The Journey Continues!!!

Hey everybody!! I just want to say thank you to all of my colleagues! It has been such a pleasure learning with you and from you. You all have helped me grow in my profession as an educator and I am truly grateful. I will be moving into the Administration, Leadership, and Management specialization. I hope to work with some of you again as we all continue our journey with Walden. This has really been such a rewarding experience and I am looking forward to what the future holds. Many blessings to each of you!

The Adjourning Stage

             This week we learned about the five stages of team development: forming, storming, norming, performing, and adjourning (check out http://www.projectsmart.co/uk/the-five-stages-of-team-development-a-case-study.html). Each group/team goes through two or more stages when working together towards a goal. Each stage moves the team towards success, but some groups can get stuck in the beginning stages depending on the situation and people involved. For this assignment we were asked to focus on the adjourning stage of team development. In this stage, the project has come to an end and group members go their separate ways.

            Personally, some groups are easier to say good-bye to than others. I think the easy groups to leave are those where there was lots of confusion, lack of communication, unclear goals, etc. These groups are frustrating and draining. There have been some meetings that I just could not wait to leave because the group I joined with was filled with confusion. Some groups also have a lack of focus. The meeting leader would assign a task and three out of 7 people would be focused on the activity. This is very challenging.

            On the other hand, I have been in groups where all members were focused on the task at hand. We would challenge each other in order to complete the task at hand. These groups were exciting and there would be a constant flow of information. Before separating from these group members, everyone would exchange email addresses and other contact info to stay in touch. These group members make great networking buddies.

            I think that is why the adjourning stage is so important. When meeting with people for the first time, it is always a good thing to establish a networking relationship. It is also a good thing to have resources in other areas to use when needed. At the end of this program with Walden, I hope to have gained some new networking buddies in order to share successes and lessons with. You can never have too many resources.

Conflict Strategies

            I am the type of person that avoids conflict and confrontations, even though I know they are inevitable. I think well on my feet and I am conscious of my responses and the other person’s feelings (sometimes a little too empathetic), but I have a slick tongue and can be very sarcastic. My sarcasm is not always appreciated. Lol.

            This past week I participated in a heated discussion with my son’s father. We do not see eye-to-eye on many things. I called him with a suggestion and he quickly jumped on the defensive. I felt attacked so I became very sarcastic. Transparent moment: I do not understand why I (as the mother) have to jump through hoops or bend over backwards for him to see and spend time with his son. This makes no sense to me. The ‘discussion’ ended with me saying “Ok, whatever.” Clearly, nothing was solved and no one’s needs were met.

            This week, I have been learning how it is important to be empathetic and understand the other person and their feelings. So I reflected on our discussion and thought of two things I could do differently next time.

1.      Focus on the matter at hand and not make any personal attacks. Be mindful of my sarcastic thoughts so that they do not become my words.

2.      Really listen to the words of the speaker. Repeat back their words to make sure I have understood them correctly. By doing this I will be able to focus on their needs and how I will be able to meet them.

Communication Styles

             The task this week was rather interesting to me. I am not a fan of survey’s that has options so closely related and repeated questions that are formed differently. I like for things to be black and white for the most part and those survey’s had many gray areas. Nevertheless, I completed the survey along with my mom and close friend. It was also interesting to know that my mom and friend see my communication style differently than I see myself.

            One thing that surprised me the most was how well my family knew me, even a little more than I know myself. For listening styles we all agreed: group one – people oriented. They agree that I am empathetic and concerned with the emotions of others and that I can tend to be very trusting. The differences came about during the communication anxiety and verbal aggressiveness tests.

            For communication anxiety, they scored me at a 63 which is elevated. This means that I am uncomfortable in several communication contexts. I scored myself a 56 which means I have situational communication anxiety. My family thinks I am more nervous speaking in public. In the past I would say that this is true, but I believe I have grown a bit. Unfortunately, they have not seen me speak in a public forum in a long time. I am still nervous about speaking in public, but it does greatly depend on the situation.

            Lastly, they rated me moderate for verbal aggressiveness, while I rated myself significant. I guess that is a good thing. They believe I have a great balance between respect and consideration for others. It is nice that they have this view of me. I need to do some more self-reflecting. But, maybe the score would be different on a different day. I took the test twice and my score was slightly different each time.

            These results inform my professional and my personal life in many ways. It is important when working with children and their families that I am empathetic and understanding about their situations and circumstances. It is also important to have the ability to balance respect and consideration for others and their needs. In the field, we must always keep an open mind and a level head.

