One hope I have when working with children, their families, and diversity is to ensure they are welcomed with no biases or oppressions. I would encourage families to continue with their day to day routines, home languages, and traditions, remembering to never make them feel as if they are wrong or feel guilty about it. My hope is children, families, and diversity is embraced within all schools and facilities around the world.
One professional goal I would like to set for the early childhood field would be to encourage all educators to study diversity and the importances of embracing it. I would speak to people I directly work with and discuss with them how beneficial it is to embrace diversity. I would ensure all cultures are respected and valued, and encourage the use of home languages, all while ensuring trusting relationships are being built.
This class has certainly been a difficult one for me; having to refer back to my childhood and the things I went through has been very difficult. However, by studying the numerous resources and having discussions with classmates, I have come to realize I have biases I must let go of. My past has influenced my future, and has allowed me to become a better person as well as a better educator. For that, I am thankful.
Thank you to each classmate that has read my postings and commented on them. I am thankful you all were very respectful and kind throughout this course. I pray many blessings upon each of you! Have a Merry Christmas and a great break!
Hope to "see" you all in future classes!!
Blessings,
Susan
Sunday, December 16, 2012
Wednesday, December 12, 2012
Welcoming Families From Around The World
The country I chose would be Russia. I know absolutely nothing about this country, and I would like to see what their traditions and cultures are.
To prepare this family for easy transition, I would do the following:
*Do my homework (research) on their cultures so I can ensure children have an easy transition and I can incorporate this culture into my classroom.
*I would prepare my students by discussing our new student's culture, as well as differences and similarities. I would show my students pictures of this child's home, and what they would be leaving behind. We would discuss how we can ensure our new student will feel loved and nurtured, and make a list (with pictures) of the things we can do. I would also make sure we had things around the classroom that this child can relate to. For example, at centers I could also label it with familiar pictures from Russia that would have the same American meaning; anything that will help this child feel little stress and more comfort.
*I would research the language of this country. I would make sure I could say a few things should this student not know English. I would make sure this student did not feel bad about not knowing English. I would help her embrace her language and feel proud of it. This will also aid me in making her cubby and locker labels, as well as any other type of label she may need to see, as well as any literature that will need to go home.
*I would schedule a time to meet with this entire family. I would welcome them into our school and my classroom; we would take a tour, show the family where everything is, as well as meet everyone in the school. This would help calm any fears or anxities about a new place. I would also ensure the family I would be available at any time.
*I would encourage the family to share their goals and expectations for their child. Since this a different country, I would want to know what their previous country's education system was like, and what type of goals it had. When we discuss this, we can come together and make a plan for their child to be successful.
With this family moving to a different country that is unknown to them can be scary as well as stressful, especially with a small child who will be attending a school they know nothing about. Hopefully, with creating a nurturing environment as well as opening those lines of communication will aid in a successful transition. For me, this would benefit me because I could embrace diversity by celebrating it within my classroom. By creating a diverse classroom, this child can feel comfortable in her new environment as well as feel proud of where she is from.
To prepare this family for easy transition, I would do the following:
*Do my homework (research) on their cultures so I can ensure children have an easy transition and I can incorporate this culture into my classroom.
*I would prepare my students by discussing our new student's culture, as well as differences and similarities. I would show my students pictures of this child's home, and what they would be leaving behind. We would discuss how we can ensure our new student will feel loved and nurtured, and make a list (with pictures) of the things we can do. I would also make sure we had things around the classroom that this child can relate to. For example, at centers I could also label it with familiar pictures from Russia that would have the same American meaning; anything that will help this child feel little stress and more comfort.
*I would research the language of this country. I would make sure I could say a few things should this student not know English. I would make sure this student did not feel bad about not knowing English. I would help her embrace her language and feel proud of it. This will also aid me in making her cubby and locker labels, as well as any other type of label she may need to see, as well as any literature that will need to go home.
*I would schedule a time to meet with this entire family. I would welcome them into our school and my classroom; we would take a tour, show the family where everything is, as well as meet everyone in the school. This would help calm any fears or anxities about a new place. I would also ensure the family I would be available at any time.
*I would encourage the family to share their goals and expectations for their child. Since this a different country, I would want to know what their previous country's education system was like, and what type of goals it had. When we discuss this, we can come together and make a plan for their child to be successful.
With this family moving to a different country that is unknown to them can be scary as well as stressful, especially with a small child who will be attending a school they know nothing about. Hopefully, with creating a nurturing environment as well as opening those lines of communication will aid in a successful transition. For me, this would benefit me because I could embrace diversity by celebrating it within my classroom. By creating a diverse classroom, this child can feel comfortable in her new environment as well as feel proud of where she is from.
Wednesday, December 5, 2012
The Personal Side of Bias, Prejudice, and Oppression
I always refer back to my husband and the incident that happened to him in a department store. He was literally followed around once he walked in. (I believe this was because he was African American!) I, on the other hand was never given a second look. My husband just wanted to do some shopping and he felt like a criminal. He would never take anything that did not belong to him, and he was very hurt that someone would assume he was a thief because of the color of his skin. This entire incident made him feel inferior and he also thought the clerk may have felt superior to him because she was caucasian.
As my husband's wife, my first feeling was anger. I was so upset that someone would assume something because of his skin color. That should never be an issue. After I calmed down, and spoke to the lady about her actions, I actually felt empowered because I let her know what she did was racist, and she should be ashamed of herself. I felt sorry for her because she could not see past my husband's skin color to see what an amazing man he is!
I believe this lady would have to change to prevent this from happening again. However, if she was raised this way, it may not happen. There is a common saying, "You cannot teach an old dog new tricks." Sad as it is to say, many people were raised to believe things about other races, and it is has been embedded in their head for so many years that it is virtually impossible to change.
I feel very blessed to be married to a man that I love with all of my heart. I feel blessed that God sent him to me, and if someone cannot see past his skin color, that is their loss. It is so unfortunate that so many people still have this mind set. There are so many people in this world that are missing out on wonderful friendships!!
As my husband's wife, my first feeling was anger. I was so upset that someone would assume something because of his skin color. That should never be an issue. After I calmed down, and spoke to the lady about her actions, I actually felt empowered because I let her know what she did was racist, and she should be ashamed of herself. I felt sorry for her because she could not see past my husband's skin color to see what an amazing man he is!
I believe this lady would have to change to prevent this from happening again. However, if she was raised this way, it may not happen. There is a common saying, "You cannot teach an old dog new tricks." Sad as it is to say, many people were raised to believe things about other races, and it is has been embedded in their head for so many years that it is virtually impossible to change.
I feel very blessed to be married to a man that I love with all of my heart. I feel blessed that God sent him to me, and if someone cannot see past his skin color, that is their loss. It is so unfortunate that so many people still have this mind set. There are so many people in this world that are missing out on wonderful friendships!!
Friday, November 23, 2012
Microaggressions.....
As I observed many people this week, I found myself thinking of the many microaggressions that were taking place, although done unintentionally, it made me become very aware of my own thoughts and words.
During a high school basketball game I overheard some ladies talking. I was taken aback at what they were saying, but I did not interrupt as I wanted to see what they would continue saying. The opposing team was warming up before the game started, and one lady made the comment that one of their boys walked somewhat "funny." As the conversation went on, these ladies came to the conclusion that this young man was probably gay because of the way he walked and the way he held a basketball. I was so shocked that someone could make that type of comment about someone they knew absolutely nothing about! As a matter of fact, they had never even laid eyes on this young man! After a few minutes of listening to them go on and on about this young man, I intervened and explained to them they were labeling him and this was a form of microaggression. I told each of them that was unfair to even assume something about someone because of the way he walked! I also explained to both ladies the psychological damage they could do to this young man had he overheard their conversation. After I was done talking, I do believe these two ladies may never speak to me again, but I wanted to make my point known!
A second microaggression I wanted to share was about my husband (I actually discussed it in my discussion posting). Years ago he and I went to a department store. We walked in together, but we split up because he was looking for something in particular. I actually watched a salesperson literally follow him around as if he was going to steal something. She never once followed me, but she certainly made it a point to be in very close proximity with my African American husband. We both were so offended, and I actually told her such. She never once apologized, and we walked out to never return. For me, that type of racial microaggression is totally unnecessary. Just because someone's skin tone is a certain color does not mean they are a thief.
We must be very careful to ensure we do not stereotype people, or become prejudice or show discrimination because of someone's skin color, where they live, or any other aspect of their life.
During a high school basketball game I overheard some ladies talking. I was taken aback at what they were saying, but I did not interrupt as I wanted to see what they would continue saying. The opposing team was warming up before the game started, and one lady made the comment that one of their boys walked somewhat "funny." As the conversation went on, these ladies came to the conclusion that this young man was probably gay because of the way he walked and the way he held a basketball. I was so shocked that someone could make that type of comment about someone they knew absolutely nothing about! As a matter of fact, they had never even laid eyes on this young man! After a few minutes of listening to them go on and on about this young man, I intervened and explained to them they were labeling him and this was a form of microaggression. I told each of them that was unfair to even assume something about someone because of the way he walked! I also explained to both ladies the psychological damage they could do to this young man had he overheard their conversation. After I was done talking, I do believe these two ladies may never speak to me again, but I wanted to make my point known!
A second microaggression I wanted to share was about my husband (I actually discussed it in my discussion posting). Years ago he and I went to a department store. We walked in together, but we split up because he was looking for something in particular. I actually watched a salesperson literally follow him around as if he was going to steal something. She never once followed me, but she certainly made it a point to be in very close proximity with my African American husband. We both were so offended, and I actually told her such. She never once apologized, and we walked out to never return. For me, that type of racial microaggression is totally unnecessary. Just because someone's skin tone is a certain color does not mean they are a thief.
We must be very careful to ensure we do not stereotype people, or become prejudice or show discrimination because of someone's skin color, where they live, or any other aspect of their life.
