzing data, and expansive reading. May need to lift up to 30 pounds.
Working Conditions
The work conditions described here is representative of those an employee encounters while performing this job. The employee is expected to travel and will be exposed to outside environmental conditions during those times. The incumbent typically works indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels.
ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an EEO/AA: M/F/D/V Employer
National Association for the Education of Young Children (NAEYC). Job opportunities/National Association for the Education of Young Children(n.d.). Retrieved from http://www.naeyc.org/about/jobs
National Center for Family Literacy (NCFL). (n.d.). Careers. http://www.famlit.org/careers/
Zero to Three. (n.d.). Areas of expertise. Retrieved from http://www.zerotothree.org/about-us/areas-of-expertise/
I belong to the National Association for the Education of Young Children (NAEYC) and have used their website to find out their positions on policy regarding pertinent issues in the early childhood field, and to research articles in the YC: Young Children and Teaching Young Children publications. I have also used their Message in a Backpack handouts for my preschool parents. Currently there are only two job openings with NAEYC: Senior Meeting Planner and System Integrity Assistant (NAEYC, n.d.). Neither of the openings interest me, however I would like to be a contributor to their Message in a Backpack efforts.
Zero to Three is a nonprofit research-based organization that focuses on supporting healthy development of infants and toddlers (Zero to Three, n.d.). They have a Center for Training Services (CTS) which supports professional development for early educators which is where I would look for a job opportunity. There are currently no positions available.
Since there were no job descriptions and qualifications available for any of three organizations I was interested in I contacted Zero to Three for a job description of a Senior Writer/Training Specialist which would provide a good idea of qualifications needed for any of the three jobs I would be interested in. Their job description for Senior Writer/Training Specialist follows:
Job Title: Senior Writer/Training Specialist
Department: Program Division
FLSA Category: Exempt
FTE: 1.0 (Full-time)
Reports To: Director, Center for Training Services and Special Projects
Work Location: Washington, DC (Travel required)
Summary
The Senior Writer/Training Specialist is responsible for project activities including but not limited to content development and facilitation of online learning and community of practice sessions for the Doris Duke Charitable Foundation Capstone project. This involves incorporating existing ZTT content such as the Preventing Child Abuse and Neglect:Parent-Provider Partnerships in Child Care (PCAN) curriculum and parent-provider discussion-guiding handouts into on-line learning sessions that will be used by multi-disciplinary professionals participating in this project.
The Senior Writer/Training Specialist also provides training for trainers using ZERO TO THREE’s training curriculums, including PCAN and Cradling Literacy. The Senior Writer/Training Specialist will be responsible for developing high quality written and electronic products, assisting in collection of evaluation data and contributing to the team’s overall goals. This Senior Writer/Training Specialist will also provide training and technical assistance related to supporting parents and meeting infants’ and toddlers’ developmental needs to programs and providers through fee for service work. This position will require presentations at state, regional and national conferences and active participation in state, regional and national meetings. Much of the work takes place throughout the country, at times requiring extensive travel.
Essential Duties and Responsibilities
• Convert previous written materials into on-line electronic training modules.
• Train trainers with backgrounds in early childhood education, child welfare/child abuse prevention, and early intervention.
• Contribute to high quality written content (curriculum, trainings, journal articles, etc.)
• Travel as needed to provide training
• Research, design, develop and deliver workshops and technical assistance for multi-disciplinary professionals
• Collect and organize data related to both on-line training and in person training and TA work
Page 2 of 3
July 2013
• Assist in maintaining records of team’s activities.
• Assist in developing reports for funders.
• Co-facilitate training for trainers with other ZERO TO THREE trainers and consultants
Skills and Experience
• Strong knowledge and experience in training adults, extensive knowledge of infants’ and toddlers’ development and behavior.
• Expertise in a strengths-based and family-centered approach to working with infants, toddlers and their families.
• Excellent writing skills with a proven ability to write articles, develop materials, and communicate in writing with multi-disciplinary professionals on infant-family issues
• Experience organizing, developing and providing in person and on-line training for a multi-disciplinary audiences serving infants, toddlers and their families
• Minimum three years of experience developing online storyboard content for adult learning.
• Ability to work as part of an interdisciplinary team
• Expertise in prevention of child abuse and neglect.
• Minimum ten years of experience as a writer and trainer,
• Presentation skills using PowerPoint and workshop design skills.
• Some knowledge of Excel
• Excellent conceptual, written and oral skills
• Proficiency in using Word
• Proficiency in use of World Wide Web to gather information
• Experience with distance learning
• Ability to manage multiple tasks
• Ability to travel
Essential Qualities
• Encourages and practices critical thinking
• Is self-reflective and empathetic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Ability to integrate conceptual information and develop practical applications for professionals
Education
Master’s degree in social work, counseling, psychology, special education, early child childhood education or related field. Equivalent combination of degree and experience will be considered.
Physical Requirements
While performing the responsibilities of the job, the employee is frequently required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also may need to remain seated for long periods of time, have the ability to perform repetitive motions, stand, walk, communicate verbally and hear well enough to detect nuances and receive detailed information. The employee may be required to grasp objects, push or pull objects, bend, squat, reach, or kneel. Vision abilities required by this job include close vision for preparing and analyzing data, and expansive reading. May need to lift up to 30 pounds.
Working Conditions
The work conditions described here is representative of those an employee encounters while performing this job. The employee is expected to travel and will be exposed to outside environmental conditions during those times. The incumbent typically works indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels.
ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an EEO/AA: M/F/D/V Employer
National Association for the Education of Young Children (NAEYC). Job opportunities/National Association for the Education of Young Children(n.d.). Retrieved from http://www.naeyc.org/about/jobs
National Center for Family Literacy (NCFL). (n.d.). Careers. http://www.famlit.org/careers/
Zero to Three. (n.d.). Areas of expertise. Retrieved from http://www.zerotothree.org/about-us/areas-of-expertise/
Tuesday, July 9, 2013
Exploring Roles in the ECE Community: Local and State Levels
I mentioned the Christian Early Childhood Association in my discussion post this week. It is a Community of Practice (CoP) of which I have been a member for 16 years. I have gained practical teaching strategies, networked with other directors, and benefited from shared resources through this organization; and therefore I plan to continue to be a part of the CECA CoP.
I also just renewed my membership to the National Association for the Education of Young Children (NAEYC). This CoP keeps me abreast of current research and position statements regarding important issues in the early childhood field and links me to quality professional articles through their publications, YC: Young Children and Teaching Young Children; membership also means discounted NAEYC conference rates and discounts on NAEYC bestsellers.
I participated in classes sponsored by the Midwest Whole Child Development group and checked out learning materials from their resource library. The classes were set in round-table forums to foster discussion and sharing of ideas. I participated in their Director's Toolbox workshop which helped me develop practical skills needed in my role as preschool director and gave me an opportunity to network with other local preschool directors. I have lost touch with them, but would like to re-connect with that CoP.