Communicating with Others

On a daily basis we speak multiple languages with the different people we interact with. Personally, I communicate differently with my family and friends than with my colleagues at work. I use a more professional language at work and at home I use a more informal language and style. I believe it all boils down to our comfort levels. When I am around people of a different culture I notice that I use more formal language and style until I am comfortable. Along with speaking a different language with different people in my life, I tend to wear a different mask as well. My family may see one side of me, while my coworkers and my students see another side. Honestly, sometimes it can get so tiresome and overwhelming. But everyone has different expectations. Such is life.

            Three strategies I can use to help me communicate more effectively with others from different groups are:

 

1. Placing myself in their shoes. Everyone has a different perspective. To be an effective communicator, I should have an understanding of the other person and how they view life in general.
2. In situations where I am not so comfortable, I can tend to be vague. I need to improve on getting to the point and being clear about my expectations and my goals of the conversation. Vagueness leads to uncertainty and confusion. Two things that I definitely want to steer clear of.
3. Lastly, I need to ask my effective questions. I am known for being very inquisitive but I do not always seem to ask the right question to get the answer I am looking for. I need to improve on my questioning skills.

Communication Skills in Actions

            This week our task was very interesting. We were asked to watch a TV show on mute and then watch it with volume. I felt as though I was watching something in a completely different language. I had to rely on the nonverbal cues of the actors which was difficult when there were none that were noticeable. I chose to watch a NBC primetime show titled “Guys with Kids.” I have seen previews for this show, but I never watched a full episode.

            The show is about three married men with children and their day-to-day situations. Watching the show without the volume was difficult but slightly entertaining. I was able to understand when they were talking about their children because of their hand gestures and facial expressions. The three men are clearly best friends and they all live in the same apartment building. Throughout the show, I could understand emotions of happiness, frustration, and apologetic.

            When I turned the volume back up and watched the show for the second time, I noticed my assumptions were spot on. In this episode, two of the fathers were trying to get their children out of a locked bathroom. This situation put a strain on their friendship, which led to an argument, which ended with them apologizing at the end of the show. This sequence was easily understood from their nonverbal cues and better understood when the volume was up and verbal communication was added. The other guy was organizing his apartment to remove all of the clutter. That proved to be difficult for them, but all was well by the end.

            Overall, the show was ok. However, I probably will not watch another episode. If I do, I prefer to watch it without sound and infer what is happening; especially with the storyline being so basic and predictable (in my opinion).

A Competent Communicator

            When I think of someone who demonstrates competent communication, the first person that comes to mind is my 81-year-old Auntie. Auntie always knows what to say, when to say, and how to say just about anything. Even when she gets upset (which is rare) she is able to express herself calmly while still making her frustration known. She is a retired Lieutenant Colonel from the United States Air Force and is in outstanding health.

            When talking with her, she actively listens and just does not wait to jump in and have her turn to speak. Auntie keeps eye contact with you the entire time. She actually makes you a better communicator when talking with her because she means business. She weighs the pros and cons of each situation and then communicates based on all of the facts. At 81, you can only imagine how much wisdom she has and she is always open to giving advice.

            I would definitely want to model her communication behaviors in every aspect of my life. She is knowledgeable about many things and uses this knowledge combined with experience to effectively communicate with anyone. She remains calm and professional when handling household matters and any other important matters. I respect her and look up to her dearly. I hope that I will continue to learn from her.

Communication & Collaboration in the Early Childhood Field

Hello all!! This is now the beginning of a  new class on my journey with Walden University. This class focuses on communication and collaboration within the early childhood field. I'm looking forward to learning with and from my colleagues during these eight weeks. Each week in previous courses I have learned tons of valuable information and I believe this course will be the same. Looking forward to continuing this  journey with you all. Much success and many blessings during these next 8 weeks!!

Professional Hopes and Goals

·        Hope

o   One hope that I have when thinking about working with children and families who come from diverse backgrounds is that people stop creating and believing stereotypes. Whether we believe them or not, we still are aware of them and that awareness can unintentionally offend someone some day. It is best to check all biases before working with children and their families. All children and their families should get the same care and education.

·         Goal

o   One goal I would like to set for the early childhood field relating to issues of diversity, equity, and social justice is to develop a curriculum that is inclusive for all.

·        Thanks

o   I would like to thank all of my colleagues for your posts and comments throughout this course. It has been a pleasure learning with and from each and every one of you. I wish you all much success and many blessings for the future!

