Thank You!!!!!

I just want to take the time to acknowledge all of my colleagues in EDUC 6165. Thank you for sharing your ideas, insights, and personal experiences. Because of all of you, this course was informative and I have learned a lot about communication. My communication skills have improved tremendously and I plan to use them in my professional and personal life.

Congratulations on being one step closer to completing the program and I wish all of you the best!

Thanks again,
Krista

Group Development (Adjourning)

Before reading about the stages of development, I did not give much thought to the adjourning stage. In most of my group experiences, the adjourning stage consisted of simply saying good-bye. We never really discussed the success of the group or how well we accomplished our goal/s.

However looking back, the groups that are the hardest for me to leave are the ones that are high performing. In these types of groups everyone is committed to the group and completes the tasks assigned to them. These groups are hardest to leave because all of its members function well, making the goal/s easier to accomplish. When a group functions well, everyone benefits from the diversity of ideas, and it decreases the individual work load of its members. During the adjourning stage of one of my high performing groups, the closing ritual consisted of me and another member exchanging numbers and becoming friends. In fact, we are still best friends today. Although that was a good experience for me, I wish that more of my closing rituals consisted of the group discussing how well we thought we accomplished the goal/s of the group. Reflecting over our performance would be a great way to see what improvements our group could make for the next time we have to work together. This is one reason why the adjourning stage is essential to teamwork. It is also essential to teamwork because it gives closure to the group and allows others to express their thanks and appreciation to other members of the group.

I imagine that I will adjourn from my colleagues in this program by thanking them for offering their diverse ideas, opinions, and suggestions that enhanced my learning experience. Finally, I plan to congratulate and wish them the best as they continue to serve young children and their families.

Managing Conflcit Effectively

It seems that I am always dealing with conflict situations when it comes to my family. I have learned some great strategies this week that will help me to solve the conflict and make it productive. One strategy that I already use is compromise. I am usually willing to compromise to keep the peace, and because the conflict is not of great importance to me. However, when conflicts do arise that cause major problems, we tend to yell in order to make sure we are heard. I have learned that the best thing to do in these situations is to listen actively. Active listening allows everyone involved to gain control of their emotions. The listener is able to gain an understanding of the other person's feelings, which allows the speaker to feel like they are being heard. This strategy will definitely help me and my family to hear each other and stop yelling.

Conflict resolution skills have helped me to be a better communicator because it teaches strategies that allows one to express their feelings without offending others ("I" statements) and how to listen and understand the feelings of others (asking questions and summarizing their feelings). How have conflict resolution skills helped you to become a better communicator?

Communication Styles and Skills Evaluation

This week I had my mother and a former colleague evaluate my communication styles and skills. What surprised me the most is that everyone's evaluation, including my own, suggested that my listening style is people-oriented. This was a surprise because I am not very trusting of people, and it tends to take me a while to form new relationships. However, I am glad that the results showed that I am empathetic toward others' feelings. This will help me to communicate more effectively with others because I will be able to treat them the way they want to be treated.

Two Insights

1. How we perceive ourselves effects our communication

 

If we believe that our self-efficacy is low in communication, we avoid situations where face to face communication takes place (O'Hair & Wiemann, 2012). Our beliefs and values also effect how we communicate with others. For example, if someone believes that speaking directly is important they will value this communication style in others.

 

2. Past experiences effect how you perceive others

 

Personal experiences determine how you perceive new people and communicate with them. For example, if you had bad experiences with a former teacher, you might respond negatively to someone you meet who happens to be a teacher. Or, you may avoid communicating with that person altogether.

 

Both of these insights cause me to reflect on my perceptions of myself and my past experiences to enhance my communication skills with individuals in my professional and personal life. Understanding how I feel about myself and my communication has helped me to notice areas for improvement. Furthermore, eliminating personal biases based on past experiences will help me to avoid making judgements and having negative perceptions of new people, which could hinder communication.



Strategies For Effective Communication

My communication with Different Groups

After thinking about the ways I communicate, I realize that I do communicate differently with people from different groups and other cultures. As a teacher, I communicate with my students by using language to give information. I am always giving them directions to follow. When I communicate with family and friends, I use language to express feelings. When I communicate with people from different cultures, I focus on my use of high language.

Strategies for Effective Communication:

1. Use Lower Abstract Language
I believe that my communication with children would be more effective if I used lower abstract language. Children need very specific details in order to complete tasks successfully. Furthermore, they depend on direct language to learn about the world around them. I will try to avoid euphemisms to make sure they have a clear understanding of the verbal message I am giving them.

2. Use the Platinum Rule
I plan on using the Platinum Rule when communicating with family and friends. Because I know them well, I can treat them the way I think they want to be treated (Beebe, Beebe, & Redmond, 2011). I will be able to respond to their messages in an effective and appropriate way because my focus is on their feelings and not my own.

3. Use Adaptation
I can communicate with people from other cultures more effectively by adapting to their form of communication. If I adjust my behavior to meet the expectation of others, they will feel comfortable communicating openly with me. I will also be enhancing my listening skills as I receive their messages to make the appropriate adjustments as the communication continues.

Reference:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Nonverbal Communication (On T.V.)

The show I chose to watch to complete this blog assignment was Victorious on Nickelodeon. The episode I viewed had two plots involving different sets of characters.