I am currently a preschool director/teacher and am not looking for a new job for the upcoming school year; however, I am considering taking a teaching position as a kindergarten teacher the following school year. One of the articles I read in our Issues and Trends class, Graue's (2009) Reimagining KINDERGARTEN really struck a chord with me and has planted the seed of interest in making a difference in a kindergarten classroom. I plan to update and renew my teaching license this Fall and to submit my resume to local school districts. I will be monitoring job openings on a regular basis. I also plan to observe some kindergarten classrooms during the upcoming school year.
I have searched Kindergarten positions currently available and found a concise summary of job qualifications:
Bachelor's degree in Elementary Education from a four-year college or university
MO State Certification in Early Childhood (B-3) or Elementary Education (K-6) or (K-8).
According to the Kansas City, MO school district (https://kcmsd.cloud.talentedk12.com/hire/viewjob.aspx?jobid=2774):
I also just renewed my membership to the National Association for the Education of Young Children (NAEYC). This CoP keeps me abreast of current research and position statements regarding important issues in the early childhood field and links me to quality professional articles through their publications, YC: Young Children and Teaching Young Children; membership also means discounted NAEYC conference rates and discounts on NAEYC bestsellers.
I participated in classes sponsored by the Midwest Whole Child Development group and checked out learning materials from their resource library. The classes were set in round-table forums to foster discussion and sharing of ideas. I participated in their Director's Toolbox workshop which helped me develop practical skills needed in my role as preschool director and gave me an opportunity to network with other local preschool directors. I have lost touch with them, but would like to re-connect with that CoP.
I am currently a preschool director/teacher and am not looking for a new job for the upcoming school year; however, I am considering taking a teaching position as a kindergarten teacher the following school year. One of the articles I read in our Issues and Trends class, Graue's (2009) Reimagining KINDERGARTEN really struck a chord with me and has planted the seed of interest in making a difference in a kindergarten classroom. I plan to update and renew my teaching license this Fall and to submit my resume to local school districts. I will be monitoring job openings on a regular basis. I also plan to observe some kindergarten classrooms during the upcoming school year.
I have searched Kindergarten positions currently available and found a concise summary of job qualifications:
Bachelor's degree in Elementary Education from a four-year college or university
MO State Certification in Early Childhood (B-3) or Elementary Education (K-6) or (K-8).
According to the Kansas City, MO school district (https://kcmsd.cloud.talentedk12.com/hire/viewjob.aspx?jobid=2774):
ESSENTIAL DUTIES AND RESPONSIBILITIES: include the following. Other duties may be assigned.
- Prepares course objectives and outline for course of study following curriculum guidelines or requirements of state and school.
- Lectures, demonstrates, and uses audiovisual teaching aids and to present subject matter to class.
- Prepares, administers, and corrects tests, and records results.
- Attends data-team meetings and implements research-based instructional strategies
- Assign lessons, corrects papers, and hears oral presentations.
- Teaches rules of conduct.
- Maintains order in classroom and on playground.
- Counsels pupils when adjustment and academic problems arise.
- Discusses pupils' academic and behavioral attitudes and achievements with parents.
- Collaborates with parents, colleagues, and other stakeholders.
- Keeps attendance and grade records as required by school.
- Coordinates class field trips.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This job requires that the employee be able to: sit, stand, walk, speak, hear, use hands, fingers, reach with hands and fingers; bend, stoop, lift objects of at least ten pounds. Job requires the employee occasionally to stoop, kneel, crouch or crawl. Visual ability requires mono and color vision, close vision, distance vision, depth perception and ability to adjust focus.
Christian Early Childhood Association. (n.d.) Christian early childhood association. Retrieved from http://www.CECAkc.org
Graue, E. (2009). Reimagining KINDERGARTEN. School Administrator, 66(1), 10-15. Retrieved from Education Research Complete database.
National Association for the Education of Young Children (NAEYC) (n.d.). National association for the education of young children. Retrieved from http://www.naeyc.org
Friday, July 5, 2013
Friday, June 28, 2013
Reflecting on Learning
As I consider all we have learned over the past 18 months, I am excited to create my own anti-bias learning environment to implement all the valuable knowledge and skills I have gained. My goal has always been to accommodate the needs of children and families who look to us for a quality start to their educational experience. This course, in particular, has provided such practical resources not only for creating an environment that supports and reflects all children, but I have begun to accumulate a resource list of children's literature as well as specific examples of how to communicate effectively when children express misinformation or misperceptions. In addition, I have already begun creating my own collection of persona dolls. I was so impressed with the process of using the persona dolls and the effects they have on stimulating children's thinking. Hoffman impressed me as having a voice of reason and experience and I plan to use his books as resources, as well.
For the immediate future, the upcoming school year, I will continue as preschool director/teacher which puts me in a position of implementing practices in the classroom as well as revamping our philosophy and strategies for working with families as a preschool. I have a new perspective of our role as resource providers for families and look forward to accommodating their needs more than what we have done in the past.
I would like to thank each of you for your insights. You have expanded my understanding of diverse experiences and I so appreciate your willingness to share, and your candor. Thank you, also, for your encouragement. It was so affirming to know that you took the time to read my thoughts and comment on them. I wish you all the best as we anticipate our last course. Our Degree is in sight! God Bless!
For the immediate future, the upcoming school year, I will continue as preschool director/teacher which puts me in a position of implementing practices in the classroom as well as revamping our philosophy and strategies for working with families as a preschool. I have a new perspective of our role as resource providers for families and look forward to accommodating their needs more than what we have done in the past.
I would like to thank each of you for your insights. You have expanded my understanding of diverse experiences and I so appreciate your willingness to share, and your candor. Thank you, also, for your encouragement. It was so affirming to know that you took the time to read my thoughts and comment on them. I wish you all the best as we anticipate our last course. Our Degree is in sight! God Bless!
Thursday, June 20, 2013
An International Look at Impacts on Early Emotional Development
I chose to look at issues children in Tanzania are facing. My husband and I have sponsored a child there for the past six years so I am concerned about challenges confronting her. The sponsoring agency has kept us aware of major issues facing the country such as extreme poverty, drought, and AIDS. According to Compassion International (n.d.), "Aids has orphaned nearly a million children, and thousands more must assume adult household responsibilities in order to care for ailing parents" (para 6). Children forced to take on adult responsibilities in environments where basic needs cannot be met are not given the secure nurturing conditions to foster healthy emotional development. "Negative early experiences can impair children's mental health and effect their cognitive, behavioral, social-emotional development" (Cooper, Masi, & Vick, 2009, p. 3). Additionally, alarming results of a survey sponsored by UNICEF (Salaam, 2011) revealed: "nearly three out of every ten girls and one out of every seven boys in mainland Tanzania and Zanzibar reported that they had experienced sexual violence. Almost three-quarters of girls and boys said they had experienced physical violence before the age of 18....and Twenty-five percent had been subjected to emotional violence by an adult during childhood" (Salaam, 2011, para 4).