Welcoming Families From Around the World

Let’s say a new family from Ethiopia has moved into our community. Their two-year-old son will be joining my child care facility in two weeks. I went to school with other Ethiopian children but do not really know much about the country and their culture. How can I prepare myself to be culturally responsive towards this child and his family?

 

1. I will first research the country to learn the basic “surface” facts. It is always nice to know the general information about a country.
2. Then I will research to learn more about the traditions, values, and customs of the people, particularly the region where my family is coming from.
3. I will then ask my friends who are from the country to provide me insight on their beliefs. I will ask for information relating to holidays and common family traditions.
4. I will also reach out to the new family so I can see what traditions and values are important and specific to them. I will do this so I can see how to include their traditions into the classroom. I want the child to feel welcome and comfortable because it is a new environment.
5. Lastly, I will invite the family into the classroom. I want them to become familiar with the environment as well. Maybe they would like to share with the class something about themselves so the other students can learn more about them.

 

Getting to know others is important for all parties involved. By researching the country I am showing the family that I am taking an interest in their lives. They are not just another number or family enrolled in the program. I want them to feel welcomed and important. Too often new families and children join programs and become another figure. I do not want any of my families to feel that way.

The Personal Side of Bias, Prejudice, and Oppression

             This week we were asked to speak on an incident when experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression. This was a difficult assignment for me because although I am sure I have experienced these at some point or another in my life, nothing really stood out for me. Maybe I am fortunate that none of the events left a permanent emotional scar.

            The one event that comes to mind took place during my senior year of undergraduate studies in college. I was diagnosed with lupus at the age of 19. At the age of 21 I suffered from multiple blood clots and had to be hospitalized. After my stay at the hospital, I needed to be on crutches for a while. My doctor suggested getting handicap license plates for my car and keeping them permanent being that the lupus could flare at any time. I agreed. Well, one morning I was running late to class and was looking for a parking space. My university is in the heart of a city so parking was very limited. I was lucky and found a handicap space in front of the building where my class was held. As I set my alarm on my car, an owner of one of the many food trucks lined up across the street, started yelling at me. He told me I should be ashamed of myself for taking that spot because I was not handicap. (I was off of the crutches by this time.)

            He said I was taking the spot away from a real handicap individual. He called me a few other unpleasant names as well. I tried to explain to him that I was handicap, but he did not believe me because I did not “look” the part. I felt horrible, embarrassed, and offended all at the same time. I brushed him off (praying he would not deface my car) and went on to class. Unfortunately, that is something I will never forget.

            Obviously, the food truck owner would have to change in this situation. Every handicap individual does not “look” handicap. I think that is a horrible stereotype that so many people have. There are plenty of reasons an individual may have handicap license plates. People need to get that stereotype of their minds and just accept people for who they are.

Practicing Awareness of Microaggressions

Microaggressions take place every day but mostly go unnoticed by the aggressor, but not the target. Microaggressions are described as brief everyday indignities that may be verbal, behavioral, or environmental, communicated intentionally or unintentionally, and contain an insulting message (Laureate Education, Inc., 2012). I was fortunate this week not to notice any microassaults, which are intentional, overt discriminations. I am sure there were some minor microaggressions that took place; however, I am still training my brain to pick up on them. Being more mindful and observing things more closely this week has helped me notice when hidden biases come out towards others who are different than me. This week was such an eye-opener.

I can share about an experience I had during my undergraduate studies. I took a class on teaching English while at Temple University. We were studying different dialects and phrases around the United States. I answered a question correctly regarding another name for a creek, and one of my peers was shocked that I knew the answer. Her remark was, “How did you even know that?” I explained to her and the rest of the class that in Maryland, we have other names for the creeks in our area. At the time she made me feel like I was not smart enough, or capable to answer that question because no one else in the class knew. I was one of five minorities in a class of about twenty-five students. The moment was very uncomfortable, and I believe she did not intentionally mean to offend me, but she did. I brushed off the microinsult and just laughed, but I was definitely uncomfortable.

 

Reference

 Laureate Education, Inc. (Producer). (2012).Microaggressions in everyday life. [DVD]. Perspectives in Diversity & Equity. Baltimore, MD: Author.