Assumptions Based on Nonverbal Communication:

The first plot seemed to revolve around three females in a car driving a long distance. Based on physical appearance, I assume the girls are teenagers. I assume that they are all friends because they have moments when they point, frown, smile, and comfort (pat on the back) each other. One friend seems frustrated throughout the episode because she frowns, throws food out the window, and folds her arms while rolling her eyes. Another friend seems clueless as she twirls her hair and hunches her shoulders constantly. She is also sad throughout the show which can be seen by her crying. The third friend seems to be optimistic and empathetic because she continues to smile at her frowning friend and pats her other friend on the back who begins to cry. I believe the girls were on their way to a famous person’s house as they encountered rain while on the road.

The second plot seemed to involve a girl being asked out by a boy she admires. She seemed nervous when the boy approached her because she would not make eye contact and she continued to back away from him. I assume he asked her out on a date because the next scene shows her frantically trying to prepare dinner. She looks bewildered as she stuffs an uncooked turkey in the microwave. As she waits for the boy’s arrival another boy shows up and it seems that he heard about her date. He takes her in his arms and begins to dance with her. The girl’s date arrives and the two guys begin to fight over her. They push each other and put their hands in each other’s faces. Then a third boy arrives with flowers in his hands. All three boys begin to literally fight over her by throwing punches and pushing each other. The girl becomes so overwhelmed that she jumps up from the couch and rushes downstairs to get a man that I am assuming is her father. But, as she is going downstairs the boys stop fighting and hide behind a couch. I think that all the boys are playing a trick on the girl and none of them really wanted to date her.

Analysis of Assumptions after listening to Verbal Communication:

Most of my assumptions about the girls in the first plot were confirmed when I watched the show with sound. However, I was able to understand why the girls went on the trip. One of the girls was sad because her favorite actress died. She wanted to visit her house to pay tribute to her. The other two girls agreed to go on the trip, but they had no idea that it was two hours away. It turns out that the girl who seemed frustrated was not the other two girls’ friend. She just wanted to go to the house of a dead person so she agreed to drive.

The assumptions I had about the second plot were not confirmed once I watched the show with sound. The girl had been spreading rumors about the boy that they were dating so that other boys would fight over her. The boy she made the rumors about is actually her friend. The boy then decided to make her words come to life by pretending that he liked her and getting the other two boys to fight over her. As I suspected the boys were playing a trick on her to teach her a lesson.

Insights Gained:

From this exercise, I learned that nonverbal communication can give you some indication of the message others are trying to convey. I could see when people were happy, sad, confused, and angry. However, verbal communication allowed me to understand why people were feeling these emotions. Paying attention to verbal and nonverbal communication is what makes a person a competent communicator because both forms of communication complement each other.

Competent Communication

  When thinking of individuals who communicate effectively, I immediately think of my administrator at work. She has the ability to exhort others and motivate them to do their jobs. She is also effective in assigning tasks and correcting people in love. She understands how to say things so that others are not offended. The times when she has had to correct me she has done it in a way that motivates me to be better. Just when I am feeling discouraged, she has the words to encourage me to continue my work with young children and their families. What I value the most about her communication is her ability and willingness to listen to her staff and implement their ideas. As a result, I feel like a valued team member of the early childhood program. When I talk to my friends and families, I realize that they do not have the same experiences at work that I do. I am appreciative of my administrator’s effective communication skills even more.

I would like to model some of my communication skills after my administrator in certain situations. I would like to have the skill of communicating with others without being offensive. I believe that there is a way to talk to others without hurting their feelings. Sometimes, I can be very blunt and end up hurting others. It is never my intention to cause harm or hurt their feelings. Therefore, I would like to learn how to express my thoughts in a way that they are honest, yet respectful.

Professional Hopes & Goals

My Hope

My hope for children and families who come from diverse backgrounds is that they feel respected, accepted, and valued especially when they enter their early childhood program.

"At bottom every man knows well enough that he is a unique being only once on this earth; and by no extraordinary chance will such a marvelously picturesque piece of diversity in unity as he is, ever be put together a second time."

-Friedrich Nietzsche

My Goal

My goal for the early childhood field is that all EC professionals are trained in anti-bias education and that they pass this knowledge on to the children, families, and other staff.

"If we cannot end now our differences, at least we can help make the world safe for diversity."

-John F. Kennedy

"It is time for parents to teach young people early on that in diversity there is beauty and there is strength."

-Maya Angelou

My Thanks

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."

-William Arthur Ward

Thank you to all of my colleagues in this course for inspiring me!!!!!!!!!!!



Welcoming Families From Around The World

My Family's Country of Origin: Lithuania



I have never had the experience of welcoming a family from another country into my early childhood program. However, based on the knowledge I have gained from the course I would prepare for the family in the following ways:

1. Gain general knowledge about Lithuania (I believe that by having some knowledge about the country such as its location, national language, religion, holidays and other surface culture, I will be able to have some background information about the family's life in Lithuania.)

2. Find and Join a community group or organization with Lithuanian members (Reading about Lithuania is a great way to gain general knowledge about the culture, but being able to talk to someone who lived there and has a special connection to the country will give me further insight into the family's culture. I could even make a contact that could act as a host for the family and translator if needed.)

3. Learn common words and phrases (It would be helpful for me and the family if I learned some of their home language so that I can communicate with them. Hopefully, it would help them to feel more welcome and ease some of the anxiety associated with being in a new place.)