What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)? According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.
As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.
Compassion International (n.d.). Partners in hope. Retrieved from http://www.compassion.com/
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood. Retrieved from http://www.nccp.org/publications/pub_882.html.
UNICEF (2011). UNICEF. Press centre. Retrieved from http://www.unicef.org/infobycountry/media_59490.html.
What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)? According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.
As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.
Compassion International (n.d.). Partners in hope. Retrieved from http://www.compassion.com/
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood. Retrieved from http://www.nccp.org/publications/pub_882.html.
UNICEF (2011). UNICEF. Press centre. Retrieved from http://www.unicef.org/infobycountry/media_59490.html.
Friday, June 14, 2013
The Sexualization of Early Childhood
I read the excerpt from Levin and Kilbourne's (2009) So Sexy So Soon and nodded my head in recognition. I recalled walking past one of the preschool room bathrooms and hearing a little boy happily sing I'm Too Sexy ...over and over. I don't think he realized what he was singing. He liked the snappy beat. I cringed when I heard those words coming out of his mouth, though. I didn't knock on the door and say anything to him; but, I did mention it to his mom and she sheepishly said he probably heard it on the radio. We both agreed there are so many songs with inappropriate lyrics and talked about switching to more child friendly radio stations in the car.
On other occasions I have heard young children in the dramatic play center say I'm sexy and readjust their dress up clothes to expose more body. The reaction of the others is usually mixed from not even responding to saying "my mom says that's not appropriate at our house". I usually try to follow up with the child's parent who is embarrassed and says something like "they saw that on TV". I also, talk to the child's parent who said that was inappropriate behavior and language to let the mother know that their child is hearing what they are teaching. The excerpt from Levin and Kilbourne (2009) left me wanting to read the book to get more concrete ways of helping parents lay a healthy foundation for the development of sexual identity.
Levin and Kilbourne's (2009) example of the fourth-grade girl who had based her self concept on her looks and her ability to be in a relationship (based on pop culture images, ads, and expectations) sounded like the experience one of our teacher's had with her 13 year old who had already been in several "relationships" and was devastated each time one ended, battling depression and in therapy. I had seen photos of the girl who dressed provocatively and wore a lot of make-up. I could not relate to the teacher (the girl's mother) because she was heart-broken for her daughter who couldn't find a lasting relationship. She wished she would just find one boy and stick with him!! My incredulous reply was: "She is only 13! She shouldn't even be in a relationship!!"
I agree with Levin and Kilbourn (2009) who said a healthy body image and overall self-concept as well as exposure to a healthy, loving models of male/female relationships is key to getting children on the right path to developing healthy attitudes about themselves and relationships with others. Additionally, parents need to be pro-active in monitoring what their children are exposed to in media. Early educators and parents can have honest discussions about questions that arise when children are confused about what they see and hear.
Levin, D., & Kilbourne J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf
On other occasions I have heard young children in the dramatic play center say I'm sexy and readjust their dress up clothes to expose more body. The reaction of the others is usually mixed from not even responding to saying "my mom says that's not appropriate at our house". I usually try to follow up with the child's parent who is embarrassed and says something like "they saw that on TV". I also, talk to the child's parent who said that was inappropriate behavior and language to let the mother know that their child is hearing what they are teaching. The excerpt from Levin and Kilbourne (2009) left me wanting to read the book to get more concrete ways of helping parents lay a healthy foundation for the development of sexual identity.
Levin and Kilbourne's (2009) example of the fourth-grade girl who had based her self concept on her looks and her ability to be in a relationship (based on pop culture images, ads, and expectations) sounded like the experience one of our teacher's had with her 13 year old who had already been in several "relationships" and was devastated each time one ended, battling depression and in therapy. I had seen photos of the girl who dressed provocatively and wore a lot of make-up. I could not relate to the teacher (the girl's mother) because she was heart-broken for her daughter who couldn't find a lasting relationship. She wished she would just find one boy and stick with him!! My incredulous reply was: "She is only 13! She shouldn't even be in a relationship!!"
I agree with Levin and Kilbourn (2009) who said a healthy body image and overall self-concept as well as exposure to a healthy, loving models of male/female relationships is key to getting children on the right path to developing healthy attitudes about themselves and relationships with others. Additionally, parents need to be pro-active in monitoring what their children are exposed to in media. Early educators and parents can have honest discussions about questions that arise when children are confused about what they see and hear.
Levin, D., & Kilbourne J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf
Thursday, June 6, 2013
Evaluating Impacts on Professional Practice
As an early educator, I set the tone for acceptance and safety in the classroom. It is my responsibility to self-reflect to be aware of my own identities that make me uncomfortable or feel marginalized so that I can empathize with the children in my class who are experiencing negative feelings about certain aspects of their identity.
When I reflect about times that I have felt marginalized, one of the strongest emotions I felt was that of defensiveness. Recognizing that, I can better empathize with uncooperative attitudes from children who are feeling rejected or devalued. Some identities we take for granted, but as Derman-Sparks and Edwards (2010) pointed out, the identities that make us feel different are the ones we do not take for granted.
Schwartz (2010) wrote of his struggle with accepting his deafness after he learned at a young age that it was stigmatized. He tried to deny it, pretend it didn't exist, and was angry about it. I found the following statement applicable to aspects of my identity I have tried to hide: "I had to stop running from my deafness and embrace it as a core identity" (Schwartz, 2010, p. 22). Schwartz went on to share that as he grew more comfortable with his deafness he was more open to different resources available to him. Relating that concept to myself, as I came to peace with what made me feel marginalized, I was able to see the opportunities that awaited me. I also was able to accept people's statements in a different light and did not take a defensive stand.
Knowing this, my priority would be to make children feel visible and accepted; however, if I did have someone who was feeling marginalized I would plant seeds of encouragement by building on their strengths and I would help them process emotions and help others appreciate diversity by using techniques such as persona dolls. As Derman-Sparks and Edwards (2010) pointed out persona doll stories and ensuing discussions help children "express their feelings and learn ways to solve their problems" (p. 50). Children's literature is another tool I would use to help children feel visible and to help them see the opportunities available to them.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: NAEYC.
Schwartz, M. (2010). Disability angst. The search for belonging- filling the hole in my soul. International Journal of Leadership in Public Services, Suppl. 6(21-23). Retrieved from SocINDEX database.