Perspectives on Culture & Diversity

            For this assignment, we were tasked with asking at least three people their definitions of culture and diversity. I asked my Mom (age 59, a businesswoman in a university setting), my Auntie (age 81, retired USAA), and my cousin (age 21, college student). It was not surprising that I received three totally different answers. My Mom gave her answers from a personal point of view, while my Auntie gave a more general answer. My cousin’s answer was very vague and was a sad representation of today’s generation. Educating the youth and young adult population is so important, but unfortunately it is lacking.

            So far in this course, I have understood culture to be every aspect of an individual’s world. Culture is more than just a person’s race and ethnicity. My Auntie seemed to understand that as well. She defined culture as “a combination of skills and knowledge that enables a person to traverse through life and basically exist in society.” She also added that a person who lacks culture also lacks an understanding of how to get along in the world. Culture is very complex and encompasses everything that we do every day. Without it, we would probably live sheltered lives.

            From my Mom’s personal point of view, she viewed culture as being part of one’s heritage. As an African American, she believes that her culture stems from people who paved the way before her so she can be exposed to what other African Americans have done and how other races helped them to get to that point. To her, culture involves what you experience as part of your environment. Unfortunately, my cousin has a very narrow view of culture and believes it to be a person’s ethnic background. Needless to say, she received a mini-lesson on culture this evening.

            Diversity was a tricky topic for all three of my volunteers. Diversity is basically what makes us different. Auntie said it is a multitude of things, and she is right. She believes that “the more diverse a person is, the better off everyone will be.” It is important to have knowledge of the differences around you in order to live and get along with others. Being diverse enriches and enlightens people and society. On the other hand, my Mom sees the negative side of diversity. In her line of work, she believes there is no such thing. “People preach it, but you don’t actually see it.” For her, diversity means an equal opportunity for all and unfortunately, America (mainly the dominant culture) has not embraced this idea fully.

            Listening to their thoughts on culture and diversity confirmed how important it is to understand the differences around us. For the younger generation, we need to teach them to embrace differences and uniqueness and stop being afraid of the challenging topics. My cousin is a prime example of what happens when a person does not step out of their comfort zone. She is so sheltered and does not even realize it. I try to teach her new things and provide her with new experiences but I am hit with resistance because it is so different. This younger generation is our future. We need to change how we and what we teach them, consciously and unconsciously.

My Family Culture

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

The three items I would take with me are

1. My Bible
1. I would need my Bible because it would give me the strength and guidance to keep going. It is my solid foundation. Having to be uprooted from everything I know would be overwhelming, but being reminded daily to have faith in my Provider would give me strength.

2. My Simpsons lunchbox
1. This is where I keep all of my movie stubs, concert stubs, etc. I also keep other mementos from trips and events. I would take this because it represents my culture and what I love to do.

3. Family photo album
1. Even though my family would be with me, I would still like to keep photos from past shared experiences. I would let them know that we would somehow be able to add new experiences to our album, just like we add new experiences to my lunchbox.

 

Week 8 - When I Think of Research...

            Before this class, when I thought about research, I thought about long hours reading countless documents, conducting experiments, long hours analyzing the data from the experiments, and finally bringing it all together in a report about 10+ pages long! Whew! After eight weeks of learning about research, my previous thoughts about it were…right! However, this time, I do not look at the process as being so daunting.

            Thanks to this class, I have learned how to conduct a research study step-by-step. I have learned about the different types of research; quantitative, qualitative, and mixed method. I have learned about the different ways to collect data; surveys, interviews, observation, etc. Most importantly, in my opinion, I have learned how to keep my research valid, through a process known as triangulation. If my research is not valid, what is the point?

            Research in the early childhood field is important because there is so much we do not know about children. With the world changing daily, the behaviors and temperaments of children are changing too.  The theories that used to hold true in the past are now becoming obsolete. It is crucial that current and future researchers narrow their studies enough to find out whatever they can about children in order to help them have successful futures, because they are our future.

            I did not experience many notable challenges during this course regarding the workload or information. I did however, experience health challenges throughout the course that prevented me from completing a few assignments in a timely manner. Thankfully, our professor was very understanding.

            I would like to thank Professor Kien and the rest of my colleagues for allowing me to learn and grow with you during this course. Your posts and feedback have helped me learn more about research in the early childhood field. I wish you much success in your future classes and careers in the education field. Be blessed and continue to be a blessing to others.

~Ryan~

Early Childhood in Australia

            I explored Early Childhood in Australia (http://www.earlychildaustralia.org.au/). This organization is the equivalent to the United States organization, National Association for the Education of Young Children (NAEYC). The website provides early childhood professionals with a Code of Ethics which reads like a pledge. The Code of Ethics values respect, democracy, honesty, integrity, justice, courage, inclusivity, social and cultural responsiveness, and education.