Friday, November 16, 2012
Perspectives on Diversity and Culture
I asked three different people about their definitions of culture, and they all seem to agree their culture was their race, their heritage, and their traditions. When I asked about their sexual orientation, they seemed shocked because they didn't think that applied to their culture or even diversity. They believed that was one's own choice, and had nothing to do with their culture.
When asked about diversity, one of my co-workers said she believed diversity meant our differences, and how we deal with those. She also went on to say being different doesn't mean it is a bad thing, and we need to teach others about diversity.
As I sat and reflected on culture and diversity, as well as talking with a couple of my closest friends, the topic of differences was brought up as far as couples. I am very traditional girl, and although I don't agree with certain things, I believe everyone should be treated with respect. All children should be made to feel proud of their families, even if they are different.
Being a homosexual couple has been a topic we have not discussed in depth. This has been omitted, and I am sure it is a topic many do not want to even think about. As I previously mentioned, it is not something I agree with, but I never want one of my students to feel ashamed of who they are. A child should never be held accountable for what decisions an adult makes. We, as ECE professionals have a duty to take care of our students, and we should not add damage to them by making negative references about their parents, their home life, or their culture. After talking to my friends and co-workers about culture and diversity, I know I must accept the differences of others, and learn to push my personal feelings aside and dow hat is best for my students. I want students to remember what a positive difference I made, and to never feel as if I made them feel bad for who they are.
Blessings,
Susan
When asked about diversity, one of my co-workers said she believed diversity meant our differences, and how we deal with those. She also went on to say being different doesn't mean it is a bad thing, and we need to teach others about diversity.
As I sat and reflected on culture and diversity, as well as talking with a couple of my closest friends, the topic of differences was brought up as far as couples. I am very traditional girl, and although I don't agree with certain things, I believe everyone should be treated with respect. All children should be made to feel proud of their families, even if they are different.
Being a homosexual couple has been a topic we have not discussed in depth. This has been omitted, and I am sure it is a topic many do not want to even think about. As I previously mentioned, it is not something I agree with, but I never want one of my students to feel ashamed of who they are. A child should never be held accountable for what decisions an adult makes. We, as ECE professionals have a duty to take care of our students, and we should not add damage to them by making negative references about their parents, their home life, or their culture. After talking to my friends and co-workers about culture and diversity, I know I must accept the differences of others, and learn to push my personal feelings aside and dow hat is best for my students. I want students to remember what a positive difference I made, and to never feel as if I made them feel bad for who they are.
Blessings,
Susan
Monday, November 5, 2012
My Family Culture
This is quite an assignment. I actually sat and contemplated what was most important in my life, and nothing materialistic made the list. However, if I had to take three concrete objects, it would be my cell phone, (although I doubt it would work where I was going) because it holds many photos and addresses of those I could keep in contact with; a photo album to help me remember faces; and certainly the most important concrete object: my Bible. I would need this to remain close to God as I know we need to dwelve into scripture daily.
If I had to choose one thing, it would be my Bible. I have my internal memory to look back at pictures and important events in my life. I would feel pretty lost without my phone, but I would manage. I need God's word, and I couldn't leave it behind. His word is a guide for us all, and helps us remember what we should be doing.
As I mentioned previously, my phone would probably not work, and it would be almost useless other than for looking at pictures and addresses. Again, I would have my internal memory to reflect back upon.
As I sat and thought of this assignment, I realized my family is far more important than any concrete object. I love my photos, especially those of my husband and daughter, but those can be replaced. My family, and our God is what is most important.
Blessings,
Susan
If I had to choose one thing, it would be my Bible. I have my internal memory to look back at pictures and important events in my life. I would feel pretty lost without my phone, but I would manage. I need God's word, and I couldn't leave it behind. His word is a guide for us all, and helps us remember what we should be doing.
As I mentioned previously, my phone would probably not work, and it would be almost useless other than for looking at pictures and addresses. Again, I would have my internal memory to reflect back upon.
As I sat and thought of this assignment, I realized my family is far more important than any concrete object. I love my photos, especially those of my husband and daughter, but those can be replaced. My family, and our God is what is most important.
Blessings,
Susan
Tuesday, October 30, 2012
Perspectives on Diversity and Equity
Hello, all!!
I hope you are all having a great start to the first week of our new class. I think this is going to be an amazing journey that will teach us all so very much about diversity, equity, as well as acceptance!
My name is Susan Franklin, I am 38 years old, married to the love of my life and have one daughter, Madisyn who is almost 14. I currently teach pre-kindergarten, and have 21 babies that I adore and love! I enjoy coming to work each day, and wouldn't trade my job for anything in the world!!
I am looking forward to this class as I think we all need to learn more and more about diversity!
I am looking forward to your postings and insightful comments!!
Blessings!
Susan
I hope you are all having a great start to the first week of our new class. I think this is going to be an amazing journey that will teach us all so very much about diversity, equity, as well as acceptance!
My name is Susan Franklin, I am 38 years old, married to the love of my life and have one daughter, Madisyn who is almost 14. I currently teach pre-kindergarten, and have 21 babies that I adore and love! I enjoy coming to work each day, and wouldn't trade my job for anything in the world!!
I am looking forward to this class as I think we all need to learn more and more about diversity!
I am looking forward to your postings and insightful comments!!
Blessings!
Susan
Saturday, June 23, 2012
Thoughts on Research......
As we are approaching the close of this class, I found myself pondering the question of what I think about research. There are so many thoughts, and now they are not just thoughts of terror when that "research" word comes up; rather, the thoughts are of how can we be better researchers that can be a contribution to the field of early childhood.
I have gained many insights from this course. I have learned the value of research and what I must do to ensure my research is valid and ethical. It is difficult to be a researcher, but with the information I have gained I know I can at least attpempt to begin the process of research. I understand there are steps we must take when conducting research, and we must ensure we are purposeful planners when conducting a research study.
I believe each week offered a new challenge for me, especially when it invovled putting my research question down, and trying to actually narrow it down where it was not so broad of a topic. Each week I was given new terminology and vocabulary, which became quite challenging when working on the research charts and simulations. However, I realize we all must stay abreast on current research and ensure we are applying new, tested methods to enhance instruction as well as allowing educators, administrators and staff to become more aware of the ever changing field of early childhood education.
I believe one of the main ideas on research that really opened my eyes was the deficit model. I would never conduct any type of research that would make anyone feel as if their race, skin color, or income made them feel inadequate. I will ensure all of children in my class get the education they deserve, while being treated equal and fair.
I would like to thank each and everyone of you for all of the wonderful comments and suggestions you offered each week. This has been a very informative course, and without each of you, I would have not made it through. I wish each of you the very best of luck!!
Blessings,
Susan
I have gained many insights from this course. I have learned the value of research and what I must do to ensure my research is valid and ethical. It is difficult to be a researcher, but with the information I have gained I know I can at least attpempt to begin the process of research. I understand there are steps we must take when conducting research, and we must ensure we are purposeful planners when conducting a research study.
I believe each week offered a new challenge for me, especially when it invovled putting my research question down, and trying to actually narrow it down where it was not so broad of a topic. Each week I was given new terminology and vocabulary, which became quite challenging when working on the research charts and simulations. However, I realize we all must stay abreast on current research and ensure we are applying new, tested methods to enhance instruction as well as allowing educators, administrators and staff to become more aware of the ever changing field of early childhood education.
I believe one of the main ideas on research that really opened my eyes was the deficit model. I would never conduct any type of research that would make anyone feel as if their race, skin color, or income made them feel inadequate. I will ensure all of children in my class get the education they deserve, while being treated equal and fair.
I would like to thank each and everyone of you for all of the wonderful comments and suggestions you offered each week. This has been a very informative course, and without each of you, I would have not made it through. I wish each of you the very best of luck!!
Blessings,
Susan
Friday, June 1, 2012
Research Around The World
I chose to look at Early Childhood Australia. http://www.earlychildhoodaustralia.org.au/. I found some great information on this website! There is a series of Research called, "RIPS" that is, Research In Practice Series. It is a group of experts and practioners who provides practical, easy-to-read resources for those involved in the early childhood field. "The books are designed to assist with those challenging issues which arise in the care and education of young children, by offering effective, new approaches." (http://www.earlychildhoodaustralia.org.au/) Below is a list of the ongoing research.
I was amazed at the information from each research topic. The only downfall would be each book costs around $15.
I also found a section that is titled, "Supporting Best Practices." Under that tab there are several subtabs, dealing with Emotional foundations for learning, learning and play, feelings and behaviours, learning about babies and toddlers, learning about children ages 3 to 9 years, learning and teaching, as well as children's rights. What I found very beneficial was under the subtabs, there was a wealth of information dealing with each. I did not want to post all of that information here, but I encourage you to browse this website as it is so informative!
I am a supporter of play and I was quite excited to read about play in Australia, as it does not differ much from the United States. Here is what was on the website about play:
"About play
Child's play - it's not just for fun
Some people say play is children's work. There is a large amount of development and learning taking place from birth to five years of age and play is a foundation for this learning. United States
What do children learn from play?
Adults support children's learning by protecting the time needed for exploration and discovery, and by interacting with children in ways that enhance their learning and development though play. Canada
An overview of children's play
Children play to learn. As they play children explore, discover, adapt and learn. United States
How do young children learn
Children have an inbuilt desire to explore and learn. Play is the tool for doing this. Simple games like "peek a boo" are playful at the same time as they engage children's minds in the learning process." (http://www.earlychildhoodaustralia.org.au/everyday_learning_and_play/about_play_and_learning/about_play.html)
Some people say play is children's work. There is a large amount of development and learning taking place from birth to five years of age and play is a foundation for this learning. United States
What do children learn from play?