Friday, May 24, 2013
Observing Communication
This week I observed a mother and child in the children's section of the public library. The little boy was sitting in front of a computer screen and the mother was showing him how to use a drawing program on the computer. The little boy was tentative and seemed unsure about trying something new. The mother pulled up a chair to be at his eye level and to give support through proximity. She asked him what he wanted to draw and then told him step by step how to proceed, allowing him to operate the mouse. Once he saw he could do it, he was anxious to draw more. She was encouraging and asked him to tell her about what he was drawing.
It was obvious that due to the mother's encouraging words and the fact that she let the child have hands-on opportunities to try the new computer program, the little boy found confidence to try something new and felt proud of what he had created. Her feedback was specific as she described what he was drawing, and as Dangel and Durden (2010) stated language that is specific lets children know their accomplishments are valued. I find that in my work with children, they do respond when I am specific rather that giving general comments. It lets them know you are taking an interest and it helps clarify for them what they have done, whether it is creating something or if they have helped someone - it names their accomplishment. In addition, she was asking the little boy questions to find out what he was interested in, which is another important thing to do when trying to engage children. According to Dangel and Durden (2010), children respond more enthusiastically when they are involved with discussions that are relevant to them. I find my students are much more enthusiastic and verbose when they have painted something on a whim rather than when they are given more specific parameters of what to create.
I was encouraged this week as we learned about communicating with children because I recognized things I do with children when talking with them. For example, I try to enter their world when I speak with them. I can always tell when I have made a real connection either on a personal level or in a teachable moment based on the level of detail and enthusiasm given by the child. I must always remind myself, though, that I need to listen carefully and then mold my curriculum around the children's interests. It 's important to have our teaching benchmarks, but equally important to shape them around the strengths and interests of the children to maximize the learning opportunities.
Dangel, J. & Durden, T. (2010). The nature of teacher talk during small group activities. YC Young Children 65(1). Retrieved from Education Research Complete database.
It was obvious that due to the mother's encouraging words and the fact that she let the child have hands-on opportunities to try the new computer program, the little boy found confidence to try something new and felt proud of what he had created. Her feedback was specific as she described what he was drawing, and as Dangel and Durden (2010) stated language that is specific lets children know their accomplishments are valued. I find that in my work with children, they do respond when I am specific rather that giving general comments. It lets them know you are taking an interest and it helps clarify for them what they have done, whether it is creating something or if they have helped someone - it names their accomplishment. In addition, she was asking the little boy questions to find out what he was interested in, which is another important thing to do when trying to engage children. According to Dangel and Durden (2010), children respond more enthusiastically when they are involved with discussions that are relevant to them. I find my students are much more enthusiastic and verbose when they have painted something on a whim rather than when they are given more specific parameters of what to create.
I was encouraged this week as we learned about communicating with children because I recognized things I do with children when talking with them. For example, I try to enter their world when I speak with them. I can always tell when I have made a real connection either on a personal level or in a teachable moment based on the level of detail and enthusiasm given by the child. I must always remind myself, though, that I need to listen carefully and then mold my curriculum around the children's interests. It 's important to have our teaching benchmarks, but equally important to shape them around the strengths and interests of the children to maximize the learning opportunities.
Dangel, J. & Durden, T. (2010). The nature of teacher talk during small group activities. YC Young Children 65(1). Retrieved from Education Research Complete database.
Friday, May 17, 2013
Creating Affirming Environments
One of the first things I would do when creating an affirming home child care environment is invest in a good camera! As Derman-Sparks and Edwards (2010) noted, cameras allow you to personalize your learning materials to reflect the children and families in your care. Individual photos can be mounted to wooden blocks so children can insert themselves into block play. Additionally, photos can be taken of their community (stores, library, churches, fire station) and mounted on blocks so they can engage in block/creative play within their own familiar community. Cameras are also great for taking pictures of children's creations (art, block towers) and posting in that particular area to help develop a sense of pride in their accomplishments and to help them take ownership and feel a sense of belonging in their home care environment. Photos are an effective way of documenting a child's daily activities so parents feel like they have a window into their child's day. Additionally, photos can be used to make books that reflect the children's families, likes and dislikes, and other aspects of their identities (Derman-Sparks & Edwards, 2010).
Children get an impression of what is and is not important by what they see and do not see in their environment (Derman-Sparks & Edwards, 2010). Therefore, I would be sure the learning materials would reflect the children's cultural, familial, racial, and economic backgrounds; as well as different physical disabilities. Derman-Sparks and Edwards (2010) recommend more than half the materials directly reflect the identities of the children with the rest of the materials reflecting different identities that are not represented in that particular group to introduce them to more diversity - to expand their horizons. It would be important as Derman-Sparks and Edwards pointed out that the learning materials do not depict stereotypes or misinformation. Rather the materials should stimulate conversations about differences and an appreciation for them. One of the things I especially liked in Adrianna's home daycare (Laureate Education, Inc., 2011) was the skin toned bean bags and I would place them near a full length mirror so children could hold them up to themselves and each other to identify similarities as well as appreciate diversity. Bean bags are great tactile tools as well when children need stress release.
I would have an area set aside for families to bring in items to display, similar to the area Adriana (Laureate Education, Inc., 2011) created, that reflect their way of being. Displayed with these items would be a family picture. I would like that to be an area where children could gather for share time and book time. I would encourage families to send a family member at least once during the year to read their child's favorite book to the class and to also talk to the children about the items that are on display from their family as well as share some special food or music their family enjoys. If the families were English language learners I would ask them to read in their home language and to teach all the children a how to say some words. I would make sure that some of the music I play throughout the day is sung in the home language. I would ask families to help me make signs or labels regarding learning materials in the home language as well. I would recruit family volunteers or community members to volunteer to spend time with us to bridge communication. I'd like to have a monthly family newsletter with photos of the sharing times when families come to visit so they can get to know one another.
I have been so impressed with persona dolls. I would definitely have some available to help children resolve conflicts and develop empathy for one another and to explore misconceptions. Persona dolls and books depicting scenarios that stimulate critical thinking and discussions about issues of fairness and respect would be essential items to round out the home care environment.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: NAEYC.
Laureate Education, Inc. (Executive Producer) (2011). Welcome to an anti-bias learning community [Course media]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D
Children get an impression of what is and is not important by what they see and do not see in their environment (Derman-Sparks & Edwards, 2010). Therefore, I would be sure the learning materials would reflect the children's cultural, familial, racial, and economic backgrounds; as well as different physical disabilities. Derman-Sparks and Edwards (2010) recommend more than half the materials directly reflect the identities of the children with the rest of the materials reflecting different identities that are not represented in that particular group to introduce them to more diversity - to expand their horizons. It would be important as Derman-Sparks and Edwards pointed out that the learning materials do not depict stereotypes or misinformation. Rather the materials should stimulate conversations about differences and an appreciation for them. One of the things I especially liked in Adrianna's home daycare (Laureate Education, Inc., 2011) was the skin toned bean bags and I would place them near a full length mirror so children could hold them up to themselves and each other to identify similarities as well as appreciate diversity. Bean bags are great tactile tools as well when children need stress release.