4. Gather visual aids to assist with communication (I believe that visual aids will help the child most in the classroom to communicate with me and the rest of the class. For example, if the child has to go to the restroom he/she could show the picture to let me know.)

5.  Talk to the students in the classroom before the family arrives (I think that is important to keep the students informed of major changes that will affect them. The students will have a tremendous influence on the child's feelings about the program. I plan to educate the students about the family's country of origin and how to make the child feel welcome in the classroom.)

All of these preparations are basic steps that will help me in making the family feel like they belong in the program. But, I do realize that being culturally responsive to this family will take some time. Gaining knowledge about their deep culture will definitely take several discussions. Learning about the overall culture of the country will be a great first step in getting to know the family and making them feel comfortable.

The Personal Side of Bias, Prejudice, and Oppression

When I was in high school, I was saddened to see a group of students who were the target of bias, prejudice, and oppression. There was a group of students who received additional services from the special school district. These students were noticeable because they spent a small amount of time with the general population, and they were also accompanied by a teacher's assistant. Lunch was one of the few times where they were allowed to be around peers and this is where the unfair treatment would take place. Other students would yell hurtful names at them such as retarded, stupid, and dumb. Along with the name calling, they would have to endure being pushed in line and having their trays knocked to the floor. When they finally did get to their table, they would eat together and leave the cafeteria early. Just because of their abilities, this group of students was not treated fairly. Their equity was diminished because they did not get to enjoy their lunch like the other high-schoolers. All high-schoolers feel like lunch is the only enjoyable time during the school day. The students who received special education services did not get to have this same experience. For them, lunch was a time of physical and emotional pain.

This incident brings up feeling of hurt and anger for me. I am hurt because I understand how it feels to be treated unfairly due to one or more of your identities. I feel anger because I hate the isolation that results from bias, prejudice, and oppression. Just like the students in the incident above, people who are targets of unfair treatment often isolate themselves from others to avoid discrimination. Isolation is not beneficial to either group because we can all share, learn, and grow from the knowledge provided by people from different groups.

In order to turn this incident into an opportunity for greater equity, educational institutions must change the way in which they include special education students in the classroom and other school settings. It starts with early childhood programs and classrooms educating young children about all children and including children with differing abilities in their curriculum and other aspects of the classroom. Hopefully, by educating young children early they will have accurate knowledge about this group of children, which will alter the negative messages they receive from the dominant culture. Additionally, schools need to establish a policy that indicates there is no tolerance for bullying and the consequences for such behavior. During the times these students were bullied, I wondered why there were no adults who stepped in and stopped the behavior. The adults must share in the responsibility for making sure the policy is implemented and setting standards that result in the equitable treatment of all students.

Practicing Awareness of Microaggressions

This week I had the opportunity to watch an informative program on PBS entitled Homeland: Immigration in America (Refugees). This documentary highlighted the experiences of several refugee immigrants in the United States. During the program I witnessed several forms of microaggression as the immigrants tried to assimilate to the dominant culture in the United States.

 One of the immigrants was an Asian woman who spoke no English but desperately needed a job. Fortunately, there was a group of individuals from the same country who translated for her and helped her apply for a job. When she went on her job interview the translator was present to interpret the conversation between her and a white male. At the end of the interview, the white male said to the translator, "Does she know that she got the job?" The translator told the white male that she understood. The white male replied, "Well, she doesn't act like she understands she got the job." This statement was a microaggression because the white male assumed the Asian woman had no idea what was going on because she did not express any emotion. He expected her to react in a way that many Americans would (with excitement). He completely disregarded her culture, and as a result misjudged her knowledge of the situation. He also implied that she was not mentally capable of making sense out of the situation because she did not speak English even though the translator was communicating between the two of them successfully. As I was observing this microaggression, I empathized with the woman because I know what it feels like to have to conform to the dominant culture in order to fit in. You feel as if you cannot truly be yourself when you are around individuals that are a part of the dominant culture because you will be judged negatively. It seems that you have to lose your identity in order to survive.

Throughout the program, I witnessed the immigrants become victims of discriminatory behaviors. As a result, they began to isolate themselves from the outside world. Many of the immigrants stay in the house to avoid discrimination and violence. Discrimination and prejudice leads to isolation and despair. Many of the immigrants do not socialize with others and are not adjusting well to their new country. In the same way, the residents are not adjusting well to the number of immigrants moving into their neighborhood. Because of the prejudice, there is no sense of community and neither group has the opportunity to benefit from each other's knowledge and experiences. Working together is the only way we can all experience social justice.

I encourage you all to watch this program as well as future episodes on PBS. For more information please visit http://www.pbs.org/programs/homeland-immigration-america/

Perspectives on Diversity and Culture

For this blog assignment I wanted to explore how people from different generations would define culture and diversity. I chose to ask three people (grandmother, mother, & best friend) from three different generations. My grandmother and my mother are the two individuals that differ from me culturally due to age.

Grandmother's Definitions

Culture: A part of a person's heritage; beliefs and traditions
Diversity: Different aspects of people; Different ways people do things

Mother's Definitions

Culture: Mutual traditions amongst a group of people
Diversity: Blended ethnicity

Best Friend's Definitions

Culture: Characteristics and beliefs of certain demographics within the world. There are different cultures within time periods like each decade. I also look at culture in terms of learning and exposure of the mind through experiences as human beings.
Diversity: I consider the word diversity to be complex. When I think of diversity I think of a variety of differences in terms of people and things. I think of diversity as a good thing when each of those differences are utilized and viewed as strengths. Although we have made great strides it's rare that you see people of color at the top of successful companies as well as gender and sexual orientation. I look forward to the day when we can all appreciate diversity and when we voluntarily segregate ourselves less.