Adults support children's learning by protecting the time needed for exploration and discovery, and by interacting with children in ways that enhance their learning and development though play. Canada
An overview of children's play
Children play to learn. As they play children explore, discover, adapt and learn. United States
How do young children learn
Children have an inbuilt desire to explore and learn. Play is the tool for doing this. Simple games like "peek a boo" are playful at the same time as they engage children's minds in the learning process." (http://www.earlychildhoodaustralia.org.au/everyday_learning_and_play/about_play_and_learning/about_play.html)
Under the tab, "Learning and Teaching" http://www.earlychildhoodaustralia.org.au/learning_and_teaching/, there is a wealth of resources for educators. I will make sure I have placed this website in my favorites as I can use this site as a valuable resource.
Below is a link to a video from this website. It is Pam Cahir, the CEO of Early Childhood Australia, discussing how so many Australian children, under the age of 5 are in child care. Pam Cahir is discussing how children can be made smarter. It is quite an interesting video.
References:
Early Childhood Australia. (2000) Retrieved from May 31, 2012 from http://www.earlychildhoodaustralia.org.au/.
Friday, May 18, 2012
Week 3 - Research that Benefits Children and Families
Hello, all!
This week has truly made me think about research and the risks and benefits. I was adamant about not subjecting children to research if the benefit was not guaranteed. However, during a conversation with one of my co-workers, I had to sit back and re-think this because of the research that was done on my daughter.
Three years ago my daughter was in the beginning stages of kidney failure. This put me in quite a shock as I had to make a decision as to what should be done after talking to the doctors. You see, I could wait and do nothing, and ultimately she would go into full kidney failure, begin dialysis, and be put on a kidney transplant. I certainly did not want any of those for my daughter; the second option was looking to be the clear, concise option to save her life. The doctors were quite honest with us in the very beginning; they did not know if this would be a successful surgery, but we had no other options.
The surgery consisted of re-building and re-routing her bladder, her colon, her bowel, and possibly re-routing her entire intestines. The doctors had to re-build her bladder using her Sigmoid bowel, and she now has to perform self-catherization for the rest of her life. Now, going in to this surgery we did not know if would work. The doctors could not tell us if this would be 100% guaranteed, but we had not other choice. We did not want to lose our daughter at 10 years old to full blown kidney and bladder failure.
I did not think of this as research while I was being so adamant about not subjecting children to research. However, I put my own child in more than minimal risks for the sake of research, but at the time, I did not think of research; I only thought of saving my sweet daughter. With this surgery and the outcomes, doctors can use the results as research findings and help other children who have her same problems.
I am proud to say this was a successful surgery; however, my daughter will never be totally out of the woods. We have to have kidney and bladder scans every 3 months (for the rest of her life0, we have to have 2 month checks ups (for the rest of her life) as well as trying to build up her immunities. This has, however, been quite challenging for my daughter as she has to leave class to perform her self-catherization. What I am most proud of is my daughter took this challenge on and has done wonderful. She is an avid athlete! She runs cross country, track, basketball, as well being a cheerleader. She has not let this set her back.
So, my opinion has somewhat changed in the name of research. Because of the surgery performed on my daughter, the results can be used for research. I am very thankful to my co-worker for making me re-think some opinions I had about research.
This week has truly made me think about research and the risks and benefits. I was adamant about not subjecting children to research if the benefit was not guaranteed. However, during a conversation with one of my co-workers, I had to sit back and re-think this because of the research that was done on my daughter.
Three years ago my daughter was in the beginning stages of kidney failure. This put me in quite a shock as I had to make a decision as to what should be done after talking to the doctors. You see, I could wait and do nothing, and ultimately she would go into full kidney failure, begin dialysis, and be put on a kidney transplant. I certainly did not want any of those for my daughter; the second option was looking to be the clear, concise option to save her life. The doctors were quite honest with us in the very beginning; they did not know if this would be a successful surgery, but we had no other options.
The surgery consisted of re-building and re-routing her bladder, her colon, her bowel, and possibly re-routing her entire intestines. The doctors had to re-build her bladder using her Sigmoid bowel, and she now has to perform self-catherization for the rest of her life. Now, going in to this surgery we did not know if would work. The doctors could not tell us if this would be 100% guaranteed, but we had not other choice. We did not want to lose our daughter at 10 years old to full blown kidney and bladder failure.
I did not think of this as research while I was being so adamant about not subjecting children to research. However, I put my own child in more than minimal risks for the sake of research, but at the time, I did not think of research; I only thought of saving my sweet daughter. With this surgery and the outcomes, doctors can use the results as research findings and help other children who have her same problems.
I am proud to say this was a successful surgery; however, my daughter will never be totally out of the woods. We have to have kidney and bladder scans every 3 months (for the rest of her life0, we have to have 2 month checks ups (for the rest of her life) as well as trying to build up her immunities. This has, however, been quite challenging for my daughter as she has to leave class to perform her self-catherization. What I am most proud of is my daughter took this challenge on and has done wonderful. She is an avid athlete! She runs cross country, track, basketball, as well being a cheerleader. She has not let this set her back.
So, my opinion has somewhat changed in the name of research. Because of the surgery performed on my daughter, the results can be used for research. I am very thankful to my co-worker for making me re-think some opinions I had about research.
Friday, May 11, 2012
Week 2; My Research Journey
Hello, classmates!!
I am currently a preschool teacher, and I am very interested in social-emotional development, and I am currently a supporter of play. So, while I was considering my subtopics, I thought of the two areas I want to know more about, and I combined them. I decided to begin researching how play in preschool promotes healthy social-emotional development. I have always been intrigued by play and social-emotional development. I also want to ensure I am doing what is necessary to promote healthy social-emotional development for my preschoolers.
I have seen the benefits of play in my classroom, but I am curious as to what different researchers are saying about play and social-emotional development. I have had several students who were very reserved and did not want to play in learning centers with other children, but through continual play and socialization time, those children are becoming very social and are not reserved. They are learning through play on how to be good citizens and control their emotions.
Because social-emotional development is such a broad topic, I am glad I have narrowed down my subtopic. Researching play has been much easier; however, I am having difficulty with a developing a general research question, but I am confident I will get to that point. I am feeling quite overwhelmed with the chart and literature reviews for our application assignments, but I know it will aid me in the future. Before reading about research, I had never heard the term, "triangulation" before. I had no clue what it meant and how it applied to research. However, I now know it means using different ways of conducting and using research.
I am still quite scared with the whole research "process" and any insights would be greatly appreciated. If any of you have any useful insights that would work for me and others to help alleviate such stress when it comes to the entire research process, I would certainly benefit from those!
I look forward to any and all comments from each of you!
Blessings,
Susan
I am currently a preschool teacher, and I am very interested in social-emotional development, and I am currently a supporter of play. So, while I was considering my subtopics, I thought of the two areas I want to know more about, and I combined them. I decided to begin researching how play in preschool promotes healthy social-emotional development. I have always been intrigued by play and social-emotional development. I also want to ensure I am doing what is necessary to promote healthy social-emotional development for my preschoolers.
I have seen the benefits of play in my classroom, but I am curious as to what different researchers are saying about play and social-emotional development. I have had several students who were very reserved and did not want to play in learning centers with other children, but through continual play and socialization time, those children are becoming very social and are not reserved. They are learning through play on how to be good citizens and control their emotions.
Because social-emotional development is such a broad topic, I am glad I have narrowed down my subtopic. Researching play has been much easier; however, I am having difficulty with a developing a general research question, but I am confident I will get to that point. I am feeling quite overwhelmed with the chart and literature reviews for our application assignments, but I know it will aid me in the future. Before reading about research, I had never heard the term, "triangulation" before. I had no clue what it meant and how it applied to research. However, I now know it means using different ways of conducting and using research.
I am still quite scared with the whole research "process" and any insights would be greatly appreciated. If any of you have any useful insights that would work for me and others to help alleviate such stress when it comes to the entire research process, I would certainly benefit from those!
I look forward to any and all comments from each of you!
Blessings,
Susan
Thursday, April 19, 2012
Week 8 - International Insights
Well, unfortunately, I did not have the opportunity to have any type of contact with anyone outside of the United States. However, that certainly did not mean I didn't gain valuable information through the many resources available to me. I thoroughly enjoyed my podcast participants as they helped inform me of the many issues and trends in education internationally.
Before this course, I did not give a second thought to how things worked outside of the United States in early childhood education. I was sadly mistaken. I was very impressed with how Meridas Yora built a school for those who lost everything in a devastating storm. He wanted to ensure these children and family members had shelter, but he also wanted a quality education for them. His desire was wonderful, and I admired that. This again made me rethink my professional goals, as I have a strong desire for my children, but it needs to be a deeper desire to provide a high quality education for all children.
Throughout this course, I did not have any type of information on poverty, equity, or excellence in education outside of the United States. However, through my work in this course, I feel as if I am educated, as well as humbled. Just because children and families overseas are living in poverty does not mean there is not a desire for schooling. This also applies within the United States. As I have learned, many families are living in poverty within my own community, but that certainly does not mean they do not want their children to attend schooling. Meridas Yora enabled this for many families as he built a shelter/school that would aid in the education of children.
Blessings,
Susan
Before this course, I did not give a second thought to how things worked outside of the United States in early childhood education. I was sadly mistaken. I was very impressed with how Meridas Yora built a school for those who lost everything in a devastating storm. He wanted to ensure these children and family members had shelter, but he also wanted a quality education for them. His desire was wonderful, and I admired that. This again made me rethink my professional goals, as I have a strong desire for my children, but it needs to be a deeper desire to provide a high quality education for all children.