Early Childhood Australia also provides it members with journals, magazines, and newsletters. The Australasian Journal of Early Childhood (AJEC) focuses on early childhood research, innovation, and development. Some of the current research topics were moral and social development; attachment theory; play based learning; and the physical environment and early learning. Their main early childhood magazine, Every Child, spotlights issues on health, education, and social trends in the early childhood field.

I found their Research in Practice Series to be very interesting. This publication focuses on the “hands-on” aspects of early childhood. It offers its readers new approaches to challenging issues within the care and education of young children. Some of the research topics include assessment; resilience; learning and teaching through play; engaging families; and the Early Years Learning Framework (EYLF). The Everyday Learning Series provides its readers with suggestions on how to create positive learning environments for young children. This resource is geared towards parents, grandparents, and caregivers. Some of its topics include feelings; promoting positive behavior; managing change; storytelling; and confidence and coping skills.

I enjoyed exploring this organization. It would have been nice if some of the resources were not so costly. One of the books in the Everyday Learning Series cost around $16. I think that such a valuable resource should be more accessible and less costly to families.

My Dream Study

If I had the means and the knowledge to conduct a full research study I would focus on lupus and young children. As an adult with lupus, I know the symptoms and the seriousness of the illness. My research study would not only help children, it may help adults suffering from the disease as well.

 Lupus is a chronic, autoimmune disease that can damage any part of the body (skin, joints, and/or organs inside the body such as the kidneys, lungs, or heart). Although many different parts of the body can be affected, sometimes only one or two organs or organ systems will be involved. Lupus is the same disease in children as it is in adults.

This research study will benefit the children with lupus, the adults with lupus, and their families. Lupus is a very serious illness and this study could possibly lead to a cure, which is unavailable at this time. I know people are hard trying to find a cure for illness now; I would just like to give them a hand. Many do not know about lupus. The more people know, hopefully the more they would want to help the cause.

For more information, you can check out www.lupus.org

Week 2 - Personal Research Journey

            Hey everyone! So, I am now in the 2^nd week of my new course – Building Research Competencies. Everyone taking this course will be conducting a research simulation. I have never conducted a research study before, nor have I ever been a participant in one. I am nervous but excited to conduct this simulation. A lot of valuable information can be learned through research studies. In the week and a half that I have been in this course, I have learned new vocabulary and techniques involving research. However, I am glad that I will not be alone on this research journey. I am looking forward to learning from my new professor and my colleagues during this simulation and throughout this course.

            My chosen topic for the simulation is play. If you have been following my blogs throughout my journey through grad school, you should have seen a few blogs written on play. I love play! I think that everyone, no matter their age, needs to have time throughout their day just to play. Little children learn a vast amount of information and skills through play. They acquire social skills, language skills, and problem solving skills, just to name a few. After reading through our text on early childhood research, I have realized that my topic of play may be a bit too broad (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010). However, I am still very interested on what can also be learned about education and play.

            The simulation process thus far has been slightly overwhelming and frustrating. Picking a topic was easy, but narrowing my topic was difficult. I tried doing research to see what has already been done and the information (or on some sites, lack of) has been overwhelming and frustrating. I also do not know how I am going to conduct a study during the summer because I do not have access to group of children. This simulation will definitely be challenging.

            If anyone has any advice, please share. If you are interested in learning about a certain subject and play, please share. As I stated earlier, I am looking forward to gleaning any information I can from my colleagues throughout this course. It is also my hope that I will be able to share information with you and provide you with assistance when possible.

Resources

 

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2^nd ed.). New York, NY: McGraw-Hill.

Final Blog - Issues & Trends in Early Childhood Education

            These past eight weeks have been very enlightening. I knew that the field of early childhood education had many issues but I never knew the severity of some of them. This course has really sparked my passion to want to help in any kind of way. I hope that I am able to make a difference in the lives of at least one child and their family.

            Unfortunately, I was not able to make a connection with an international professional in the field. However, I enjoyed listening and learning from the different podcasts of the World Forum Radio and exploring the many different websites of organizations that are making changes in the field. One consequence of listening to the podcasts is being able to learn about other professionals in the field of early childhood education. Listening to how they are making a difference in the field is inspiring.

            Another consequence is I learned how the different issues and trends are affecting the children and their families across the world. Lastly, this course has deepened my understanding of poverty, diversity, and equity in early care and education. I have discovered passions that I never knew I had.