I would have an area set aside for families to bring in items to display, similar to the area Adriana (Laureate Education, Inc., 2011) created, that reflect their way of being. Displayed with these items would be a family picture. I would like that to be an area where children could gather for share time and book time. I would encourage families to send a family member at least once during the year to read their child's favorite book to the class and to also talk to the children about the items that are on display from their family as well as share some special food or music their family enjoys. If the families were English language learners I would ask them to read in their home language and to teach all the children a how to say some words. I would make sure that some of the music I play throughout the day is sung in the home language. I would ask families to help me make signs or labels regarding learning materials in the home language as well. I would recruit family volunteers or community members to volunteer to spend time with us to bridge communication. I'd like to have a monthly family newsletter with photos of the sharing times when families come to visit so they can get to know one another.
I have been so impressed with persona dolls. I would definitely have some available to help children resolve conflicts and develop empathy for one another and to explore misconceptions. Persona dolls and books depicting scenarios that stimulate critical thinking and discussions about issues of fairness and respect would be essential items to round out the home care environment.
Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: NAEYC.
Laureate Education, Inc. (Executive Producer) (2011). Welcome to an anti-bias learning community [Course media]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2819834_1%26url%3D
Tuesday, April 23, 2013
What I Have Learned
I have really been convicted over the past months, and especially as we have looked at diversity, about the importance of supporting identity development in young children. My hope is that I would create a learning environment and provide learning experiences that reflect the reality and identities of all the children in my class.
A goal I have to accommodate that wish is to supplement my classroom library with recommended anti-bias children's literature. I have already started compiling a list of suggested titles found in our course readings. I have found that children's literature stimulates discussions, clarifies information, and presents another format to process thoughts. I also plan to incorporate persona dolls into my classroom discussions. As Pelo (2008) explained, persona dolls help children recognize bias statements, develop empathy, and use critical thinking. I am anxious to start using them at the beginning of next year so the children get used to them as an integral part of our class chemistry.
Thank you, once again, to my classmates who expand my thinking and help me see things from a different perspective. Thank you for encouraging me with your comments - they mean more than you may realize. I look forward to striving toward the finish line with you.
Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
A goal I have to accommodate that wish is to supplement my classroom library with recommended anti-bias children's literature. I have already started compiling a list of suggested titles found in our course readings. I have found that children's literature stimulates discussions, clarifies information, and presents another format to process thoughts. I also plan to incorporate persona dolls into my classroom discussions. As Pelo (2008) explained, persona dolls help children recognize bias statements, develop empathy, and use critical thinking. I am anxious to start using them at the beginning of next year so the children get used to them as an integral part of our class chemistry.
Thank you, once again, to my classmates who expand my thinking and help me see things from a different perspective. Thank you for encouraging me with your comments - they mean more than you may realize. I look forward to striving toward the finish line with you.
Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
Friday, April 19, 2013
Diversity
Stigmas, phobias, hate
Internal Oppression, anger, isolate
Hush, hush, colorblind
I'm invisible, I don't count
Feelings, confusion, something's wrong
No one to talk to, all alone
Here you are, you are great
Pride, hope, and validate
Listen, clarify, a new point of view
Respected, included, I can cope
Recognize prejudice, empathize, that's not right
Empowerment, responsiblity, find a voice
Tuesday, April 9, 2013
Start Seeing Diversity
I was involved in a situation where I silenced a child for something he said. I was a new teacher in the mid-80's, working downtown Milwaukee as a kindergarten teacher. Our class was somewhat diverse with two Korean children and three African American children and nine white children. We were taking a walk outside the building to observe the different types of transportation and a city bus pulled up close to where we were standing. The doors opened and a large African American man got off the bus. One of our African American boys yelled "Hey, it's Fat Albert". The man looked the other way and kept walking while the rest of the class laughed. I looked at the little boy and told him to be quiet and that it wasn't polite to say such things.
On the one hand, it was appropriate to point out that it wasn't polite to shout out; but, on the other hand I could have taken the opportunity to discuss how people come in many different sizes and that all large African American men are not Fat Albert. According to Meltz (2001), even if the person the child has made the comment about can hear you, an immediate, matter-of-fact response is more respectful than silencing the child which translates into bringing more shame.
When we returned to the classroom, I could have used some tools such as children's books or pictures showing people with a variety of body sizes and pointed out that I know a large African American man and his name is Paul, not Albert (Laureate Education, Inc., 2011). Additionally, as Spangler pointed out in Positive Ways Early Childhood Education Settings can Respond to Bias (Laureate Education Inc, 2011), persona dolls could have been used to address how the doll felt when hurtful comments about body size were made and the children could have had an opportunity to develop empathy, realizing then that the comment was not something to be laughed at.
By not addressing the issue I missed the opportunity for children to learn that "name calling, exclusion, and hurtful teasing" (Pelo, 2006) is hurtful and something we don't want to do. Additionally, not addressing issues gives children the message that the behavior is acceptable and that (in this case) being big is something to laugh at.
Laureate Education, Inc. (Executive Producer) (2011). The Positive Ways Early Childhood Education Settings Can Respond to Bias [Multimedia]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week6html
Laureate Education, Inc. (Executive Producer) (2011). Start Seeing Diversity: Physical Ability and Characteristics [Course Media]. Retrieved from http://class.walden.edu/webapps/portal/frameset.jsp?tab_tab_group_id=2_1&url=%2Fwebapps%2Fblackboard%2Fexecutive%2Flaucher%3Ftype%3DCourse%26id%3D_2651072_1%26url%3D
Meltz, B. (2001, November 22). Teachings on diversity, tolerance should start early preschoolers can learn it's ok to notice our differences: [Third Edition]. Boston Globe, H4. Retrieved from ProQuest database.
Pelo, A. (Ed.) (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
On the one hand, it was appropriate to point out that it wasn't polite to shout out; but, on the other hand I could have taken the opportunity to discuss how people come in many different sizes and that all large African American men are not Fat Albert. According to Meltz (2001), even if the person the child has made the comment about can hear you, an immediate, matter-of-fact response is more respectful than silencing the child which translates into bringing more shame.
When we returned to the classroom, I could have used some tools such as children's books or pictures showing people with a variety of body sizes and pointed out that I know a large African American man and his name is Paul, not Albert (Laureate Education, Inc., 2011). Additionally, as Spangler pointed out in Positive Ways Early Childhood Education Settings can Respond to Bias (Laureate Education Inc, 2011), persona dolls could have been used to address how the doll felt when hurtful comments about body size were made and the children could have had an opportunity to develop empathy, realizing then that the comment was not something to be laughed at.