Throughout this course, I did not have any type of information on poverty, equity, or excellence in education outside of the United States. However, through my work in this course, I feel as if I am educated, as well as humbled. Just because children and families overseas are living in poverty does not mean there is not a desire for schooling. This also applies within the United States. As I have learned, many families are living in poverty within my own community, but that certainly does not mean they do not want their children to attend schooling. Meridas Yora enabled this for many families as he built a shelter/school that would aid in the education of children. Because of the numerous international resources I was able to view, I will be a more humble, compassionate teacher. All children, despite where they live or what type of home background they have, deserve an education from a professional that is loving and willing to give 110% of their time to these precious children. If I did not have a teenager and a husband, I would exhaust every resource given to me to teach outside of the United States. I have a desire to help all children, and now, because of the things I have learned, I want to help internationally. It may be years down the road, but I pray I am given the opportunity to be an educator to children in 3rd world countries!!
Thank you to all of my classmates! It has been a fast 8 weeks, but such an informative 8 weeks! I pray you have gained many valuable resources in this course, and I hope to "see" you again in another course!!
Saturday, April 14, 2012
International Contacts - Part 3 (Alternative Assignment)
Well, with week 7 now here, I have had absolutely no contact with anyone I have emailed. However, I have gained some new insights through browsing the UNESCO’s “Early Childhood Care and Education” webpage.
*UNESCO advocates for Early Childhood Care and Education (ECCE) programmes that attend to health, nutrition, security and learning and which provide for children’s holistic development. (UNESCO)
*Global Action Week is from April 22-28, 2012. Global Action Week is a worldwide annual campaign organized by the Global Campaign for Education (GCE) to raise awareness of the importance of Education for All. UNESCO actively supports the campaign by organizing activities in its Headquarters and Field Offices, mobilizing networks and encouraging Ministers of Education and all EFA partners to participate.
*UNESCO advocates for Early Childhood Care and Education (ECCE) programmes that attend to health, nutrition, security and learning and which provide for children’s holistic development. (UNESCO)
*Global Action Week is from April 22-28, 2012. Global Action Week is a worldwide annual campaign organized by the Global Campaign for Education (GCE) to raise awareness of the importance of Education for All. UNESCO actively supports the campaign by organizing activities in its Headquarters and Field Offices, mobilizing networks and encouraging Ministers of Education and all EFA partners to participate.
Under the slogan "Rights from the Start! Early Childhood Care and Education Now!", Global Action Week 2012 will focus on the first of the six Education for All (EFA) Goals:
"Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children". (UNESCO)
*It seems, in many countries, that poor children are not given assistance; rather, they are given "alternatives." I do not see the equity in this as all children deserve the same education as their peers, regardless of income!
"Countries often promote alternative services for poor children with limited or no access to mainstream early childhood services which can be cost-effective and pedagogically innovative, but often raise concerns about sustainability and quality. In cases where the government has limited resources, a pro-poor policy can redistribute resources by reducing state support for the more privileged." (UNESCO)
UNESCO also discusses the quality of a child's education; early childhood programs should emphasize the holistic development to aid in the transition to formal schooling. It stresses the importance of a child developing as a whole. In Early Childhood, that should be the goal of all educators - to aid in the development of a child as a whole. Below are the words written from UNESCO's view on Quality Education.
"Early childhood care and education programmes should emphasise the child’s holistic development and extend beyond assisting the child’s transition to formal schooling. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness.
There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction. Where appropriate curricula exist, there can be problems with implementation with the emphasis remaining on early primary education and preparation for formal schooling due to pressure from parents and the fact that it is easier for teachers than child-centred learning.
The ECCE workforce is often made up of a diverse group of pre-school teachers, care workers, informal carers and other professionals. Adequate training and work conditions are essential so they can integrate the content and practice of early childhood care and education and address the transition to formal schooling. The service setting and physical infrastructure may vary greatly within countries. Regular inspection and follow-up of the service setting as well as adequate health and nutrition components are also crucial for meaningful learning to take place.
Where government resources are limited, the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling. However, when pre-primary education cannot be afforded as part of early childhood, it is more strategic to consider ways of improving the pedagogy of pre-primary education placed in the formal school setting.
Active involvement from parents and communities and relevant play and learning materials ensure that early childhood services remain relevant to the needs of the children and all other stakeholders and increases sustainability" (UNESCO)
This is quite an interesting website. If you have an opportunity, I would encourage you to take a look at this site, especially the information on Global Action Week!
Blessings!
Susan
References:
http://www.unesco.org/new/en/unesco/
Friday, April 6, 2012
Resources - Week 6
Hello, all!!
I have been receiving newsletters from NIEER, (www.nieer.org) and it has some valuable information! For this week, however, I found an outside link that caught my attention pretty quickly. The city of Manhattan is considering killing Pre K classes to accommodate waistlined kindergartners. (http://www.dnainfo.com/20120329/manhattan/city-may-kill-pre-k-classes-accommodate-waitlisted-kindergartners)
The city is facing the problem of space for kindergartners, but should pre k be eliminated just because there is not enough space for all kindergarten students? I am shocked that the Department of Education in this state is considering getting rid of one program to make room for yet another program! Maybe this would be a time to consider more schools? Below is the link to this full article:
http://www.dnainfo.com/20120329/manhattan/city-may-kill-pre-k-classes-accommodate-waitlisted-kindergartners#.T3-ZKq7TSnw.gmail
I would love thoughts on this.......I know it is difficult to obtain adequate funding for building new schools; however, there are many grants and other funding options out there. I believe ALL children deserves an education, starting at the preschool level. I believe it is crucial for children to come to preschool; the social/emotional development is of the utmost importance! Thoughts?? How does this show equity to all children? There are several parents within this article that believes preschool should be eliminated just so their children can attend kindergarten. How is that fair? It seems to me that somehow, funding should be made available to, one, build new schools, or two, find buildings that can be renovated and used as schools.
I believe, since I am an early childhood educator, that all children need to attend formal schooling. I have witnessed the benefits of preschool. Having the social/emotional development is crucial for children to be successful. We are in a world where everything is a team playing position, and we must be able to work as a team, or with a partner. Without that social/emotional development, one will not be successful. I have seen children become better problem solvers, and not always run to me and say, "But I don't know how to do this! or, I can't do this, Mrs. Franklin! It is too hard!" They are now experienced problem solvers, and I will observe them actually solving something on their own without help.
How, then, by removing a preschool program offer any type of equity, or excellence for that matter? If preschool is removed from this state to offer more room for kindergarten, I do not see the fairness in this. As I previously stated, all children should be entitled to an education that offers excellence and fairness.
Please, I welcome any comments you may have! I am truly appalled at this! I truly feel as if the Department of Education could do more for this state, as I have read about the lottery (supposedly) going to the education fund. One person who commented on this article stated it was a "scam." I will definitely follow this story and see where this goes.
There are MANY, MANY resources available on this site. I actually went to another outside source, and there is a blog from the Huffington Post discussing teachers are rarely asked about teaching. I think you will find it interesting. I will copy it below:
From the Huffington Post, by Linda Darling Hammond
American teachers deal with a lot: low pay, growing class sizes and escalating teacher-bashing from politicians and pundits. Federal testing and accountability mandates under No Child Left Behind and, more recently, Race to the Top, have added layers of bureaucracy while eliminating much of the creativity and authentic learning that makes teaching enjoyable. Tack on the recession's massive teacher layoffs and other school cuts, plus the challenges of trying to compensate for increasing child poverty, homelessness, and food insecurity, and you get a trifecta of disincentives to become, or remain, a teacher.
Indeed, this year's MetLife teacher satisfaction survey, the 28th such assessment of teacher, parent, and student perspectives on how school life is going, shows the impact of these conditions. Teacher job satisfaction has dropped 15 points since 2009, from 59 percent who were very satisfied to 44 percent, the lowest level in over 20 years. The percentage of teachers who say they are likely to leave the profession has increased by 12 points -- from 17 percent to 29 percent -- now nearing a third of all teachers.
Much has changed in those two years; in 2009, the impacts of recession-based cuts had yet to fully hit schools. Larger classes; laid-off colleagues; cuts to libraries, physical education, foreign languages, arts and music; and reductions in supports like health care, counseling, and afterschool programs that help low-income students overcome impediments to effective learning -- all factor into teachers' decisions about whether to stay on the job. Teachers, parents and students surveyed all reported rising levels of economic insecurity, hunger, poor health, homelessness and anxiety over lack of sufficient resources to pay for household basics. In my own region of Northern California, child homelessness has increased by more than 30 percent in the last two years, with some districts seeing more than 1 in 10 of their students without homes.
At the same time, public discussion and policy increasingly place the full weight of these problems on teachers alone. Despite repeated warnings from leading scholars that test-based "value-added" ratings cannot be reliably used to evaluate individual teachers because they reflect home and other school factors as much as the teacher him or herself, more states are urging that they be used to fire and reward teachers. This is particularly problematic given evidence that teachers' ratings decline when they teach the neediest students -- especially new English learners and students with disabilities.
Indeed, New York State's new policy effectively makes continuing to teach contingent on such test-based ratings, and New York City recently insisted on publishing teachers' names alongside their ratings. This created a furor as it became clear that the scores are wildly unstable from year to year and across subjects, are often based on inaccurate data, and appear unrelated to the known successes of good teachers or the failings of poor ones. This is prompting many great teachers to make plans to leave a profession they loveand children who need them.
Bill Gates noted in a recent op-ed in the New York Times that "using employee evaluations to embarrass people," is something a smart firm like Microsoft would never even contemplate, "much less publish in a newspaper." Even if it is legal, he points out, "as a harbinger of education policy in the United States, it is a big mistake," because "the surest way to weaken [systematic teacher development] is to twist it into a capricious exercise in public shaming."
The problem is not only that the ratings are poor measures of actual effectiveness, but that such policies fundamentally misunderstand what drives teachers to improve and to stay in tough jobs. In his recent best-seller Drive, Daniel Pink draws on years of research to confirm that the personal satisfaction of getting the job done right -- in this case, teaching students well -- is at the core of our drive. That's why bonuses handed out to teachers based largely on test scores turn out not to improve achievement and are often resisted by teachers who want support to succeed, not bribes that undermine intrinsic motivation and collaboration.