            One professional goal that I have is to become a member to at least one early care and education organization (more than likely, I will renew my membership with NAEYC (www.naeyc.org)). I also plan to continue to follow and explore the National Association of Early Childhood Teacher Educators (www.naecte.org) organization and Center for the Childcare Workforce site (www.ccw.org) because they both have tons of valuable information on them.

           

            Thank you to all of my colleagues! It has been wonderful learning with you and from you. I wish you all the best of luck with your future courses and careers. Be Blessed and remember to always be a Blessing!

Week 7 - International Contacts

            Well, it is week 7 and I still have not received any responses to my emails. On the bright side, I have been learning about the many wonderful things happening across the world within the early childhood field. This week, I visited the United Nations Educational, Scientific, and Cultural Organization (www.unesco.org) website. My focus was on the early care and education information that can be found on their site. UNESCO’s focus is on upstream policy work through collaboration with government officials to review and develop their national policies affecting children from the age of 0 to 8. They support early childhood policy development with the aim to build a solid foundation for a child’s lifelong learning.

            Back in 2011, the Association for the Development of Education in Africa (ADEA) and UNESCO’s Regional Office in Dakar launched “Childhood Cultures”, which is an intergenerational African series of children’s books. The two main characters are Bouba and Zaza and they develop life and socialization skills outside the family context among children ages 3-8. The books tackle tough subjects that Africans face daily such as war/conflict, AIDS/HIV, etc. I think this series is awesome! So many children are faced with many different things everyday but for some reason adults are afraid to talk about them. Children should be introduced to the world around them. By doing this early, the children are able to develop their own opinions and feelings on the matters.

            This week in class we have been discussing professionalism and what quality teachers look like. UNESCO addresses the quality of early childhood programs as a whole and what they should entail. Some useful factors to analyze to see if a program is of good quality are the pedagogy materials, personnel training, service setting, and parental education and involvement. I think those qualities are great! Without the proper pedagogy materials, how will the children learn? They also mention how training and adequate work conditions are necessary in order to integrate the content and practice of early childhood care and education. Even though programs and their facilities vary from country to country, it is always good to have a standard set. I hope that they also have an evaluation process in place for the diverse group of teachers that work with children.

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            Along with visiting that website, I also listened to another World Forum Radio broadcast. Episode 3 featured Mrs. Delfena Mitchell, who is the director of the Liberty Children’s Home (http://www.libertychildrenbelize.org/) right outside of Belize City. She helps a total of 42 children who have been physically or sexually abused, abandoned, and/or neglected. She spoke of a little boy named Joe who was 9 years old. Due to some severe trauma in his life, he did not speak. Then one day while horseback riding, he started talking. After the ride, he did not talk much but he was saying a few words here and there. Finally, one day, he just opened up and talked nonstop. Now, whenever Joe speaks everyone listens. The way she spoke about Joe, you could tell that she really cared for his well-being. She did not force him to talk. She learned his likes and made him comfortable until he was ready to talk on his own.

            Her work with him confirmed why I love working with children one-on-one. By doing this, you are able to learn the child. You have a better chance of making a connection during one-on-one experiences. The child is more likely to open up and share without the added pressure of a group of his/her peers. Mrs. Mitchell took her time with him and eventually it all paid off. I believe children from such traumatic homes just need a few moments (sometimes days, months, etc.) to gather themselves. Joe came from an abusive situation. I can only imagine how hard it was for him to trust others. As educators, it is our job to help the whole child and their families. In this situation, the children are being helped. They are growing physically, socially, and emotionally in a healthy, stable environment. It is awesome!

Week 6 - Center for the Child Care Workforce

             This week I decided to explore the Center for the Child Care Workforce website again (www.ccw.org). I clicked on the Research and Resources tab to see what resources they had available for parents. I believe I hit the jackpot as a new mother! There was some information on parent outreach. The link on this page that quickly grabbed my attention was Developmental Milestones. As a new mother, I want to make sure my son is on the right track and growing at a steady pace. Nicholas is 4 months old now and according the CDC’s developmental checklist, he is doing everything he is supposed to be doing at 4 months. As a parent, that is wonderful to hear! The CDC’s website also offers FREE materials on developmental milestones and specific disorders. The materials come in English and Spanish. Of course I had to order some information!