By not addressing the issue I missed the opportunity for children to learn that "name calling, exclusion, and hurtful teasing" (Pelo, 2006) is hurtful and something we don't want to do. Additionally, not addressing issues gives children the message that the behavior is acceptable and that (in this case) being big is something to laugh at.
Laureate Education, Inc. (Executive Producer) (2011). The Positive Ways Early Childhood Education Settings Can Respond to Bias [Multimedia]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week6html
Laureate Education, Inc. (Executive Producer) (2011). Start Seeing Diversity: Physical Ability and Characteristics [Course Media]. Retrieved from http://class.walden.edu/webapps/portal/frameset.jsp?tab_tab_group_id=2_1&url=%2Fwebapps%2Fblackboard%2Fexecutive%2Flaucher%3Ftype%3DCourse%26id%3D_2651072_1%26url%3D
Meltz, B. (2001, November 22). Teachings on diversity, tolerance should start early preschoolers can learn it's ok to notice our differences: [Third Edition]. Boston Globe, H4. Retrieved from ProQuest database.
Pelo, A. (Ed.) (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools.
Tuesday, March 19, 2013
Gender, Gender Identity, and Sexual Orientation
To be honest, I am like some of the staff members in the course media "Start Seeing Diversity - Sexual Orientation" who said discussing gender identity and presenting books and pictures of gay families with their class made them feel uncomfortable because that lifestyle went against their beliefs (Laureate Education, Inc., 2011). I also agreed with the staff members who said there was no need to discuss these things because none of the families in their preschool consisted of gay parents. However, I had to reconsider my thoughts when the teacher in the presentation said she realized it was her responsibility to support a positive identity development for the children in her care regardless of what her own beliefs were. In other words, preserving the child's identity development outweighed personal beliefs on the topic. I, also, thought the staff had a valid point when they decided that even though none of the children in their care came from families with gay parents, it was still their responsibility to prepare children to act respectfully if and when they encounter such families. However, I would probably approach it by not specifically talking about gay parents, but in general say that not everyone has the same kind of family but we must show respect to everyone because it is not our job to judge others.
I was reflecting on observations made of children in my preschool room and how they interact in different centers with various toys and learning materials. I can say that boys and girls visit the block area and workbench as well as the home living area. They all try on different work hats and boys and girls experiment with the scarves available in the dress up area. I have noticed that boys and girls take care of the "babies" when they are playing house. Most have younger siblings and are familiar with caring for babies. I have tried to choose books that show males and females in different community helper roles and the children seem to be aware that jobs can be performed by either gender if they are trained for the job.
After listening to the broadcast of the two families dealing with their son's gender identity (Spiegel, 2008) I was reminded of a little boy we had at our preschool many years ago. He preferred playing in the kitchen, dress up (wanting to wear an apron) and brought his barbie dolls for show and tell. When he had his birthday party the mom sent out barbie invitations and the party was a barbie theme. At the time, I heard comments from parents that they were uncomfortable with that and thought it was strange. His teacher told me she kept encouaging him to play with the blocks and cars and trucks, but he didn't want to. I supported her in that and I realize I was more in the mindset of Dr. Zucker from the audiocast who wanted the parents to take away the dolls and encourage play with things like blocks and cars; whereas this little boy's mom seemed to be following the philosophy of the West Coast therapist who favored letting the boy act according to what made him feel comfortable and happy. I have lost touch with that family, but have often wondered how things went for him as he matured. Was he rejected by both genders as he got older as Dr. Zucker asserted or did he embrace the femine qualities and become comfortable with his own identity and let the rest of the world deal with their own feelings as the West Coast therapist suggested. It is a challenging situation where one answer may not be able to be applied to all cases. If you haven't had a chance to listen to the broadcast, I would encourage you to do so.
Laureate Education, Inc. (Executive Producer, 2011). "Start Seeing Diversity: Gender" [Course media]. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer, 2011). "Start Seeing Diversity: Sexual Orientation" [Course media]. Baltimore, MD: Author.
Spiegel, A. (2008). Two families grapple with sons'gender identity: Pshychologist take radical approaches in therapy. Retrieved from http://www.npr.org/2008/05/07/90247842/two-families-grapple-with-sons-gender-preferences
I was reflecting on observations made of children in my preschool room and how they interact in different centers with various toys and learning materials. I can say that boys and girls visit the block area and workbench as well as the home living area. They all try on different work hats and boys and girls experiment with the scarves available in the dress up area. I have noticed that boys and girls take care of the "babies" when they are playing house. Most have younger siblings and are familiar with caring for babies. I have tried to choose books that show males and females in different community helper roles and the children seem to be aware that jobs can be performed by either gender if they are trained for the job.
After listening to the broadcast of the two families dealing with their son's gender identity (Spiegel, 2008) I was reminded of a little boy we had at our preschool many years ago. He preferred playing in the kitchen, dress up (wanting to wear an apron) and brought his barbie dolls for show and tell. When he had his birthday party the mom sent out barbie invitations and the party was a barbie theme. At the time, I heard comments from parents that they were uncomfortable with that and thought it was strange. His teacher told me she kept encouaging him to play with the blocks and cars and trucks, but he didn't want to. I supported her in that and I realize I was more in the mindset of Dr. Zucker from the audiocast who wanted the parents to take away the dolls and encourage play with things like blocks and cars; whereas this little boy's mom seemed to be following the philosophy of the West Coast therapist who favored letting the boy act according to what made him feel comfortable and happy. I have lost touch with that family, but have often wondered how things went for him as he matured. Was he rejected by both genders as he got older as Dr. Zucker asserted or did he embrace the femine qualities and become comfortable with his own identity and let the rest of the world deal with their own feelings as the West Coast therapist suggested. It is a challenging situation where one answer may not be able to be applied to all cases. If you haven't had a chance to listen to the broadcast, I would encourage you to do so.
Laureate Education, Inc. (Executive Producer, 2011). "Start Seeing Diversity: Gender" [Course media]. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer, 2011). "Start Seeing Diversity: Sexual Orientation" [Course media]. Baltimore, MD: Author.
Spiegel, A. (2008). Two families grapple with sons'gender identity: Pshychologist take radical approaches in therapy. Retrieved from http://www.npr.org/2008/05/07/90247842/two-families-grapple-with-sons-gender-preferences
Wednesday, February 27, 2013
Good Bye and Thank You!
I would like to take this opportunity to thank each of you for responding in such supportive and encouraging ways to my blog and discussion posts. Your posts have inspired, enlightened, and informed me and I am grateful for the opportunity to get a peek into each of your worlds.
I wish you the best as we continue our Walden journey and continued success and happiness in your personal and professional lives.
God Bless!