All of the women's definitions of culture included shared beliefs and traditions of a certain group of people. This has been mentioned as important aspects of culture throughout this course. However, we have learned that this is merely surface culture and as early childhood professionals we have to dig deeper. My best friend's definition touched on this when she included a human beings' experiences as the basis for culture. It has been stated several times in this course that culture includes the way people see the world. In addition to dress, food, music, and religion culture includes how children are raised, views on education, and language.

When looking at the definitions of diversity the focus was mainly on the obvious forms of diversity which are race. My best friend is the only one who mentioned gender and sexual orientation.Their definitions seemed to be too narrow to really define diversity accurately. Many types of diversity were omitted from their definitions such as age, family composition, and ability. Diversity is such a broad topic because people differ in so many ways.

One thought that I have taken away from this assignment is that culture really does have an effect on the way we think. The culture of each generation was reflected in the responses I received from each of the women. I believe that being raised in different generations has a lot to do with the answers I received. My grandmother seemed to be the most uncomfortable when having this discussion with me. On the other hand, my best friend talked freely which can be seen by her substantive responses. My mom was open but kept her answers quick and precise. My grandmother was raised during segregation when culture and diversity was not appreciated or talked about. This made her reluctant to talk to me about each topic. My mother grew up during a time when the black movement was in place and blacks gained a sense of empowerment. During this time, culture and diversity basically meant race/ethnicity. This can be seen in her responses which were solely based on race. Like me, my best friend grew up when culture and diversity were discussed freely in school. The amendments to the IDEA made it possible for students of all abilities to be in the same classroom. Students dressed to reflect their personalities and expressed thoughts about their sexual orientation. My best friends' definitions reflect this thinking because she mentions gender and sexual orientation.

Another thought that I have taken away from this assignment is that we have to become more willing to talk about culture and diversity. Just like my grandmother, many people feel uncomfortable talking about culture and diversity. Early childhood educators have to be open to discussing these topics and addressing issues related to them.

My Family Culture

Just the thought of having to abandon my country and everything I know is frightening to me. Adjusting to another culture while trying to hold on to my own culture is sure to be a difficult task. To make the adjustment easier, I would take a Bible, family photo album, and a journal. Reading the Bible everyday has been a part of my daily routine since I was a young child. By bringing a Bible I would be able to keep a key characteristic of my family culture, which is Christianity. Reading the Bible everyday would be one thing that would remain constant during this time of transition. The second item that would give me comfort is a family photo album. It would include pictures of extended family members and special events. It would be a reminder of what my country was like, and I would never forget the faces of my family members. Furthermore, it would provide future generations with information about their heritage. To provide future generations with even more information, I would take a journal to record my daily experiences and memories from the past. Currently, my older family members are composing letters  filled with stories and the names of relatives so that the younger members can have a reference about our family history. By keeping a journal, I would be able to do the same thing.

If I was told that I could only take one item upon arrival, I would be disheartened. It was hard choosing just three items, but to have to narrow those down to one would be even harder. My choice would be the family photo album because it would be a visual reminder of my family and country. I would never forget where I came from or my family members. It would also provide valuable information about the family. My children and grandchildren would be able to see and understand my family culture. They might even gain an appreciation for some of the traditions the family continued over the years.

This exercise has given me a greater appreciation for my country and family culture. I have also gained much respect for those individuals who have actually had this experience. I am beginning to understand how hard it is to adjust to another culture while not losing your own identity. As an early childhood professional I am committed to encouraging young children to embrace their family culture. I will do my best to maintain a balance between the dominant culture and other cultures in my classroom.

When I Think of Research

This course has given me much insight about early childhood research. I have learned the two major research designs (qualitative & quantitative) and their characteristics. The biggest insight I have gained is making sure that children are involved in the entire research process. First, the researcher needs to explain the study in a way that the child can understand in order to gain their assent. The researcher should also allow the child participants to express their perspectives and ideas about the study. Prior to taking this course, I believed that researchers only needed the consent from the parents/guardians to include children in a research study. Now, I understand that it is unethical not to get the child's assent before including them in the study. I also learned how to formulate a research question so that it lends itself to becoming a hypothesis. Formulating a research question is one of the first steps in designing a study and the most important. From the research question, the researcher will state the hypothesis and choose the design that will help answer the question best. The research question must be focused and narrow to provide the foundation for a sound study.

This was a challenge for me because there are so many early childhood topics that interest me. My original research questions were broad and covered several topics. In order to overcome this challenge, I reflected on which topic inspired me the most. I thought about which topic I would like to spend months working on without getting bored. Thinking about the topics in that way helped me to formulate a research question that was narrow and focused.

This course has changed my perception of research and early childhood professionals as well. I once thought that research was reserved for scientists only, and that early childhood professionals were not equipped to conduct research studies. After taking this course, those thought have changed completely. Early childhood professionals are among the best candidates for conducting research related to the field because they know the field. Early childhood professionals know how to work with young children and what studies would benefit the field the most. More importantly, I would think that they would make the child participants the priority in their study and not the science. They would uphold the standards for ethical and equitable research because those practices are already crucial components of every sector in the early childhood field.