Nicholas at his 4 month checkup (June 6, 2012)

Getting prepared for his shots (June 6, 2012)

            The next part of the website I searched thoroughly was the Take Action tab. Under this section I learned about Worthy Wages. The Worthy Wage Campaign is led by all individuals that work directly with children to improve the compensation and work environments for the early care and education workforce. They are building alliances with parents and the community, fostering respect, and promoting accessible and affordable high-quality early care and education. May 1^st is recognized as Worthy Wage Day. On this day they build community awareness and highlight the importance of quality care for children and its relationship to worthy wages for child care work. Worthy Wage Tales lists different testimonies from educators about how they celebrated Worthy Wage Day.
             This website clearly contains information related to equity and excellence in early care and education. The Worthy Wage Campaign is a clear example of an organization striving for equity in early care and education. Also, while reading through the newsletter archives, I found in the March/April 2011 newsletter information regarding the Early Learning Challenge Fund. A Pennsylvania Senator introduced the Supporting State Systems of Early Learning Act (http://www.casey.senate.gov/newsroom/press/release/?id=63d1e85f-e3db-4ad5-9b4a-23afad9b6142). The point of the bill is so more low-income children, age’s birth to age 5, can have access to high-quality early learning and development opportunities that prepare them for success in school and beyond. The bill attacks many inequities within the early care and education system.

Week 5 - International Contacts

Well another week has gone by, and I have yet to hear from any of the international contacts I emailed. With only three weeks left in the class, it is difficult to stay optimistic. However, I will keep emailing and hoping for a response. Due to the lack of response, for this week I completed the alternative assignment…again.

            This week I checked out Harvard University’s Global Children’s Initiative (http://developingchild.harvard.edu/activities/global_initiative/). This global program focuses on

1.      reframing the discourse around child health and development

2.      supporting innovative, multi-disciplinary research and demonstration projects, and

3.      building leadership capacity in child development research and policy.

Using those strategies the program created activities around three domains: early childhood development; mental health; and children in crisis and conflict situations.

Within early childhood development they plan to educate leadership officials in international agencies about the health and developmental needs of children in a variety of settings. They were successful in setting up their first major effort in Brazil. Núcleo Ciência Pela Infância aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.

Basically, they are trying to do the same thing in other countries that advocates for early childhood have been trying to do in the United States for years; educating the powers-that-be on the importance of early childhood development. I think what this group is doing is wonderful! They are not able to help all countries in need but are doing their best to reach a few. I think it is also wonderful that they are not just going to help and then leave. They are educating the policy makers and leaders in that country so that they will understand the importance of early care and development.

Week 4 - Sharing Web Resources

This assignment was a little tricky at first, only because the websites I originally chose to use did not have as much information on them as I thought. The National Association of Early Childhood Teacher Educators (www.naecte.org) had many newsletters but the information all pertained to the organization itself. Maybe if I were a member, I would have access to more information, but unfortunately that was not part of my budget. So, I decided to look into another site. I chose to study the Center for the Childcare Workforce site (www.ccw.org). This website had tons of information on it! 

The January/February 2011 newsletter briefly discussed “The Lowly Child-care Worker,” which is a blog written by Sue Shellenbarger. In her blog she talks about the pay of a child-care director and child-care employees. The numbers look dismal. I was rather shocked. When I worked in childcare I was paid way more than the mean hourly wage. I wonder if education level has something to do with that. In any case, it was said to see the pay so low. So she asked a couple of very important questions:

“Do you think child-care workers should be paid higher wages, or would it take too much of a hit out of your pocket? Would you ever want to be a child-care worker?”  

What are your thoughts? For those that work in the school system, would you want to work in child-care? This really made me think because I have been contemplating leaving the school system and going back into child care. But I cannot afford a pay cut. It is very unfortunate.

Located in the March/April 2011 newsletter was a blurb about not shortchanging education. They provided a statement from Federal Reserve Chairman Ben S. Bernanke. He gave a speech before the Citizens Budget Commission in New York. In the past, you would not normally see economists arguing for early childhood education but times are changing. He agreed with all of the resources that we read this week that the payoffs of early childhood education are high.

I am still unsure of the motives of these economists, neuroscientists, and politicians who are speaking out on behalf of early childhood education. Nevertheless, I believe the children and their families will benefit.

Week 3 - Internation Contacts - Part 1

For this week’s assignment, we are supposed to share the conversations we have been having with our international contacts. Unfortunately, I have yet to get a response to the emails I sent out. So, I did the alternative assignment, which was to listen to the podcasts from the World Forum Foundation.

