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.
Wednesday, March 7, 2012
Thursday, March 1, 2012
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.
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.
Wednesday, February 8, 2012
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 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.
Wednesday, January 25, 2012
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.
Tuesday, January 10, 2012
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.
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.
Wednesday, December 21, 2011
Final Thoughts
I have been influenced greatly by the work of Lev Vygotsky throughout this course. I believe that the development of a child relies upon social interaction. When adults provide scaffolds and opportunities for modeling, children become skilled and independent. A quote that represents this theory is:
"Children have more need of models than of critics."
-Joseph Joubert
Finally, I would like to thank all of my colleagues in EDUC 6160-6 for your insightful posts!
Tuesday, December 6, 2011
Assessment
Assessment in the United States
In the United States, it is common for students to be assessed in the core subjects (language arts, math, science, and history). These assessments are usually in the form of standardized tests. Students simply write responses to a long list of questions. The questions only test one aspect of the students' development. When viewing children holistically, there should be a range of developments that are assessed in various ways. One way to start is by looking at Howard Gardner's multiple intelligence theory. The multiple intelligences include linguistic, musical, logical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Parkway & Standford, 2004). Children may have a high IQ in one area and a low IQ in another area. By assessing according to the intelligences, one can see areas of development in each of the domains. Additionally, educators should consider different learning styles and should use various forms of assessment. Not all students are successful with pencil and paper tests. Performance- based and project- based assessments are great ways to assess knowledge and development. In the first assessment, teachers observe the children while completing a task. The task could require certain biosocial and cognitive developments that can be assessed during the observation. The other assessment involves the students working in teams to produce a final product. This type of assessment allows for psychosocial development to be assessed. Assessments should reflect the diversity among children. All children are not the same therefore, alternative methods must be used to assess areas in all of the developmental domains.
Assessment in China
In china, educators are putting much effort into school-based assessments. There has been a major reform over the past couple of years issued by the Ministry of Education (MOE). The goal of the reform is to make the assessments more student centered. The first way they hope to achieve this is by expanding the curriculum to include practical knowledge. Students are taught how to solve real-life problems, and teachers were given the freedom to create unique assessments. Traditional tests were limited and assessments are now focused on the students' progress. Portfolio assessment is strongly encouraged. The MOE also stopped ranking students by percentages to eliminate competition (Lingbiao, 2007). Furthermore, the amount of assessments that are given has been reduced. All of these changes in assessment is due to one goal: viewing the children holistically.
Personal Experience with Assessment
From my personal experiences with standardized tests, I would strongly suggest that educators use a variety of assessments. My scores on standardized test never reflected how well I did in school. My school grades were much higher than my test scores. I believe this is because my teachers used various forms of assessment in the classroom. The state assessments were timed pencil and paper tests. The timing aspect of the tests would cause me to have anxiety, and then I would not be able to perform at my best. Educators should consider the amount of pressure they put on students when they require them to finish a test in a certain amount of time. For this reason, I believe that time limits for standardized tests should be eliminated.
References
Lingbiao, G. (2007, January 6). Assessment reform in China: A respond to the international trend in the new century. Retrieved from http://xypj.cersp.com/GLB/LUNWEN/200701/3223.html
In the United States, it is common for students to be assessed in the core subjects (language arts, math, science, and history). These assessments are usually in the form of standardized tests. Students simply write responses to a long list of questions. The questions only test one aspect of the students' development. When viewing children holistically, there should be a range of developments that are assessed in various ways. One way to start is by looking at Howard Gardner's multiple intelligence theory. The multiple intelligences include linguistic, musical, logical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Parkway & Standford, 2004). Children may have a high IQ in one area and a low IQ in another area. By assessing according to the intelligences, one can see areas of development in each of the domains. Additionally, educators should consider different learning styles and should use various forms of assessment. Not all students are successful with pencil and paper tests. Performance- based and project- based assessments are great ways to assess knowledge and development. In the first assessment, teachers observe the children while completing a task. The task could require certain biosocial and cognitive developments that can be assessed during the observation. The other assessment involves the students working in teams to produce a final product. This type of assessment allows for psychosocial development to be assessed. Assessments should reflect the diversity among children. All children are not the same therefore, alternative methods must be used to assess areas in all of the developmental domains.
Assessment in China
In china, educators are putting much effort into school-based assessments. There has been a major reform over the past couple of years issued by the Ministry of Education (MOE). The goal of the reform is to make the assessments more student centered. The first way they hope to achieve this is by expanding the curriculum to include practical knowledge. Students are taught how to solve real-life problems, and teachers were given the freedom to create unique assessments. Traditional tests were limited and assessments are now focused on the students' progress. Portfolio assessment is strongly encouraged. The MOE also stopped ranking students by percentages to eliminate competition (Lingbiao, 2007). Furthermore, the amount of assessments that are given has been reduced. All of these changes in assessment is due to one goal: viewing the children holistically.
Personal Experience with Assessment
From my personal experiences with standardized tests, I would strongly suggest that educators use a variety of assessments. My scores on standardized test never reflected how well I did in school. My school grades were much higher than my test scores. I believe this is because my teachers used various forms of assessment in the classroom. The state assessments were timed pencil and paper tests. The timing aspect of the tests would cause me to have anxiety, and then I would not be able to perform at my best. Educators should consider the amount of pressure they put on students when they require them to finish a test in a certain amount of time. For this reason, I believe that time limits for standardized tests should be eliminated.
References
Lingbiao, G. (2007, January 6). Assessment reform in China: A respond to the international trend in the new century. Retrieved from http://xypj.cersp.com/GLB/LUNWEN/200701/3223.html
Parkway, F. W. & Stanford, B. H. (2004). Becoming a teacher (6th ed.). Boston, MA: Allyn and Bacon.
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