When done properly, early childhood research can be insightful and affect positive changes in the field. As early childhood professionals we should continue to support the work of researchers by offering our perspectives and participation when possible. I think that the best way I can contribute to early childhood research is by staying abreast of current studies and reflecting on how the findings can impact my classroom. Then, I can pass this knowledge on to others in the field.

Thank you to all my colleagues! I have learned so much from your posts during this course!!

Research Around The World (Early Childhood Australia)

The Early Childhood Australia website provides a wealth of information about the early childhood field. It gives current news on issues related to early childhood in Australia. The ECA has a Research in Practice series that highlights effective approaches to issues related to young children. Australia's current research topics are similar to those in America. Some of the topics include diversity, bullying, aggression, and effective classroom practices.

After exploring the website further, I realize that the issue of rating/assessing quality exists in Australia as well. The Australian Children's Education and Care Quality Authority has decided to award a Service of Excellence rating to early childhood programs in the country. But first, they must establish a list of criteria that would identify excellence and quality. I hope that in America we get to the point where there is a universal rating system that rates EC programs' quality. Furthermore, I hope that policy makers require all programs to meet the criteria. I am not sure if this will happen in Australia, but they have taken the first step just by developing a rating system.

Overall, I was impressed with the website and the ECA in general. They prove to be the voice for young children, their families, and EC professionals in Australia. They even welcome members to express their ideas and offer suggestions on issues and trends that they should highlight in the upcoming newsletters. What I like most about this website is that it is updated frequently and all the information and latest news is current. I would recommend this website to anyone who is involved with young children.

Early Childhood Australia website:

http://www.earlychildhoodaustralia.org.au/

Research That Benefits Children and Families

As a infant, my younger sister had severe asthma. She had to go to the emergency room often to receive life saving care. Her pediatrician recommended that she be a part of a study at a local hospital that was testing a new medication for asthma. Participation included free supplies, medication, and close monitoring of my sister's physical health. She was required to perform various breathing tests and physicals twice a month until the age of twenty-one. All the participants were informed that one group would receive the medication and the other group would be taking a placebo.

This research process was a positive experience for my family. My sister's condition improved, and it helped my mother financially because all of the asthma medication and supplies were free. They also provided valuable information about how to prevent asthma attacks and proper treatment methods. Beyond the medical care, my family developed and maintained personal relationships with the researchers and their assistants. One of the women became a mentor to my sister. She encouraged her to maintain her grades and stay in school. Her and my sister still keep in touch today.

My sister no longer experiences the effects of asthma. In fact, her condition improved so much that everyone believed she was a part of the group who was taking the medication. So, it was hilarious when they found out that she had never taken the medicine. She was in the placebo group the whole time! This means that the care she was getting during the study was the cause of her condition improving. Personally, I believe that if it was not for this research study my sister would have had an unhealthy childhood plagued with severe asthma attacks. I am grateful that my mother consented to this research study, which positively effected my sister's health and well-being.

My Personal Research Journey

The topic I chose for my research simulation is the effects of bullying on young children. I chose this topic because I have seen recent reports about how bullying has caused young children to become depressed, and as a result, their grades drop. Some children even resort to committing suicide. It was once believed that bullying actually aided young children's development, making them more capable to handle adversity and build and maintain relationships with peers. While preparing my literature review, I found that bullying has no positive outcomes for the victims, bullies, and even their peers who are simply bystanders. Considering that bullying has no positive outcomes for children directly or indirectly involved, makes this topic an even more pressing matter. Hopefully, bringing attention to the effects of bullying on young children will make teachers aware of the importance of establishing a classroom community. Teachers should create an atmosphere that encourages kindness, acceptance, and carrying relationships among all their students.

So far, the research simulation process has been an informative and a positive experience. I have benefited the most from learning how to read research articles and how to evaluate electronic resources. Learning how to do these two things is critical to the research process because they enhance the validity and reliability of your research. They also help save time when organizing and reading information. The biggest insight I have gained at this point is how to find relevant literature. The required text explained that the first step is to determine important key terms to narrow down the search for articles on an electronic database. Another great suggestion for gathering more information was to attend a conference that addresses your topic.

Personally, I found that the Walden library databases were the best places to find reputable and relevant articles. Do you know any other websites that offer reputable research articles?

What insights have you gained from the research simulation process so far?

Final Blog: Consequences and Goals

Communicating with my international contact over the past few weeks has been very informative. I am so grateful to have had the opportunity to learn about the early childhood field in France and compare it to America. Three consequences of learning about the international early childhood field for me are:

Intended Consequences

1. Understanding that I can gain knowledge about the field from other countries (Americans do not know everything)

2. Expanding my resources by establishing a relationship with an international contact

Unintended Consequence

1. Comparing other countries' early childhood education systems to America and making negative judgements based on those comparisons

My one goal for the field related to international awareness would be for EC professionals around the world to collaborate to improve the field by using the best methods, practices, and policies from each country. If we join forces and work together we can ensure that all children receive quality care and education.

Getting to Know Your International Contacts - Part 3

This week I discussed the teaching profession and how it is viewed in France with my international contact. He stated that in France you have to get a certificate from a college or the government to be a teacher. Once teachers receive their certificate, they do have to continue training. but the amount of training and classes you have to take depends on where you work. Jobs do not pay for additional training, and many teachers are challenged by working with special needs children because they have not been trained in that area.