I wish you the best as we continue our Walden journey and continued success and happiness in your personal and professional lives.
God Bless!
Thursday, February 14, 2013
Adjourning
I have had the hardest time during the adjourning stage of the group process in groups where I felt a cohesiveness, like everyone had come through the experience stronger from the challenges that had been worked through and from the relationships that had been formed. Additionally, when you get to know group members on a personal level I think it is harder to leave and I think more of an effort is made to keep in touch. Once a year I still get together with a group of people I worked with 20 years ago and we retell stories about incidents that happened while working together, some of them bring tears from laughing and other tears of sadness. In that process we affirm the work we did and the students we helped and we offer support in current projects that are going on in each other's lives.
Adjourning from a group that I have only communicated with electronically and in a structured setting will be a new experience for me. It would be nice to keep in touch via e mail and I would like to actually meet at graduation as we clebrate our success at achieveing our Master's together, and put names with faces and say thank you for helping me grow and learn and best wishes for the future!
Adjourning from a group that I have only communicated with electronically and in a structured setting will be a new experience for me. It would be nice to keep in touch via e mail and I would like to actually meet at graduation as we clebrate our success at achieveing our Master's together, and put names with faces and say thank you for helping me grow and learn and best wishes for the future!
Friday, February 8, 2013
Conflict Resolution
I recently experienced a conflict at work that could have been handled much more effectively had I known what I know now about conflict resolution. Specifically, we approached our discussions as opponents rather than partners (Conflict Resolution Network, n.d.). Because the discussion began in an accusatory tone, I was put on the defensive. The discussion ended in accusations and judgments. My boss acted as arbiter and the solution he came up with was agreed to by both sides but not supported by either side resulting in a complete breakdown of communication. We were in the same building, but not talking.
More productive conflict resolution would have included active listening to gather information and determine needs rather than making assumptions (Conflict Resolution Network, n.d.). Reflecting back to the other party what I heard them saying would have signified I was taking in and processing their perspective. Additionally, it would have helped me understand their point of view. With legitimate needs and concerns in focus we could have explored various options, even set up a trial-and-error period to try new options so that a win-win situation could have resulted.
The other party involved in the conflict has since moved on; but, my boss has made a point of asking if I need anything on a regular basis. As soon as the other party left, he told us to go back to doing things the way we had been prior to the disagreement. There are still unresolved issues, but it seems he is more attuned to our needs and I am more aware of the need to express myself clearly, unemotionally, and to reflect back to him what I hear him saying to be sure we are on the same page.
Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3.
More productive conflict resolution would have included active listening to gather information and determine needs rather than making assumptions (Conflict Resolution Network, n.d.). Reflecting back to the other party what I heard them saying would have signified I was taking in and processing their perspective. Additionally, it would have helped me understand their point of view. With legitimate needs and concerns in focus we could have explored various options, even set up a trial-and-error period to try new options so that a win-win situation could have resulted.
The other party involved in the conflict has since moved on; but, my boss has made a point of asking if I need anything on a regular basis. As soon as the other party left, he told us to go back to doing things the way we had been prior to the disagreement. There are still unresolved issues, but it seems he is more attuned to our needs and I am more aware of the need to express myself clearly, unemotionally, and to reflect back to him what I hear him saying to be sure we are on the same page.
Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3.
Friday, February 1, 2013
Who Am I As A Communicator?
This week's exercise revealed that my perception of my communication skills is very close to the perceptions others have of them. The thing that surprised me the most is that my husband's evaluations resulted in identical scores to mine. That shouldn't surprise me, though, because he is one of very few people I disclose my true feelings to. For example he knew that I experience moderate anxiety in certain contexts; whereas a colleague perceived my anxiety to be mild. Her perception is a result of me presenting myself as a capable speaker and someone she can have confidence in as her director. I was also a bit surprised that he and my colleague felt I was a people-oriented listener. I try to be an empathetic listener, but must admit sometimes I am very conscious of using my time efficiently and feel like I don't actively listen as well as I should. That is a struggle for me - the desire to use my time wisely could be seen as a good thing; however, it may also say I am too wrapped up in my own agenda to devote my undivided attention to others. O'Hair & Wiemann stated that what we value in ourselves we value in others (2012). I value productive communication and I respect other people's time so I tend to be more to the point when I communicate with them. Consequently, I value that quality in others; I appreciate those who get to the point.
I must remember that others have different styles of communicating and some value details in making their point. Asking questions and staying in the moment instead of thinking about what I need to be doing would help me listen better. I am thankful those closest to me feel I am a good listener, but I know I could do better!
Additionally, it is especially important when working with so many different children and families to keep an open mind about them. Those we perceive as sharing the same life experiences and preferences as ourselves may not. Even more important to remember, we cannot assume anything about anyone, looks can be deceiving and our personal schemas can skew our perceptions of others.
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. Boston, MA: Bedford/St. Martin's.
I must remember that others have different styles of communicating and some value details in making their point. Asking questions and staying in the moment instead of thinking about what I need to be doing would help me listen better. I am thankful those closest to me feel I am a good listener, but I know I could do better!
Additionally, it is especially important when working with so many different children and families to keep an open mind about them. Those we perceive as sharing the same life experiences and preferences as ourselves may not. Even more important to remember, we cannot assume anything about anyone, looks can be deceiving and our personal schemas can skew our perceptions of others.
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. Boston, MA: Bedford/St. Martin's.
Wednesday, January 23, 2013
Effective Communication and Cultural Diversity
My daily interaction at this time brings me in contact with basically two different aspects of culture - political affiliation and ethnicity. I find myself having to use different skill sets to communicate effectively with each.
I will admit that it is harder for me to listen openly and without bias to someone who shares different political views and to not have a "knee-jerk" negative evaluation of someone from another party before they even begin to speak their thoughts as Beebe, Beebe, & Redmond described it (2011, p. 104). I am trying to ask questions so I can better understand their frame of reference and to be mindful of the situation and do some self-talking to help me keep my preconceived ideas and emotions at bay so that I can rationally process information I am taking in and "avoid negative judgments" (Beebe et al., 2011, p. 108).
On the other hand, I am trying to use a different set of communication skills when working with a family of minority ethnicity. I am very motivated to learn about their culture and am trying to develop my skills of observing non-verbal cues and respecting their thoughts on eye contact and touching. I think together we are adapting and since we have had time to dialogue and understand each other's perspectives we have developed a mutual respect. I now understand their very cautious and protective behavior toward their child based on the dangerous circumstances they were brought up in. Additionally, Gonzalez-Mena helped me gain a new perspective on the family's desire to do everything for their child and how that models for the child how to help others (2010). As the author pointed out I still have my frame of reference but it has expanded to include the perspectives of those with a different worldview.
Beebe, S., Beebe, S.& Redmond, M. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.
