Farewell

I would like to take some time to thank all of you for being a part of this class with me for the past 8 weeks.  I enjoyed reading your thoughts, opinions and insights each week in our discussions and I really loved reading everyone's blogs.  You all really opened up and shared personal accounts from your life which helped me to understand the communication process in a deeper way.  Best of luck to all of you as we move on to another stage in this process.
~Rachel

Adjourning and Adjusting

Adjourning from a group is a part of life. However, this stage can be difficult when the separation comes from a group that has worked so well together. A group that I had a terrible time adjourning from was my 2nd grade class from last year. As a group, we went through all of the stages. But by the end, I have to say they were the best class I've ever had. We all worked as such a team and there were almost zero behavior issues. To help with the impending separation, as a class, we took a walk down memory lane and remembered our wonderful year together. It really helped in saying goodbye. I can't say I didn't cry on my way home though!  In the end, I was able to look back and say that I had accomplished all that I wanted to with my group.

It's hard to believe that I only have three more courses after this one with Walden University. This was such a nerve-wracking journey for me when I first started. There have been many colleagues that  were such a wonderful support and help when I began. Now that I am further along and not crying all of the time and worrying so much over every little assignment, I feel more at ease and really appreciate all of the honest and helpful feedback I get from my colleagues. While I will be filled with joy to graduate, I wish all of them nothing but success!

Applying Non-Violent Communication Skills

During the last school year, I switched grades to become a second grade teacher.  Another teacher that had been a long-time third grade teacher made the switch to 2nd grade after 3 of the four teachers had retired.  They reduced the number of 2nd grade teachers to three.  The teacher that was left had taught with the other three teachers for 16 years.  She did not do well with this transition.  The other new teacher and I tried very hard to adapt to what they had always done in 2nd grade, but we also wanted to create a new path for ourselves and try some new ideas.  This was not received well at all.  Little disagreements and hard feelings that were covered up throughout the school year came to a head in April.  the 2nd grade had always put on a spring musical that they wrote and directed themselves.  The other new teacher and I weren't overly enthusiastic about doing the program as we saw it to not be beneficial of our time.  The senior second grade teacher did not include us in the writing of the program or in the song choices or scenery, but instead enlisted the help of the former second grade teachers.  When it was time for our first rehearsal, the other new teacher and I decided to line our students up to go on stage in the auditorium. Apparently, it had always been done a different way and that was the straw that broke the camels back.  Not only did the senior teacher not speak or interact with either of us for three weeks, it came down to a nasty meeting with the principal.

Knowing what I have now learned, i would have handled this situation in a completely different way. I should have removed my personal feelings of insult from the situation and looked at it from the perspective of the senior teacher.  Sixteen years is a long time to work with the same group of people.  to have them all leave at the same time had to be hard to handle. Had a viewed this in a more neutral way and looked at all sides, i would have been able to see the situation in a new light and not a confrontational one.

Applying the 3 R's of respect, reciprocation and response would have also helped.  I should have shown her respect for her years teaching the grade and for the situation she was in. She could have also shown respect in giving us credit for being able to bring some new ideas. By reciprocating, i could have shown extra respect the first year by just going along with what had been done in the past.  perhaps then, she would have reciprocated my respect with allowing us to make small changes without holding a grudge or feeling territorial. I should have also had a more mature response.  For the first three weeks that she ignored us, I tried to ignore that we were being ignored 9if that makes sense).  Finally though, it grew to a head and we all three responded in a negative way.

Looking back, I could of handled this situation in a much better way if I had the knowledge I have now.

References:

The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from http://www.cnvc.org/

Being an Effective Communicator

I feel that I really learned a lot from this week's application assignment. Something that really stuck out to me was that I evaluated myself as a better listener than what my husband and co-worker evaluated me as.  My husband actually thought i was a 'time-oriented' listener.  This made me really feel badly.  As my life has become much busier now that I am in this program, my actions have made him feel as though I only listen when it fits me schedule. He is such an important person in my life and I would have not known he felt this way if not for this assignment.  This is an area that I will be improving on for sure.

I also learned that I am far more aggressive with him in conversations than I am with others, especially on my job.  Perhaps I know that i am bound to a certain level of professionalism when I am working and that keeps me at a more respectful level.  However, I need to also change this with my husband and be far more respectful when we confront one another.

This assignment really helped highlight areas in which I need to grow and I am thankful for that!