We have never heard more policy rhetoric about the importance of developing, recruiting, and retaining strong teachers, especially in our most troubled schools. Ironically, our policies have also never done more to ensure that good teachers will have little incentive to serve and stay in those schools. We need to get the incentives right. According to the Met Life survey, that means enacting a Broader Bolder Approach: treating teachers as professionals, providing them with opportunities to learn with one another and improve their practice, ensuring that schools offer decent teaching and learning conditions, and supporting children with the services that enable them to be ready to learn each day.
http://www.huffingtonpost.com/linda-darlinghammond/teacher-satisfaction_b_1367251.html?ref=education
Blessings!
Susan
References:
www. nieer.org
http://www.dnainfo.com/20120329/manhattan/city-may-kill-pre-k-classes-accommodate-waitlisted-kindergartners#.T3-ZKq7TSnw.gmail
http://www.huffingtonpost.com/linda-darlinghammond/teacher-satisfaction_b_1367251.html?ref=education
I have been receiving newsletters from NIEER, (www.nieer.org) and it has some valuable information! For this week, however, I found an outside link that caught my attention pretty quickly. The city of Manhattan is considering killing Pre K classes to accommodate waistlined kindergartners. (http://www.dnainfo.com/20120329/manhattan/city-may-kill-pre-k-classes-accommodate-waitlisted-kindergartners)
The city is facing the problem of space for kindergartners, but should pre k be eliminated just because there is not enough space for all kindergarten students? I am shocked that the Department of Education in this state is considering getting rid of one program to make room for yet another program! Maybe this would be a time to consider more schools? Below is the link to this full article:
http://www.dnainfo.com/20120329/manhattan/city-may-kill-pre-k-classes-accommodate-waitlisted-kindergartners#.T3-ZKq7TSnw.gmail
I would love thoughts on this.......I know it is difficult to obtain adequate funding for building new schools; however, there are many grants and other funding options out there. I believe ALL children deserves an education, starting at the preschool level. I believe it is crucial for children to come to preschool; the social/emotional development is of the utmost importance! Thoughts?? How does this show equity to all children? There are several parents within this article that believes preschool should be eliminated just so their children can attend kindergarten. How is that fair? It seems to me that somehow, funding should be made available to, one, build new schools, or two, find buildings that can be renovated and used as schools.
I believe, since I am an early childhood educator, that all children need to attend formal schooling. I have witnessed the benefits of preschool. Having the social/emotional development is crucial for children to be successful. We are in a world where everything is a team playing position, and we must be able to work as a team, or with a partner. Without that social/emotional development, one will not be successful. I have seen children become better problem solvers, and not always run to me and say, "But I don't know how to do this! or, I can't do this, Mrs. Franklin! It is too hard!" They are now experienced problem solvers, and I will observe them actually solving something on their own without help.
How, then, by removing a preschool program offer any type of equity, or excellence for that matter? If preschool is removed from this state to offer more room for kindergarten, I do not see the fairness in this. As I previously stated, all children should be entitled to an education that offers excellence and fairness.
Please, I welcome any comments you may have! I am truly appalled at this! I truly feel as if the Department of Education could do more for this state, as I have read about the lottery (supposedly) going to the education fund. One person who commented on this article stated it was a "scam." I will definitely follow this story and see where this goes.
There are MANY, MANY resources available on this site. I actually went to another outside source, and there is a blog from the Huffington Post discussing teachers are rarely asked about teaching. I think you will find it interesting. I will copy it below:
Did you ever notice how teachers are rarely asked about teaching?
American teachers deal with a lot: low pay, growing class sizes and escalating teacher-bashing from politicians and pundits. Federal testing and accountability mandates under No Child Left Behind and, more recently, Race to the Top, have added layers of bureaucracy while eliminating much of the creativity and authentic learning that makes teaching enjoyable. Tack on the recession's massive teacher layoffs and other school cuts, plus the challenges of trying to compensate for increasing child poverty, homelessness, and food insecurity, and you get a trifecta of disincentives to become, or remain, a teacher.
Indeed, this year's MetLife teacher satisfaction survey, the 28th such assessment of teacher, parent, and student perspectives on how school life is going, shows the impact of these conditions. Teacher job satisfaction has dropped 15 points since 2009, from 59 percent who were very satisfied to 44 percent, the lowest level in over 20 years. The percentage of teachers who say they are likely to leave the profession has increased by 12 points -- from 17 percent to 29 percent -- now nearing a third of all teachers.
Much has changed in those two years; in 2009, the impacts of recession-based cuts had yet to fully hit schools. Larger classes; laid-off colleagues; cuts to libraries, physical education, foreign languages, arts and music; and reductions in supports like health care, counseling, and afterschool programs that help low-income students overcome impediments to effective learning -- all factor into teachers' decisions about whether to stay on the job. Teachers, parents and students surveyed all reported rising levels of economic insecurity, hunger, poor health, homelessness and anxiety over lack of sufficient resources to pay for household basics. In my own region of Northern California, child homelessness has increased by more than 30 percent in the last two years, with some districts seeing more than 1 in 10 of their students without homes.
At the same time, public discussion and policy increasingly place the full weight of these problems on teachers alone. Despite repeated warnings from leading scholars that test-based "value-added" ratings cannot be reliably used to evaluate individual teachers because they reflect home and other school factors as much as the teacher him or herself, more states are urging that they be used to fire and reward teachers. This is particularly problematic given evidence that teachers' ratings decline when they teach the neediest students -- especially new English learners and students with disabilities.
Indeed, New York State's new policy effectively makes continuing to teach contingent on such test-based ratings, and New York City recently insisted on publishing teachers' names alongside their ratings. This created a furor as it became clear that the scores are wildly unstable from year to year and across subjects, are often based on inaccurate data, and appear unrelated to the known successes of good teachers or the failings of poor ones. This is prompting many great teachers to make plans to leave a profession they loveand children who need them.
Bill Gates noted in a recent op-ed in the New York Times that "using employee evaluations to embarrass people," is something a smart firm like Microsoft would never even contemplate, "much less publish in a newspaper." Even if it is legal, he points out, "as a harbinger of education policy in the United States, it is a big mistake," because "the surest way to weaken [systematic teacher development] is to twist it into a capricious exercise in public shaming."
The problem is not only that the ratings are poor measures of actual effectiveness, but that such policies fundamentally misunderstand what drives teachers to improve and to stay in tough jobs. In his recent best-seller Drive, Daniel Pink draws on years of research to confirm that the personal satisfaction of getting the job done right -- in this case, teaching students well -- is at the core of our drive. That's why bonuses handed out to teachers based largely on test scores turn out not to improve achievement and are often resisted by teachers who want support to succeed, not bribes that undermine intrinsic motivation and collaboration.
We have never heard more policy rhetoric about the importance of developing, recruiting, and retaining strong teachers, especially in our most troubled schools. Ironically, our policies have also never done more to ensure that good teachers will have little incentive to serve and stay in those schools. We need to get the incentives right. According to the Met Life survey, that means enacting a Broader Bolder Approach: treating teachers as professionals, providing them with opportunities to learn with one another and improve their practice, ensuring that schools offer decent teaching and learning conditions, and supporting children with the services that enable them to be ready to learn each day.
http://www.huffingtonpost.com/linda-darlinghammond/teacher-satisfaction_b_1367251.html?ref=education
Blessings!
Susan
References:
www. nieer.org
http://www.dnainfo.com/20120329/manhattan/city-may-kill-pre-k-classes-accommodate-waitlisted-kindergartners#.T3-ZKq7TSnw.gmail
http://www.huffingtonpost.com/linda-darlinghammond/teacher-satisfaction_b_1367251.html?ref=education
Saturday, March 31, 2012
International Contacts - Part 2
Week 5, and NO contacts have emailed me back. I have checked my spam filter and trash, but nothing has been sent there. I am hopeful someone will email me back, even if it is in week 8.
I did, however have my curiosity peaked when I was attempting to listen to a podcast participant. I had great difficulty understanding him, but I wanted to know more, so I went to his website.
His name is Meridas Yora, and he is the Founder and Director for the Yayasan Fajar Hidayah Foundation. After the 2004 tsunami hit Aceh, there were over 140 orphans and 120 casualties under the ages of 5 years old. He knew these children needed homes, so he created a boarding school for them. The teachers had to become not only teachers, but like a mother, father, and nurse because these children had lost everything. I was impressed with his desire to ensure these children were not left homeless, and were given an education. Below are the Foundation's Vision, Mission, Strategy, and Implementation. The children as well as the teachers and Meridas give their thanks to God for allowing this to happen.
This is quite extraordinary, in my opinion, because it allows a specific group to organize specific activities and projects beyond the community they are in. It is a collaborative effort to help children from all areas and all issues.
What an informative website! I would encourage all of you to look at it and read about it. I would love to be able to report about emails I am receiving; however, the websites we have looked at have been very informative!
Blessings,
Susan
References:
http://developingchild.harvard.edu/index.php/activities/global_initiative/
http://www.fajarhidayah.com/en/aceh_web/aboutus.htm
http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio/
I did, however have my curiosity peaked when I was attempting to listen to a podcast participant. I had great difficulty understanding him, but I wanted to know more, so I went to his website.
His name is Meridas Yora, and he is the Founder and Director for the Yayasan Fajar Hidayah Foundation. After the 2004 tsunami hit Aceh, there were over 140 orphans and 120 casualties under the ages of 5 years old. He knew these children needed homes, so he created a boarding school for them. The teachers had to become not only teachers, but like a mother, father, and nurse because these children had lost everything. I was impressed with his desire to ensure these children were not left homeless, and were given an education. Below are the Foundation's Vision, Mission, Strategy, and Implementation. The children as well as the teachers and Meridas give their thanks to God for allowing this to happen.