The most recent podcast was released and placed on I-Tunes in February 2011. The guest speaker was Susan Lyon. Before listening to the podcast, I read the bio featured on the website, to get to know a little information about her. I expected to hear a great discussion on the podcast about issues in the early childhood field. Sadly, that did not happen. The podcast was only five and half minutes long, and all she did was introduce herself, how she became passionate about children, and the current projects she is involved in. Needless to say, I was slightly disappointed.

I visited her main project website, The Innovative Teacher Project (www.innovativeteacherproject.org), to learn more about it, and it was very intriguing. I have heard of Reggio Emilia, but I learned more about its history on the site. I also obtained her email address, so I emailed her. Hopefully, I will get a response and she will be my professional contact for this course. *fingers crossed*

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 Since I have not had any conversations yet, I completed the next alternative assignment. I visited the Childhood Poverty Research and Policy Centre (CHIP) website (www.childhoodpoverty.org) and learned more about childhood poverty in India. This information was shocking and sad to read because it was new to me. India is the home to the majority of poor people in South Asia. In 1999-2000, it was reported that 260.2 million out of an estimated 1.03 billion citizens in India were living poverty. The rural areas (just like in most countries) are hit the hardest. Poverty in these areas consists of people who are lacking assets, skills, and have low levels of health and education.

 There are about 400 million children in India between the ages of 0-18 years old. Twenty percent of the world’s children not in school live in India. A third of children less than 16 years old are working. Life is very hard for a child growing up India, but it is even more difficult for a female child. In Rajasthan, the largest state in India, they believe that boys are permanent members of the family and girls are only temporary members. This was shocking and confusing! Why do they believe this? What is a “temporary member?” Has anyone else heard of this before? When will people (all people) understand that women are capable of more than taking care of the domestic responsibilities? This is just disheartening.

Week 2 - Sharing Web Resources

The organization that really grabbed my attention was the National Black Child Development Institute (www.nbcdi.org). This organization works to improve and advance the lives of Black children and their families through advocacy and education. They believe that parents, along with members and organizations within the community need to come together on behalf of Black children. This organization has several initiatives that they are currently working on. Unfortunately, I was unable to check them all out because some of the sites are down. The one that really stood out to however, was their T.E.A.C.H. initiative.

 Teacher Education and Compensation Helps (T.E.A.C.H) focuses on the under-education, poor compensation, and high turnover within the early childhood workforce. This project was created in 1990 by the Child Care Services Association (www.childcareservices.org). There are four components within T.E.A.C.H.; education, scholarship, compensation, and commitment. The education component helps participants earn the college credits needed for early childhood education. Scholarship offers counseling and financial support to the participants. Compensation can be earned by participants after completing a year of education successfully. Lastly, with commitment, participants agree to remain in the child care field. The following link gives more information on the T.E.A.C.H. initiative - http://www.childcareservices.org/_downloads/TEACH_OnePage4_12.pdf .

While learning about this initiative I was led to the Child Care Services Association website. This was brand new to me and throughout the week I will spend time learning more about this association and their purpose.

Issues & Trends Week 1 - Prof. Contacts & New Resources

Hello everyone!! I forgot how much time I actually put into my grad school work. After taking such a long leave of absence to give birth to my son, this 1^st week has been rather tough. Trying to reprioritize is not an easy task but thank God I am keeping my head above water.

This first assignment was a challenge. We were asked to establish contact with early childhood professionals outside of the United States. I had a difficult time determining which cultures I wanted to learn more about. My first choice was the Philippines. I chose that country because I work with people from there at my school and a lot of the students are from there as well. Unfortunately, their website was no longer active.

            My second choice was Spain. I went to their website and of course it was all in Spanish. Thankfully, Google has a translate tool! So I emailed the contact listed on the Global Alliance website. I am just waiting to get a response from him. The other contact I made was with Mexico. Honestly, I am not sure why I chose these two countries, but I hope I am able to learn from them and that they may learn from me as well.

            For the second part of the assignment, we were to research some new resources. The first organization I chose was the National Black Child Development Institute (http://nbcdi.org). The name of the organization attracted me to the website. I am hoping to see how this organization helps Black children. I have signed up for their newsletter and am looking forward to explore the site further.

            The other organization I chose was the National Association of Early Childhood Teacher Educators (www.naecte.org). I am a member of NAEYC, so I figured this would complement my membership. After I explore the site some more, I plan on becoming a member with this organization as well.