Effective Communication Across Cultures

At first, when asked if I communicated differently with people of different groups and cultures, my first instinct was to reply with the answer of "no".  However, with further introspect, I very much do respond to people of other cultures differently.  However, I don't feel that I do it in a negative way.

Throughout my day, I deal with children, colleagues,families of my students, my daughter and husband. In looking at my communication with them, I have taken notice of a few things.

When communicating with all of the above, I am really trying to be a good listener.  Often in the past, I would be so preoccupied with what I could say in response, that i was not truly listening.  I have been quieter in conversations as of lately, but I feel that i am making a better effort at being a better listener.

When communicating with the families of my children, I really have been trying to think about how I as a mother, would like to be dealt with by my child's teacher.  Do I want to hear what my child can't do or what they can do?  Do I want to know that my child is cared for by their teacher and they want to help them grow?  Yes, of course I do.  I have been approaching all of the parents I deal with in the same manner.

When communicating with my husband or daughter, I have found in the past that we can be the most disrespectful with each other.  at times, we can be quick to snap at each other whereas we might not act the same toward someone who is not so close.  This course has helped me to see that I need to treat them as "they" would want to be treated.  We can't stop effective communication at the door.

I do believe we can tailor our communication to the different groups and cultures we come across.  this doesn't have to be negative, but rather a positive change that helps us communicate and relate in a better way.

Observing Communication on Television

For this assignment, I chose to watch the show Long Island Medium on TLC.  While watching this show in its muted version, I noticed that, as the lady with the big hair (the Long Island Medium I presumed), entered a room, some people had their arms folded while looking at her while others in the room smiled and nodded as I watched her speak.  My assumptions of this non-verbal behavior would be that the people with their arms folded do not either believe in or trust someone who states that they are a medium.  While those who nod as she speaks and are smiling are much more open to her.  I also noticed in other scenes that as she speaks to what appear to be random people in a Chinese restaurant , some reach out and touch her arm as she speaks to them as others take steps back when she first approaches.  I believe that again, the ones who reach out to her are more open to her talent or gift whereas others who back away from it are more intimidated by it.

When I watched the show again, I found that my presumptions were correct.  When people accepted that she was a medium, they showed acceptance both verbally and physically.  However, those who were not as accepting did not say so verbally, but their body language spoke for them.  I found this to be interesting.  Often when we think we are fooling others of our true feelings, we are not.  Our body language can usually give us away!  This is something important to remember in the education filed because if we meet with parents or work with students, we need to be aware that our body language will often tell what we are truly thinking.

Positive Communication Skills

If I had to think of someone that I would like to model my communication skills after, it would be my fellow 2nd grade co-worker, Michele Brown.  When you talk to Michele, she really listens and responds to what you had to say.  I really noticed her skills last April.  There was a large group of co-workers, including myself and Michele,who had to sit with our principal to discuss some juvenile and unprofessional behavior by some co-workers.  There were people in the meeting who chose to make the situation unprofessional and, at times, inappropriate.  After a while, my temper flared and I became angry with many of the comments.  When I get angry, I don't shout, but rather cry.  Once I do this, I always feel that I am completely lost in trying to communicate my true feelings and I feel like I look weak.  However, throughout the whole meeting, despite nasty comments being pushed her way, Michele kept her calm.  She responded in a very professional manner and never lost her temper.  I left that meeting with a new respect for her.  Not only did she never loose her cool, she left the meeting looking better than any of the rest of us because she always kept composure and control over herself. I would really like to model many of my communication skills after Michele.

Professional Hopes and Goals

When thinking about parents and families that come from diverse backgrounds, my greatest hope as an educator, is that I provide an environemtn where both the student and parents feel welcomed, respected and valued.  I think it's safe to say that any person would want that in any situation.  However, i feel for a child to learn, this needs to be in place and a well-function relationship with the parents is a must.

If I could set a diversity-related goal for early childhood education, it would be that all undergraduate students should be required to take a course like this.  While it's great that I have learned all of this great information now, it would have been very useful when I was just beginning to teach.  All of the lessons we learned are vital and all educators should come equipped with these lessons before they ever enter a classroom.

I would like to thank all of my colleagues that have made the journey through this course with me.  I rather liked being placed in small groups for discussions and blogging.  I felt like I had a trusted group that I could share information with and gain new ideas.  I wish you all much success in the future...and enjoy the next two weeks with no assignments!!