"Our Vision
A world of religious, independent, creative, and technologically advanced Moslem generation perceptive to the dynamics of global changes.
Our Mission
To continuously develop high quality Islamic educational institutions for the present and future generation of Moslems.
Our Strategy
Harnessing the spirit of Islam to endure, progress, and achieve excellence by setting mission, opportunity, resource, and timing in a balanced configuration.
Fajar Hidayah schools are developed, constructed and operated by an integrated management team which generates efficiency both in investments and operation.
Implementation
Fajar Hidayah has been given operational license and accredited fully by the Ministry of Education of The Republic Indonesia both for its primary school and junior high school. Fajar Hidayah adopts the “Active Learning” approach and method of teaching, enriched with Islamic and International orientation.
Development, construction and operation of the schools are done by an integrated management team with diverse expertise, and are fully funded by the foundation supported by receipts from operation." (http://www.fajarhidayah.com/en/aceh_web/aboutus.htm)
I also explored Harvard's website about Global Children's Initiative.
The Global Initiative focuses on 3 specific strategies:
- reframing the discourse around child health and development in the global policy arena by educating high-level decision-makers about the underlying science of learning, behavior, and health, beginning in the earliest years of life;
- supporting innovative, multi-disciplinary research and demonstration projects to expand global understanding of how healthy development happens, how it can be derailed, and how to get it back on track; and
- building leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children.
Moreover, these strategies also involve activities for specific domains. They are:
- early childhood development;
- child mental health; and
- children in crisis and conflict situations.
This is quite extraordinary, in my opinion, because it allows a specific group to organize specific activities and projects beyond the community they are in. It is a collaborative effort to help children from all areas and all issues.
What an informative website! I would encourage all of you to look at it and read about it. I would love to be able to report about emails I am receiving; however, the websites we have looked at have been very informative!
Blessings,
Susan
http://developingchild.harvard.edu/index.php/activities/global_initiative/
http://www.fajarhidayah.com/en/aceh_web/aboutus.htm
http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio/
Saturday, March 24, 2012
Sharing Resources.....
Hello, all.
I am still awaiting contact from the numerous emails I have sent out. However, I will not get discouraged as I am enjoying listening to the podcast participants.
I have been reading many, many articles on NIEER's website, as well as their newsletter. There is a wealth of information for early childhood professionals on this website.
When I began reading the current newsletter, I was immediately drawn to the "Early Play=Academic Achievement" tab. This was taken from the publication, Family Science. In this article, it is quoted, "toddlers engage in cognitively stimulating play, such as pretend play, which can have long lasting effects on academic success." (Family Science) It continues to elude to the fact that if this type of parental involvement takes place, even as early as 2 years old, it can be a predictor of 5th grade math and reading achievement. I read that, and I sat back and thought of that for a few moments.
As an educator for early childhood, I believe it is crucial for children to play. They are learning so many skills while at play, and it makes total sense that this could be a predictor of how well they achieve in upper grades. I have seen so many children lose that imagination and creativity, as well as social problems due to the lack of play. On NIEER's website, there is a publication dedicated to Growing and Learning for preschoolers, which is all about incorporating play into the classroom. There is a short video about play. I would encourage you to view it! It is well worth your time to watch it! I have posted the link to the video; please watch it when you have a moment.
http://nieer.org/docs/index.php?DocID=65
There are many, many publications, resources, research, etc. on this website. I was particularly impressed with the writings about Ted Kennedy. For me, I have thought most politicians were all about their own agendas. However, according to NIEER's co-director, Steve Barnett, this senator was fighting for healthy child development before he died. He also went on to say there would be far less federal support had Kennedy not been involved. Below is an interview Mr. Kennedy did back in 2009 with Preschool Matters.
This website offers a wealth of information for educators. I would encourage you all to take a moment and browse through this website and subscribe to this newsletter. It is wonderful! I have learned, while I once believed all politicians had their own agendas, some actually do have the best interest of children at heart. I realized this by reading what Mr. Kennedy had to say
References:
www.nieer.org
I am still awaiting contact from the numerous emails I have sent out. However, I will not get discouraged as I am enjoying listening to the podcast participants.
I have been reading many, many articles on NIEER's website, as well as their newsletter. There is a wealth of information for early childhood professionals on this website.
When I began reading the current newsletter, I was immediately drawn to the "Early Play=Academic Achievement" tab. This was taken from the publication, Family Science. In this article, it is quoted, "toddlers engage in cognitively stimulating play, such as pretend play, which can have long lasting effects on academic success." (Family Science) It continues to elude to the fact that if this type of parental involvement takes place, even as early as 2 years old, it can be a predictor of 5th grade math and reading achievement. I read that, and I sat back and thought of that for a few moments.
As an educator for early childhood, I believe it is crucial for children to play. They are learning so many skills while at play, and it makes total sense that this could be a predictor of how well they achieve in upper grades. I have seen so many children lose that imagination and creativity, as well as social problems due to the lack of play. On NIEER's website, there is a publication dedicated to Growing and Learning for preschoolers, which is all about incorporating play into the classroom. There is a short video about play. I would encourage you to view it! It is well worth your time to watch it! I have posted the link to the video; please watch it when you have a moment.
http://nieer.org/docs/index.php?DocID=65
There are many, many publications, resources, research, etc. on this website. I was particularly impressed with the writings about Ted Kennedy. For me, I have thought most politicians were all about their own agendas. However, according to NIEER's co-director, Steve Barnett, this senator was fighting for healthy child development before he died. He also went on to say there would be far less federal support had Kennedy not been involved. Below is an interview Mr. Kennedy did back in 2009 with Preschool Matters.
Senator Ted Kennedy on the Federal Role in Early Care and Education
Few people have been as involved in the struggle for health and education services for children for as long as eight-term Senator Edward J. Kennedy. A staunch supporter of Head Start and other early childhood programs, Kennedy serves as chairman of the Senate Health, Education, Labor and Pensions Committee. Preschool Matters asked him about the state of early education and the federal role in it.
Q: Perhaps more than anybody in Washington, you have fought the longest and hardest for early childhood education. As you well know, garnering support for dedicating the kind of resources needed to effectively educate young children has been an uphill battle. Now that substantial new funding is coming by way of the stimulus plan, what are your thoughts?
A: Overall, the recovery investment is a major step toward ending the current economic nightmare and renewing the promise of the American dream, and early childhood education will be one of the most important beneficiaries. More teachers can be trained and hired, and the quality of early learning programs will be increased. There will also be needed new support for child care, which means that more young children will be cared for while their parents are at work or looking for jobs. These steps are significant, but more remains to be done. I look forward to working with Congress and the administration to see that all young children receive the early learning and support they need to be successful when they reach school.
A: Overall, the recovery investment is a major step toward ending the current economic nightmare and renewing the promise of the American dream, and early childhood education will be one of the most important beneficiaries. More teachers can be trained and hired, and the quality of early learning programs will be increased. There will also be needed new support for child care, which means that more young children will be cared for while their parents are at work or looking for jobs. These steps are significant, but more remains to be done. I look forward to working with Congress and the administration to see that all young children receive the early learning and support they need to be successful when they reach school.
Q: What do you say to those who maintain that ramping up funding for early care and education in a stimulus plan is setting up the early childhood community for a fall since the money coming from stimulus is not permanent funding?
A: Each year of a child's life is important. We can't deny young children today based on what we may or may not do two years from now. These funds are critical to keeping parents working and children in safe and productive early learning environments. In Massachusetts alone, I've heard countless stories of parents no longer able to afford the high cost of child care, and schools struggling to cover basic costs for transportation, food and staff. Few federal dollars are better spent. These investments need to be maintained and even increased, so that all children are not only ready for school, but are also well-prepared to become successful members of the workforce.
A: Each year of a child's life is important. We can't deny young children today based on what we may or may not do two years from now. These funds are critical to keeping parents working and children in safe and productive early learning environments. In Massachusetts alone, I've heard countless stories of parents no longer able to afford the high cost of child care, and schools struggling to cover basic costs for transportation, food and staff. Few federal dollars are better spent. These investments need to be maintained and even increased, so that all children are not only ready for school, but are also well-prepared to become successful members of the workforce.
Q: With the enhanced funding for Head Start and some bills in Congress aimed at helping states fund their pre-K programs, some say we should be moving toward a more coordinated system of federal/state preschool. Do you think that's a good idea?
A: Yes. Many states have begun to invest in early childhood education and child care programs. In Massachusetts we have Head Start, Early Head Start, state-funded prekindergarten and other community-based early learning programs for children and their families. Better coordination of these investments at all levels will reduce gaps in services, increase cooperation among early childhood educators and providers, and optimize the impact of these investments. That's why state advisory councils were included in the Improving Head Start for School Readiness Act passed by Congress in 2007. Councils will help states align their programs and coordinate investments in early learning and child care. The role and responsibilities of these councils will assure the continuing success of early learning programs. We must also see that the Department of Education and the Department of Health and Human Services coordinate in ways that optimize programs for young children and their families.
A: Yes. Many states have begun to invest in early childhood education and child care programs. In Massachusetts we have Head Start, Early Head Start, state-funded prekindergarten and other community-based early learning programs for children and their families. Better coordination of these investments at all levels will reduce gaps in services, increase cooperation among early childhood educators and providers, and optimize the impact of these investments. That's why state advisory councils were included in the Improving Head Start for School Readiness Act passed by Congress in 2007. Councils will help states align their programs and coordinate investments in early learning and child care. The role and responsibilities of these councils will assure the continuing success of early learning programs. We must also see that the Department of Education and the Department of Health and Human Services coordinate in ways that optimize programs for young children and their families.
Q: Taxpayers need to know how effective any new investments in early childhood education are at producing positive results. Are there issues or questions that research might address that would help you and your colleagues develop better policy?