For the most part, teachers are respected as professionals in France. In some places they are respected more than others. Teachers are viewed as civil servants like police officers. In France, young people take an exam and if they do well they are recruited to be teachers.

My international contact was kind enough to answer some personal questions about the teaching profession and his future in the EC field. He stated that his first professional goal is to always be his best. "I read on my own and learn on my own." In the near future he would like to travel and teach French in another country. He is even thinking about moving to America to teach French. He is still not quite sure what he wants to be doing in the field later on in life.

Surprisingly, teacher requirements in France seem to be similar in America! However, I wish we were respected more here because I agree with the people of France, we are civil servants. We serve our communities and society at large every day.

Sharing Web Resources (Cont.)

While exploring the Center for the Child Care Workforce website, I was intrigued by the Worthy Wages link (http://www.ccw.org/index.php?option=com_content&task=view&id=24&Itemid=53)

The Center for the Child Care Workforce (CCW) is all about raising awareness of issues surrounding equity and excellence as it relates to early childhood education. In an effort to raise awareness about early childhood educators around the country, the CCW has established the Worthy Wages Campaign. Early childhood professionals work together to advocate for improved compensation and work environments. The goal of the campaign is to increase accessibility and affordability to high-quality programs for diverse children and their families. The campaign originated in 1991 and has "provided resources and technical support, offered leadership training opportunities, and organized and annual retreats." From the campaign, the Worthy Wage Day was developed. Worthy Wage Day is recognized on May 1st. On this day, EC professionals in various communities raise awareness for worthy wages and its relationship to high quality care for young children. The CCW provides ideas for EC professionals to organize a Worthy Wage Day in their community if there is not already one. There is a link to the American Federation of Teachers website which has a Worthy Wage Day Toolkit (http://www.aft.org/yourwork/ece/wwdtoolkit/index.cfm). The toolkit gives a detailed explanation of activities and how to implement them. It also provides downloads to help plan the Worthy Wage Day event. The AFT welcomes other EC professionals to share their Worthy Wage Day stories on the website.

On the same website, there was an article about a Worthy Wage Day event held in Oregon. President of the ATF Loretta Johnson visited two child care centers in Portland, Oregon. Johnson talked about how EC educators are still not respected and underpaid despite the fact that they are the key to quality care for young children. She believes that in order to improve early childhood education we must improve the workforce by providing them with better pay, benefits, and better working conditions. "Johnson discussed how Head Start programs are crucial for children from low-income families because the achievement gap can start as early as 9 months old. And parents who work or want to pursue a college education need access to high quality care" (AFT, 2011).

This week my understanding of the importance of high quality teachers has been deepened. Teachers are the key to a high quality early childhood program because they are the ones in contact with the young children on a daily basis. Besides the family, teachers have the most influence on a young child's life. It only makes sense that with this much power, educators are well-trained and qualified to work with young children. To me, improving and enforcing teacher requirements is one of the first steps in ensuring that every child is enrolled in a high quality program.

Reference

American Federation of Teachers (2011). Johnson's oregon visit highlights work of early childhood workers. Retrieved from http://www.aft.org/newspubs/news/2011/042611oregon.cfm
    

Getting To Know Your International Contacts-Part 2

This week the topic of our studies was educational excellence and equity in early childhood education. I told my international contact (Ramon) about the early childhood educational system in America, and in turn he told me about some characteristics of early childhood education in France. He started the conversation by telling me that his mom said that education has changed a lot in France over the last 20 years.

All children in France are required to start school by the age of three and it is paid for by the government. Some parents do pay for their children to attend private schools, but Ramon says they all get the same education. From ages three-five, the focus of their education is on social skills, which is quite different from early childhood education in America. Children in France learn poems, eat hot meals, sleep in small beds, and learn how to be good citizens and students. They learn how to be a good friend. Most of their day consists of active play and the teachers are very involved with the children during this time. Additionally, they visit the museum often to learn about history. When children turn six they start to learn academics such as numbers and letters. Ramon said that young children in France learn social skills first then letters. He describes the days as fun, fun, fun! The children use their imagination, play fun games, and exercise.

He thinks that it is sad that all children do not receive the same care in America. He said that no matter what your socioeconomic status is in France, every child receives a quality education. He believes that American children would benefit from learning more social skills, so that they can learn how to be a friend. He thinks that American children can be mean and think only about themselves. I have to agree with Ramon. I think there would be a lot less bullying in America if children learn proper social skills early in life. In America we focus so much on academics that we forget about other areas of development. In France, they seem to focus on the development of the whole child, and we need to do the same in the U.S.

Sharing Web Resources (CCW)

The Center for the Child Care Workforce (CCW) has a wealth of information for early childhood educators. Professionally, I want to develop as an advocate for state policies that contribute to the improvement of early childhood education. The CCW provides a link that lists state compensation initiatives for early childhood educators.Some of these initiatives include scholarship programs, apprenticeships, and health initiatives. I was surprised to see that my home state of Missouri participates in many of the initiatives. One initiative that  I would like to advocate for in my state is the mentoring program. A mentoring program would offer experienced early childhood professionals growth, while sharing their knowledge with others. They would also be compensated for participating in the program. New early childhood professionals would benefit from a supportive relationship.