Welcoming Families From Around the World

My town of Wapakoneta has a sister city in Lengerich, Germany. This has inspired me for this week's assignment.



My new student's name is Gretel.  Her family has just moved her from Lengerich, Germany as her father has taken an automotive engineer's job at the local Ford Engine Plant.  In preparation for Gretel's arrival, I have several adaptations to make.

1. I will conduct a home visit with Gretel and her parents.  Being able to interact with them one on one in their home, where they feel comfortable, will help give me some background knowledge on Gretel and I will see firsthand her family life.

2. I will research common words in German and teach those to my students prior to Gretel's arrival. Although Gretel's family is bilingual, I feel that hearing her native language will help her feel more at ease. Having at least a basic knowledge of the German language will help both me and my students communicate with her.

3. I will invite her parents to share their customs and family life from Germany with our class.  I would especially like for them to do a presentation at Christmas time to show the students how many of our Christmas traditions were started from where Gretel came.

4.  I would like to have a German food party.  I would ask Gretel what her favorite German foods are and have a sampling of these foods for the class.  I feel that food is such an important part of most cultures.  

5. I would also do background research to see what child development standards are in place in Germany. Gretel could be ahead or behind what we have already learned.  I want to be sure to ease her transition and not frustrate her.

In all, my goal is to provide a welcoming and non-threatening environment for both Gretel and her parents. I want them to feel that I respect and welcome them and their culture.  By doing this, we can work together to provide Gretel with a positive school experience.

Reference: http://www.everyculture.com/Ge-It/Germany.html

The Personal Side of Bias, Prejudice, and Oppression

What memory do you have of an incident when you experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression? Keep in mind that one can encounter such incidents in real contexts, including online environments, as well as in fictional ones, such as movies, books, television shows, and the like.

The incident I would like to describe actually happened today.  I live in a small town that is very predominately Caucasian.  While I was at our local swimming pool, I witnessed an incident that I did not appriove of.  We have two large slides at our pool.  Both slides empty into the same square area of the pool.  The rules of the pool state that you need to swim to the left when coming off the left slide and swim to the right when coming off the right-hand slide.  This is the rule so that swimmers don't cross in front of the path of someone coming off of a slide as it could be dangerous.  However, many children do not remember this and if they are new to the pool, they probably don't realize this as it is not posted anywhere.

I was sitting on the edge of the pool watching my daughter and a friend go down the slides. I had been sitting there quite a while watching children run and make the smae mistake at the slides and usually the guard would just slightly blow their whistle and direct them the correct way.  Well, today, I noticed a little African American girl come off of the left-hand slide and cross in front of the other slide.  My daughter and i visit the pool quite frequently and we have never seen this little girl before.  She, more than likely, didn't know where she was supposed to exit.  What happened next, really upset me.  I watched our pool manager blow her whistle in a very loud, almost angry way at this little girl.  As the little girl exited the pool, the manager got in her face and was very loud and gruff with theis little girl, telling her where she should have exited. The little girl, obviously stunned, just stared at her. So then, the pool manager completely outstepped her boundaries and said, "Do you understand me?" and continued to stay right in the girl's face and repeated that three times until the little girl ran away.  Then, she proceeded to yell at her for running.  Besides being angry over a child being corrected in such a horrible and inappropriate way, I was upset over this little girl being singled out.  Why didn't any of the other children get admonished in that way?

In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity?

This incident diminished equity in the way that all of the children need to abide by the rules.  However, when i say all of the children, that means no matter what their skin color is.  I felt that this little girl stood out in the crowd due to her skin color and she was easily a target. 

What feelings did this incident bring up for you?

This incident brought up quite a bit of emotions for me.  First, I was angry, just to see a child get yelled at in such a way.  I was mad over the fact that this child was singled out.  I felt protective over her and I wanted to (and should have) come between the pool manager and this little girl. I also felt embarrassed.  Is our town so backward that we pick on people for the color of their skin.  Seriously, I had a hard time believing what I had witnessed.

What and/or who would have to change in order to turn this incident into an opportunity for greater equity?

I'm not sure if there is anything that will change the pool manager's personal biases.  However, i will be calling the head pool manager about this.  Hopefully the manager will talk to this woman about the situation.  What I want to stress to him is that I understand that what the child did was unsafe.  However, I believe that the child was not doing anything more than any other child was doing.  They need to post the rule and unless they see a child willfully disobeying the rule, then there is no need to call any child out in that way.