A: The science of brain development and years of data from high-quality early childhood programs such as Head Start, Perry Preschool and Abbott have made Congress and the country much better aware of the importance of investing in this area. In coming years, it will be important to have research that sheds additional light on the short-term benefits associated with high-quality early learning opportunities and gives us a better understanding of the key components of high-quality programs, such as staffing and professional development, curriculum, class size, standards, and resources and their direct benefits. Research will also give us a better analysis of workforce development; beyond general statistics on early childhood educators, broadly it would be helpful for legislators to have a more detailed understanding of the skills, training, opportunities and challenges facing early education providers working with infants and toddlers in quality early learning settings.
A: The science of brain development and years of data from high-quality early childhood programs such as Head Start, Perry Preschool and Abbott have made Congress and the country much better aware of the importance of investing in this area. In coming years, it will be important to have research that sheds additional light on the short-term benefits associated with high-quality early learning opportunities and gives us a better understanding of the key components of high-quality programs, such as staffing and professional development, curriculum, class size, standards, and resources and their direct benefits. Research will also give us a better analysis of workforce development; beyond general statistics on early childhood educators, broadly it would be helpful for legislators to have a more detailed understanding of the skills, training, opportunities and challenges facing early education providers working with infants and toddlers in quality early learning settings.
Q: The preponderance of responsibility for public education has traditionally rested with the states but the federal role is clearly growing. How big do you think the federal role should be?
A: The aim of the federal government is to become a resource by providing a framework for setting achievement benchmarks that will make our country globally competitive. Because of the unfortunate reality of unequal access and unequal quality in education nationwide, the federal role has to expand in order to level the playing field among the states, improve early childhood education and child care standards, and make certain that students are educated in ways that will enable them to be successful in the 21st century global economy. The challenge is for the federal role to grow in a constructive partnership with the states.
A: The aim of the federal government is to become a resource by providing a framework for setting achievement benchmarks that will make our country globally competitive. Because of the unfortunate reality of unequal access and unequal quality in education nationwide, the federal role has to expand in order to level the playing field among the states, improve early childhood education and child care standards, and make certain that students are educated in ways that will enable them to be successful in the 21st century global economy. The challenge is for the federal role to grow in a constructive partnership with the states.
Q: During the previous administration you made a special effort to reach across the aisle and work with your Republican colleagues on issues such as the Head Start Reauthorization. Yet examples of that spirit have seemed the exception rather than the rule in recent years. Do you see us returning to an era of more bipartisanship?
A: Reaching consensus on the issues and achieving the best outcome for the nation will always be our priority. We'll continue to reach across the aisle to achieve our goals on these issues. All of us are encouraged by President Obama's commitment to such bipartisanship, and I'm hopeful that we can keep these key issues out of the partisan arena.
A: Reaching consensus on the issues and achieving the best outcome for the nation will always be our priority. We'll continue to reach across the aisle to achieve our goals on these issues. All of us are encouraged by President Obama's commitment to such bipartisanship, and I'm hopeful that we can keep these key issues out of the partisan arena.
This website offers a wealth of information for educators. I would encourage you all to take a moment and browse through this website and subscribe to this newsletter. It is wonderful! I have learned, while I once believed all politicians had their own agendas, some actually do have the best interest of children at heart. I realized this by reading what Mr. Kennedy had to say
References:
www.nieer.org
Friday, March 16, 2012
My Podcast Participant.....
Hello, all!!
Unfortunately, I never heard back from ANY contact outside of the United States. :-( I was very excited; but now I am having to do the alternative assignment. When I first thought of the podcast, I was not looking forward to it. However, upon hearing what some of these professionals do, it is quite interesting. I would encourage everyone to go listen to some of the interviews.
I chose, for this week that is, Maysoun Chehab. She is quite an amazing person, in my opinion. She works in Lebanon, Syria, Sudan, Egypt, and Yemen raising awareness of early childhood care and learning to parents, families and educators. She trains caregivers of early childhood children on best practices, as well as providing resources. (Mainly Arabic resources)
During the podcast, she spoke of a devastating storm that demolished a school; she made sure she trained parents, caregivers, and educators on how to help young children cope with this type of situation; she taught them how to provide emotional services to these children.
The website; www.worldforumfoundation.org has a wealth of information.There is information on current, as well as past projects; becoming involved with this work; to numerous initiatives. Please, go take a look around. I am considering joining this wonderful community of educators!
Poverty
This week has been quite eye opening for me! I have always thought other countries dealt with poverty; however, since I have been digging into resources and speaking with people in my community, I now realize people are dealing with this issue each day! It has made me appreciate what I have, but be more aware of what to look for, as well as offer aid to those in need. I believe, just as this picture says, that we can end poverty together. We must be educated on poverty, as well as what to look for! References:
World Forum Foundation; 2012. www.worldforumfoundation.org
Saturday, March 10, 2012
Expanding and Sharing our Resources
National Institute for Early Education Research
http://nieer.org
"The National Institute for Early Education Research (NIEER) conducts and communicates research to support high quality, effective, early childhood education for all young children." (nieer.org) This research aids in enhancing children's cognitive, physical, and social development. It works with policy makers as well as educators in all areas for the success of education. It evaluates programs as well as state progress towards creating an excellence of early education.
As I was reading through the newsletter, the very first topic caught my attention. CBS news actually did a news segment on this; kindergarten redshirting. Parents (that is, male children of caucasian families who are from higher income families) believe, if they keep their children from entering kindergarten for an extra year, they will be maturer and be better able to handle the rigor of school. This is, in my opinion. not a logical decision. While it does help children mature, it also prevents students from participating in the social/emotional areas of development. Children need to learn to handle situations with their peers, as well. Below is a link that discusses the pros and cons of kindergarten redshirting.
http://www.cbsnews.com/8301-504803_162-57389721-10391709/kindergarten-redshirting.-what-would-you-do/
As a parent, I would have not chosen this for my daughter, especially since she was an only child. I knew the importance of social development. As you watch this interview, what would you do if you had children? Would you redshirt from kindergarten?
I also found a video on the effects of high quality preschool programs on NIEER's website. I will post the link below.
http://nieer.org/docs/index.php?DocID=65
I enjoy reading the newsletters from NIEER. I would encourage all educators to join this newsletter, as well.
http://nieer.org
"The National Institute for Early Education Research (NIEER) conducts and communicates research to support high quality, effective, early childhood education for all young children." (nieer.org) This research aids in enhancing children's cognitive, physical, and social development. It works with policy makers as well as educators in all areas for the success of education. It evaluates programs as well as state progress towards creating an excellence of early education.
As I was reading through the newsletter, the very first topic caught my attention. CBS news actually did a news segment on this; kindergarten redshirting. Parents (that is, male children of caucasian families who are from higher income families) believe, if they keep their children from entering kindergarten for an extra year, they will be maturer and be better able to handle the rigor of school. This is, in my opinion. not a logical decision. While it does help children mature, it also prevents students from participating in the social/emotional areas of development. Children need to learn to handle situations with their peers, as well. Below is a link that discusses the pros and cons of kindergarten redshirting.
http://www.cbsnews.com/8301-504803_162-57389721-10391709/kindergarten-redshirting.-what-would-you-do/
As a parent, I would have not chosen this for my daughter, especially since she was an only child. I knew the importance of social development. As you watch this interview, what would you do if you had children? Would you redshirt from kindergarten?
I also found a video on the effects of high quality preschool programs on NIEER's website. I will post the link below.
http://nieer.org/docs/index.php?DocID=65
I enjoy reading the newsletters from NIEER. I would encourage all educators to join this newsletter, as well.
Saturday, March 3, 2012
Traveling Around The World And Back......
What a challenging assignment this has turned out to be! It has been quite frustrating! I have sent out over a dozen emails to many different countries. I did this on Monday, and as of today, NOTHING! I did, however, get emails stating the the email would be sent but at a delay due to technical difficulties.
I really do not want to have to revert to the optional assignment. Rather, I would enjoy talking to a person and being able to ask questions and have those questions answered.
Unfortunately, I do not have anyone at my district, or know anyone that is from another country. :( So, that option is not available for me.
I will certainly keep my fingers crossed!!
For part 2 of this assignment, I looked at many of the different websites for Early Childhood. However, I chose National Institute for Early Education Research because, in my opinion, we need to know everything about children before we can be effective educators! I want to keep up with the research so I can help all of my students succeed. I feel I can never learn enough!
I am sure I will keep up with many of the websites. I have been going back to Pre-K now numerous times. I enjoy have the endless supply of resources available to me!
Blessings!
Susan
I really do not want to have to revert to the optional assignment. Rather, I would enjoy talking to a person and being able to ask questions and have those questions answered.
Unfortunately, I do not have anyone at my district, or know anyone that is from another country. :( So, that option is not available for me.
I will certainly keep my fingers crossed!!
For part 2 of this assignment, I looked at many of the different websites for Early Childhood. However, I chose National Institute for Early Education Research because, in my opinion, we need to know everything about children before we can be effective educators! I want to keep up with the research so I can help all of my students succeed. I feel I can never learn enough!
I am sure I will keep up with many of the websites. I have been going back to Pre-K now numerous times. I enjoy have the endless supply of resources available to me!
Blessings!
Susan
Friday, February 10, 2012
My Supports
We all have support systems that we can't seem to live without. First, my biggest support would be my husband. I do not believe I could accomplish the things I have without his support. When things get difficult, he is always there to offer encouraging words and lifts me up. He is also my partner, and without him, I am only 50%. We keep each other motivated and positive. We co-parent our daughter, and we help each other in every aspect of our life. When I am facing an issue, he is always the one who talks with me and offers his suggestions. We work through everything together!
Second, I need the support of my job. First, I do need the salary to pay for my debt and to keep up with demands of everyday living. However, I also need the support of my job to allow me to continue to grow and be a great teacher and mentor for the children in my classroom. Without the support of my job, I would have difficulty growing as an educator.