I gained much insight from an article posted on the CCW's website. Heckman's (2011) article, "The Economics of Inequaltiy" points out that high qualtiy education is the equalizer for a lot of children who are a result of low-quality parenting. The economist believes that many children are disadvantaged because single-parents are spending long hours working to provide for their families. As a result, their parenting is not the best to support their child's development. Providing these children with high-quality education will help them develop not only cognitively, but pyschosocially as well. Heckman believes that the economy suffers when children do not learn certain character traits when they are young. These children are likely to grow up not having a good work ethic and impulse control, which would make it hard for them to obtain and keep a job. From this article, I learned that economists are focused on building a strong workforce to secure the future economy. They believe the best way to do this is by providing children with high quality early education because it can correct inequalities from birth (Heckman, 2011).

The most significant insight gained from the CCW website this week is that a quality education includes healthy social/emotional development as well. Many times as educators we focus on cognitive abilities because that is what is measured by state assessments. After viewing the website, I saw many articles reminding me of the importance of a child's mental health. Early childhood professionals must remember that mental health is just as important as physical health and cognitive abilities.

References

The Center for the Child  Care Workforce http://www.ccw.org/

Heckman, J. (2011). The economics of inequality: The value of early childhood education. Retrieved from
http://www.aft.org/pdfs/americaneducator/spring2011/Heckman.pdf

Supporting Children's Mental Health: Tips for Parents and Educators Retrieved from http://www.nasponline.org/resources/mentalhealth/mhtips.aspx

International Contact (Poverty)

I am so grateful to have established a contact that is more than willing to communicate with me on a regular basis. His name is Ramon, and although he was born in the United States of America he has lived in Paris, France all of his life. Currently he works in a creches which seems to be like a child care center. They care for children from 3months to school age. The creches has strict rules and all the minders/caregivers must have a childcare diploma. This is a private school, so the parents pay all the fees. Ramon stated that there is no poverty at his school, and the children's parents are "rich business people." However, Ramon does experience poverty in Paris, France. Since the rent is too expensive by his school, he lives in another part of the city where families experience poverty. The children go to a school funded by the government.

Ramon said that he has worked with families in rural areas in France who needed help with school fees and supplies. He mentioned that there are many good groups in France that help children so they won't fall behind on their studies. Ramon has also seen how poverty affects children in other countries. He took a trip to Africa and was saddened by the lack of food and money for families. He noticed that the last thing on their minds was education, and he worries about their future.

Ramon is on vacation here in the United States until May. He is staying with his parents in Ohio. I asked him is he is surprised by the amount of poverty in the U.S. because of the wealthy image that the country has around the world. He said that he is very much surprised to see children playing in dirt as he passes along the streets of Ohio. It reminds him of a third world country. Ramon's parents have told him about the poverty issues in America, but he thought they were exaggerating. He said he never knew America has issues with poverty.

After my conversation with Ramon and this week's studies, I realize that poverty is an issues that is present everywhere. I am committed to dealing with this issue by providing resources to families in my area. Everyone can make a difference right where they are.

Web Resource

The Center for the Child Care Workforce (CCW) started as the Child Care Employee Project in 1978.  In the 1980's this project's first study was to link childcare workers compensation to the quality of education children recieved. The project became known as the CCW in 1997, and its focus became the issues of the child care workforce. Such issues include training and compensation. In an effort to expand and bring more attention to the child care workforce the CCW partnered with the American Federation of Teachers Educational Foundation (AFTEF) in 2002. Overall, the CCW's mission is to ensure high quality education for all children by supporting the early childhood workforce and giving them a voice.

The issue that caught my attention from the latest newsletter was the benefits of investing in high quality early childhood programs. The article talked about how high quality early childhood programs can  close the achievement gap for at risk children. These children would be ready for school and develop proper social skills. The article goes on to suggest the economic benefits of high quality early childhood programs as well. Children who attend high quality programs go on to become valuable members of society by joining the workforce. They are less likely to go to jail or need government assistance programs. Providing funding now to early childhood programs will decrease the amount of money that states have to spend on jails, welfare, and special education programs in the future. It seems that the government has responded to this issue by providing $700 million to the Race To the Top program. This program is geared toward ensuring quality care for disadvantaged children in early childhood. The article states that funding and programs such as this are just the beginning to ensuring that all children receive quality care.

This issue resonates with me because I believe that all children have the right to a quality education. No child should be denied something so valuable because of the conditions in which they were born. I long for the day when high quality educational programs are made available for every child. 

For more information about the Center for Child Care Workforce (CCW) visit:
http://www.ccw.org/

P.S.
On another note I finally established a contact with someone from another country. I can't wait to get started and learn more about his early childhood education experiences.

Establishing Professional Contacts & Expanding Resources

Establishing early childhood professional contacts has been a challenge for me. I started trying to establish communication with several of the professionals listed on the various websites last Friday (before the course officially started). As of today, I have not received any responses. In preparation for the future blog assignments, I have already viewed the alternative podcast. At this point, I think that I may have to do the alternative assignment. I am disappointed because I really wanted to communicate with a professional in another country to learn more about their experiences. Hopefully, my colleagues have established contacts, and I can learn from their blog posts.