Gonzalez-Mena, J. (2010). 50 strategies for communication and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.
I will admit that it is harder for me to listen openly and without bias to someone who shares different political views and to not have a "knee-jerk" negative evaluation of someone from another party before they even begin to speak their thoughts as Beebe, Beebe, & Redmond described it (2011, p. 104). I am trying to ask questions so I can better understand their frame of reference and to be mindful of the situation and do some self-talking to help me keep my preconceived ideas and emotions at bay so that I can rationally process information I am taking in and "avoid negative judgments" (Beebe et al., 2011, p. 108).
On the other hand, I am trying to use a different set of communication skills when working with a family of minority ethnicity. I am very motivated to learn about their culture and am trying to develop my skills of observing non-verbal cues and respecting their thoughts on eye contact and touching. I think together we are adapting and since we have had time to dialogue and understand each other's perspectives we have developed a mutual respect. I now understand their very cautious and protective behavior toward their child based on the dangerous circumstances they were brought up in. Additionally, Gonzalez-Mena helped me gain a new perspective on the family's desire to do everything for their child and how that models for the child how to help others (2010). As the author pointed out I still have my frame of reference but it has expanded to include the perspectives of those with a different worldview.
Beebe, S., Beebe, S.& Redmond, M. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.
Gonzalez-Mena, J. (2010). 50 strategies for communication and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.
Saturday, January 19, 2013
No Sound Television Watching
I chose to watch Parks and Recreation because I had just seen one of the stars host the Golden Globe Awards and I thought she was very funny during the award show and I had never watched her television series.
This show had many different scenes and basically involved a group of women from an office at City Hall and a group of men from the office. The story line of the women focused on two topics. One involved a Native American man, and two people with Bulging Burger jackets on and a construction site with the Bulging Burger sign posted. The interaction with the Native American man showed that they were nervously trying to impress him. He appeared to have a position of power. They did not agree with the two people from the burger place because their interaction involved angry faces and a refusal to shake hands when they met at the site. They were also involved in a story line that involved a bachelorette party and I figured out the main character must be the bride to be because she was wearing a special hat. During the party the women go out to the construction site and bury Native American artifacts. That story line ends with construction workers digging up the articfacts and a meeting between all parties involved. I assumed the Native American man supported the women because they were smiling and exchanged winks and the man and woman from the burger place looked angry.
The other story line of the men followed them around to different venues laughing and drinking and at each venue a different one was wearing a Bachelor Boy hat so I assumed they were haing a bachelor party but each person took a turn wearing the hat so I wasn't sure who was actually getting married. At one point they called the women and were laughing and having a good time while the women were in the middle of their digging adventure and looked like they were responding to the phone call with fake laughter.
When I turned the sound up I understood which man was getting married and realized they were giving each man a chance to wear the hat and pick his favorite place to have fun. The women's story line turned out to be that they did not want the burger place to go up on sacred Native American land so they buried the artifacts to prove the land was sacred and therefore could not have a burger place built on it (the dialogue also revealed they wanted that land for a playground) and the Native American man was the one who had the authority to decide how it would be used. And, finally, the men and women were having a competition as to who would have the better party.
I will have to say that was a very long half hour. Though facial expressions were at times humourous, most of the humor of the show was lost because the dialogue contained the punchlines. Most of the nonverbal communication involved very pronounced facial expressions which helped create the mood of each scene and reflected the emotions of the characters involved. I think if I had already known something about the characters and had developed an interest in them before watching it would have been more enjoyable. As it was, I found myself struggling to keep focused and awake!
This show had many different scenes and basically involved a group of women from an office at City Hall and a group of men from the office. The story line of the women focused on two topics. One involved a Native American man, and two people with Bulging Burger jackets on and a construction site with the Bulging Burger sign posted. The interaction with the Native American man showed that they were nervously trying to impress him. He appeared to have a position of power. They did not agree with the two people from the burger place because their interaction involved angry faces and a refusal to shake hands when they met at the site. They were also involved in a story line that involved a bachelorette party and I figured out the main character must be the bride to be because she was wearing a special hat. During the party the women go out to the construction site and bury Native American artifacts. That story line ends with construction workers digging up the articfacts and a meeting between all parties involved. I assumed the Native American man supported the women because they were smiling and exchanged winks and the man and woman from the burger place looked angry.
The other story line of the men followed them around to different venues laughing and drinking and at each venue a different one was wearing a Bachelor Boy hat so I assumed they were haing a bachelor party but each person took a turn wearing the hat so I wasn't sure who was actually getting married. At one point they called the women and were laughing and having a good time while the women were in the middle of their digging adventure and looked like they were responding to the phone call with fake laughter.
When I turned the sound up I understood which man was getting married and realized they were giving each man a chance to wear the hat and pick his favorite place to have fun. The women's story line turned out to be that they did not want the burger place to go up on sacred Native American land so they buried the artifacts to prove the land was sacred and therefore could not have a burger place built on it (the dialogue also revealed they wanted that land for a playground) and the Native American man was the one who had the authority to decide how it would be used. And, finally, the men and women were having a competition as to who would have the better party.
I will have to say that was a very long half hour. Though facial expressions were at times humourous, most of the humor of the show was lost because the dialogue contained the punchlines. Most of the nonverbal communication involved very pronounced facial expressions which helped create the mood of each scene and reflected the emotions of the characters involved. I think if I had already known something about the characters and had developed an interest in them before watching it would have been more enjoyable. As it was, I found myself struggling to keep focused and awake!
Friday, January 11, 2013
Competent Communication
Communication takes place in many contexts and with different goals. I am going to focus on communication with the goal of maintaining a relationship. A close friend and I have maintained our friendship for the past 25 years. Though family, work, and other commitments prevent us from communicating on a regular basis, we make a point of having lunch every few months to reconnect and find out what has been going on in each other's lives. I know that she will not only celebrate my successes, but will be honest with me and give me sound advice and keep me accountable when I need it. According to O'Hair & Wiemann, truthfulness, accuracy, honesty, and reason set the tone for the integrity of communication (2012). I know that she is a woman who shares my values and faith and she knows me well enough to ask questions that will prompt me to be honest with myself when dealing with challenging issues. Another important principle of ethical communication is "We advocate sharing information, opinions, and feelings when facing significant choices while also respecting privacy and confidentiality" (O'Hair et al., 2012, p. 15). We can openly discuss our feelings and opinions because we can trust each other to keep the information confidential. I also respect the fact that she often pauses and thinks before responding. She respects the power of words and uses them carefully and genuinely. One of my favorite Bible verses is "Everyone should be quick to listen, slow to speak, and slow to become angry..." James 1:19. She definitely models that principle and is a valued mentor for me as a person of true integrity reflected not only in her communication but in the way she lives her life.
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.
O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.
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