When I say I need the support of my job that also means the support from my colleagues and my administrators. I need the feedback from all of them to allow me to become better. If I am doing something that needs to be adjusted, I have the support from them. They offer suggestions and give constructive criticism. I am able to take that and make things better for myself as well as my students.
A challenge for me would be the loss of sight. I feel as if I could handle the loss of limbs, the loss of hearing, and even the loss of the ability to walk, but I feel as if I would lose out significantly if my sight was gone. I am sure some people would disagree, but I so enjoy seeing the beauty in the world! I love waking up each day to see my husband and daughter, and I absolutely love seeing my sweet preschoolers pop in each morning! It is so gratifying to see their sweet expressions when they accomplish something!
However, should that be something I had to deal with, I would most definitely need the support of my co-workers to help me get through the day. I would need them to help me with day to day tasks of teaching, and help me with preparations.
I would also need the support of my family. I am not sure I could do anything without their support, both emotionally and physically. I would also need the support of my students and parents. How could I accomplish anything without their help?
For those of you reading this, what are your thoughts on a blind teacher? Do you know of any? What, in your opinion, do you think parents and students would think? I would love your comments!!
Second, I need the support of my job. First, I do need the salary to pay for my debt and to keep up with demands of everyday living. However, I also need the support of my job to allow me to continue to grow and be a great teacher and mentor for the children in my classroom. Without the support of my job, I would have difficulty growing as an educator.
When I say I need the support of my job that also means the support from my colleagues and my administrators. I need the feedback from all of them to allow me to become better. If I am doing something that needs to be adjusted, I have the support from them. They offer suggestions and give constructive criticism. I am able to take that and make things better for myself as well as my students.
A challenge for me would be the loss of sight. I feel as if I could handle the loss of limbs, the loss of hearing, and even the loss of the ability to walk, but I feel as if I would lose out significantly if my sight was gone. I am sure some people would disagree, but I so enjoy seeing the beauty in the world! I love waking up each day to see my husband and daughter, and I absolutely love seeing my sweet preschoolers pop in each morning! It is so gratifying to see their sweet expressions when they accomplish something!
However, should that be something I had to deal with, I would most definitely need the support of my co-workers to help me get through the day. I would need them to help me with day to day tasks of teaching, and help me with preparations.
I would also need the support of my family. I am not sure I could do anything without their support, both emotionally and physically. I would also need the support of my students and parents. How could I accomplish anything without their help?
For those of you reading this, what are your thoughts on a blind teacher? Do you know of any? What, in your opinion, do you think parents and students would think? I would love your comments!!
Thursday, January 26, 2012
My Connections to Play
Imagining I was a child in a wooded area with hours to play was so exciting! What I know about play allowed me to vision what would be such a learning experience!
I would be in a wooded area with many materials. I would have a shovel (toy one, of course!) a pail, my companion baby doll, toy camera, and any other type of toy that would allow me to explore my world. My adult would be my Aunt, but her role would only be to ensure I was safe. I would spend my time exploring every part of the woods, from small crevices to open land areas. I would take pictures with my camera so I could show my parents about my journey when I arrived home! I would take my friend, who is a boy with me. We could learn how to explore together and solve many problems with one another! What fun we would have!!
I would be in a wooded area with many materials. I would have a shovel (toy one, of course!) a pail, my companion baby doll, toy camera, and any other type of toy that would allow me to explore my world. My adult would be my Aunt, but her role would only be to ensure I was safe. I would spend my time exploring every part of the woods, from small crevices to open land areas. I would take pictures with my camera so I could show my parents about my journey when I arrived home! I would take my friend, who is a boy with me. We could learn how to explore together and solve many problems with one another! What fun we would have!!
“Play is the beginning of knowledge.” ~ Anonymous
What a true statement! A child begins learning through play, thus making it the beginings of knowledge! Watching a child solve a problem during play is such a remarkable experience! Watching their faces after they discovered something new is even more remarkable! Children need to learn to solve problems on their own, with adults as watchers, and not answer givers, so to speak! Through play, a child learns how to problem solve; social and emotional skills, as well as the ability to control their impulses.
“Almost all creativity involves purposeful play.” ~ Abraham Maslow
“Play is the highest form of research.” ~ Albert Einstein
I could not agree more! Maslow is absolutely correct! When we take play from our children, their creativity and imagination all but disappears! When a child is allowed to play, they can use whatever they want and take off with it. I have overhead many of my students using such wonderful, vivid imaginary creatures and imaginary aliens, etc. I refuse to take away that creativity! And, as Einstein stated, play is the highest form of research! Children learn everything they need through play!
I believe blocks are essential for children; they learn to use hand/eye coordination as well as their imagination. Many days, in the block center, my students will make letters we have learned out of the blocks. They are connecting that learning with their ability to use a concrete object.
The dramatic play center is a must in my classroom. Children can use their imagination and be whatever they want and do whatever they want! This is essential for creativity! As Einstein stated, play is the highest form of research; this center allows students to explore! They learn to control their impulses and use their social/emotional skills!
The math center is a MUST! Children can play and not realize just how much they are learning! Having the math center allows children to problem solve with concrete objects! It is amazing watching students see their own success when they solve a problem!
Play is such an essential for children. It allows them to use their creativity; allows them to be what they want to be and do what they want to do; it teaches the concept of problem solving as well as social/emotional skills. As an educator, I refuse to take that away from my students. I have seen the benefits of having play in my classroom and how wonderful it is! A child needs every opportunity available to increase their knowledge. I believe that knowledge is best attainable through play!
Tuesday, January 10, 2012
Relationships are important to me (now) because growing up there were only negative relationships. (If you will refer back to some of my blogs, you will read what I am talking about as far as relationships) There was no love or positive, healthy developments through relationships.
However, when God blessed me with my wonderful daughter, I knew it was time to develop lasting relationships in life. When Madisyn was born, I knew my life would be totally different. God though enough of me to allow me to be a mother, so I knew I needed to instill positive relationships in my daughter. Unfortunately, her dad and I divorced when was she 4 years old, and I was afraid I had failed as far as relationships went. But, I was proven wrong because my daughter is the most compassionate, kind young lady I have seen. She has many healthy relationships in her life. Secondly, God blessed me with an amazing husband. He and I have 110% trust in each other, we love our amazing God, and we know we can count on each other. We have a wonderful relationship, but we also have a partnership. Everything we do has our marriage at the center of it. Each choice we make is centered around God, our marriage, and each other.
Here is a picture of the two most important people whom I have wonderful relationships with. This is my husband, Robert, and my daughter, Madisyn.
I also have wonderful partnerships with my students and their families. Unfortunately, due to laws, I am unable to post their picture. I would LOVE to show them off, but I cannot. However, I can discuss these partnerships. Each child and I have a relationship that is unlike any other relationship. First, I want each child to feel safe when they leave their home. I want them to know they are coming in to my room and I will keep them safe and secure. Secondly, I want each child to feel genuine love from me. I want them to know, through my actions and words, that I truly love them and want to do what is best for them. My students and I have a partnership of sorts because they understand I have a job to do, but they also know they have a job as well. We understand each other, we trust each other, and we work to complete our jobs. I have those partnerships with families, as well. I respect everything about them, including their beliefs, language, etc. I never show any sign of disrespect, and I always want to show parents I will do everything I can for their children.
Because I grew up without those positive relationships, I wanted to teach my daughter how to have that type of relationship with everyone. This was quite the task since I didn't know a lot of what a positive relationship really was. However, God showed me the way, and I had wonderful role models within my church and my amazing mother-in-law. By showing love and compassion and caring to others, those relationships form. I remember when my daughter was in the 2nd or 3rd grade and there was a young lady at school that no one really liked because she was different. Well, I am proud to say my sweet daughter became her friend, and she did not care who said anything or laughed about it. She stated to me that her friend had feelings and deserved to be loved just like everyone else. For me, this was a wonderful feeling because I knew I had aided in creating a compassionate, loving child.
There must be trust in any relationship. Without trust, it will fail, period. I have learned, through many, many hard lessons that we need to trust those we have relationships with. Now, I do not mean our spouses or significant others, I am also referring to family members, friends, and our students. I would like to use my class as an example. Because preschoolers are so accustomed to staying home, sometimes they may cry when they come to school the first day. First, we must have a trust with the family members, but secondly, we MUST develop that trust with our students. For example, for about 5 weeks one of my students would cry for her mommy. She would break down if she even seen her big sister. Her mother had previously worked in a Head Start school and understood this was part of the developing and students would do this. Each day, I showed love and consoled my sweet student. After 5 weeks, she stopped crying and has NEVER cried since. I contribute forming a trusting, loving relationship as to why she is so comfortable in my classroom now.
In order to be a more effective early childhood professional, I know I must have healthy partnerships with my students and their families. It is imperative that I never disrespect a family because of their beliefs or their home language; this will cause a family to totally shut down and lose trust and faith in you, thus causing difficulty to believe anything you say you will do for their child. Rather, I want to be positive and create that openness where families will come to me and begin asking questions and be actively engaged in their child’s education!
References:
Halgunseth, L., Peterson, A., Stark, D., & Moodie, S. (2009). Family engagement, diverse families, and
early childhood education programs: An integrated review of the literature. Retrieved from
http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf
Laureate Education, Inc. (2010). Sectors in the Early Childhood Field. In Effective Programs and Practices.
Laureate Education, Inc. (2010). Sectors in the Early Childhood Field. In Effective Programs and Practices.
Retrieved frohttp://mym.cdn.laureate- media.com/2dett4d/Walden/EDUC/6161/01/mm/sectors/index.html
Souto-Manning, M. (2010). Family involvement: Challenges to consider, strengths to build on. Young
Souto-Manning, M. (2010). Family involvement: Challenges to consider, strengths to build on. Young
Children, 65(2), 82–88.
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