Choosing an early childhood organization and website was much easier because I determined what type of organization and website I wanted before I studied them. First, I wanted to study an organization/website that focused on early childhood professionals, not the parents. I want information that speaks to me as an educator. Secondly, I wanted to choose an organization with a newsletter and news related to the field. With this criteria in mind, I viewed each listed website carefully. The Zero to Three website caught my eye first because of the wealth of information on the website. However,  a lot of the information was geared toward parents. Yes, the information is useful but I really wanted a website that spoke to the educator. I was almost done looking at the list of websites when I saw the Center for the Child Care Workforce. This organization supports child care professionals. It provides professionals with resources and gives them a voice. The website contains a newsletter and the latest news related to the field. I look forward to study this website and learning more about the organization over the next couple of weeks.

My Supports

I mentioned in a previous blog post about the emotional support I receive from my mother and my best friend. They provide me with the love and encouragement I need to persevere through hard times. Without their emotional support, I would have given up on my education and my career. They always share with me how blessed I am to do what I love everyday (teaching), in spite of my low salary. They help me to see the bigger picture: I am making a difference in the lives of others. My car also supports my career. I use my car to get to and from work during the week. If I did not have a car, I would have to rely on others or the bus for transportation. I could possibly lose my job if I could not find a way to get to work. Not having a car would also make it difficult to get necessities from the store or participate in recreational activities such as going to the movies with friends. There are three other supports I use daily to help me with organization. The calendar, clock, and my planner help me to organize all my day to day responsibilities. Without all three of these supports, I would always be late, forget to pay bills, and complete assignments. They also help me to stay on task when teaching. My classroom has a flexible routine that maintains order and allows for changes.

My Imagined Challenge: ESL Student

Since I have had experiences with students who speak another language besides English at home, I would like to imagine that English is not my home language. In fact, I moved to the U.S. recently and cannot speak any English. The main support I would need at school is an interpreter. An interpreter would be able to help me understand the culture and simple things like how to pronounce my teacher's name. If I did not have an interpreter, I would feel alone and confused. I might even be frightened being in a new place with no way to communicate my feelings and needs. An additional support that would be useful is pictures. There could be pictures that display different emotions or pictures of important places like the bathroom. Generally, pictures can convey a message with little need for words. Finally, a peer would be extremely supportive. Having a child assigned to be my "buddy" and show me around the school and classroom, would provide some sort of comfort in an unfamiliar place. I would feel that I have someone who cares about me and is willing to help. A buddy would give me a sense of belonging by introducing me to others and making me feel a part of the classroom. All of these supports would make it easier for me to adjust to a new language and school. Without at least one of these supports, learning would be difficult. My social and emotional development would suffer because I would not be able to effectively communicate with others. I would be lonely which would cause feelings of sadness and/or fear.

This exercise (imagining having a challenge) has reaffirmed how important it is for educators to consider the challenges students might have in the classroom. We must provide them with the supports they need, so healthy development and learning can take place.

My Connections To Play

                                                           

                                             

"In our play we reveal what kind of people we are."

-Ovid (Roman Poet)

"Children need the freedom and time to play. Play is not a luxury. Play is a necessity."

-Kay Redfield Jamison

These quotes prove to be true for my life. As a child, I loved to play school. I would gather my younger sister and cousins in front of my chalkboard easel. Since I was considerably older than them, I was able to teach them everything I learned in school. I loved to write on the chalkboard because it made me feel like a real teacher. I would ask them questions while I was reading and give them assignments. My sister and cousins were cooperative students who loved to learn about what they called, "older kids' stuff."

I can remember the Christmas that I received my chalkboard easel. I was so happy and then so disappointed because the chalk was not included (smile). But, when I finally got the chalk I was able to practice at an early age what I do everyday. I had a lot of opportunities to improve my teaching techniques and model my teachers during play. I am thankful that my mom encouraged my play by continuously supplying me with chalk and erasers. (To this day, she doesn't know how I could go through a box of chalk so fast!) Now, I am doing what I loved to do since I was a child. My play has become my reality.

Looking at my childhood, I realize how important play is for children today. We truly do show who we are when we play. We discover our interest and what makes us happy, which eventually leads to our occupations. If we don't give children these experiences, how will they know who they are? It is my hope that young children will be more involved in active play. They will put down the video games and use their imaginations to transform reality. Only then will they discover who they are. 

Relationship Reflection

This post is dedicated to the positive girls in my life. I am truly grateful for our relationship.

Susan (Mom) and Elandra (Best Friend)

Relationships/partnerships are important to me because they provide me with the support I need to be successful in my personal life.  Without the support of those who are close to me, I would have given up on several goals. The love and encouragement that I have received from those people I have a relationship with has helped me get through many hard days.

Those two people with whom I currently have a positive relationship is my mother and my best friend.  These relationships are positive because they involve advice, criticism, and encouragement. We do not seek to harm each other, but help in any way possible. The relationships are maintained through respectful two-way communication. We take turns listening and responding to each other. We also trust each other enough to feel comfortable sharing personal information.  There is a shared understanding that secrets will remain secrets. Most importantly, we respect each other's opinions and are not easily offended by criticisms because they are done in love.  If issues arise that can affect the relationship, we address them immediately.

These relationships have helped me to be a more effective communicator as an early childhood professional. I listen to others and consider their point of view instead of being judgemental. The benefits of the positive relationships with my mom and best friend have made me more willing to form additional partnerships.  I now see families as a resource in promoting the healthy development of the child because they can provide knowledge and advice. As we work together we can support and encourage each other.