Practicing Awareness of Microaggressions

This week we have been asked to observe microaggresions around us or think back to a time when we have observed microaggresions. 

I have chosen to write about a microaggression from the past that I have observed.  Being that it is summer and we are remodeling out home,  I haven't been out and about with many people the past few weeks.

Last summer, my family and I visited Disney World for the first time.  Something that was made quite clear to us was that being an English-speaking American there put us in the minority, probably for the first time in our lives.  When we were in line, everyone around us either was speaking a different language or had a foreign accent.  I have to admit that at first, it was a little bit of a shocking feeling.  Never had I been in my own country and felt like the minority.  In hindsight, it was good that I was able to experience what this felt like.

One thing that became apparent were was that since we were there in July, it was a heavy season for tourist groups.  There were many groups from South America.  They traveled around the parks in groups pf 20 or more.  They were quite vocal, would sing out loud in line and quite often would walk right in front of a picture or cut in line with no regard to others.  I have to admit, that after several days of this, my husband and I became quite annoyed.  There was obviously a difference in culture going on.  However, at the tale end of our trip, we encountered the same type of tourist group, although this group seemed to be of Asian decent.  They were quiet in line and didn't push or shove.  My husband made, at the time, what seemed like a compliment.  he said "Look how wonderfully they are acting considering they are tourists."  I went right along with his comment, nodding my head in agreement.  What he was saying was intended to be a compliment towards that group.  However, it ended up being much like Susan's comment in our discussion assignment.  It is obvious that the two groups of tourist s were from different cultures.  We had just deemed the other group as "rude". 

Knowing what I know now, I can see how this was a microaggresion.  We needed not forget that we were tourists there too.  I'm sure many Americans visit foreign places and our culture clashes with theirs.  I believe I understand now to be mindful that just because someone's behaviors our different than ours, that it doesn't necessarily translate into rude behaviors. These unintentional types of comments can be quite hurtful, especially when a person has to hear them again and again over time.

Perspectives on Diversity and Culture

Definitions of Diversity and Culture:

 Ben, age 37, married, no children, nursing student, agnostic:

 Diversity "Being willing to accept and respect other's cultures and beliefs that are not like your own."

Culture: "The expression of one's learned behavior as it pertains to social or ethnic group."

 Terri Lynn , age 50, in a domestic partnership, clothing and jewelry designer, Buddist:

Diversity: "My definition of diversity is inclusion. A variety of opinions, backgrounds, cultures and skin colors. Being exposed to people different than ourselves enhances our lives and learning."

Culture: "My definition of culture is the customs and beliefs of a people. How they live in their daily lives, how they dress and what they eat. And again, being exposed to different cultures enhances our lives and learning."

Sarah, age 35, married, mother of three boys, Christian:

Diversity: "Differences between an otherwise similar group of objects or people."

Culture: "The accepted norms, standards and way of life of a group of people."

Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?

I noticed that the anwsers I received about diversity definitions included more than just accepting someone's ethnic group or race. Terri also made mention of their opinions and that being exposed to other cultures enhances our lives.

Which aspects have been omitted—and what are some examples of such omission?

I did not see anything mentioned about cultures changing or any opinions about what it is like to not be from the dominant culture.  I noticed the ansers were geared more toward the "acceptance of others".  Terri probably came the closest to including more of what we have learned, but from reading the information I gave on her, it is easy to see that she is not a part of the dominant culture and that may be why.

In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?

One thing that stuck out to me was that Ben and Sarah had to really think about what diversity and culture meant to them.  However, for Terri, who is predominantly not from the dominant culture, the answers came more thouroughly and with less hesitation.  I am noticing now, how little about diversity I really knew before this class.  If you would have asked my definition of diversity, I would have mentioned including all races and cultures.  My cultural definition would have been what people are raised to celebrate or their religion.  I am now fully aware that these definitions are off-track.  I am glad that each week I am discovering that there is a lot more involved in being diverse and culturally aware.

My Family Culture

Having to evacuate to a new country with a totally different culture would be quite scary.  If I had to immediately choose three items, I know what I would bring.  First, I would bring a photo album.  I would probably bring the most current one I have.  My family, friends and my memories of them are so very precious to me.  Next, I would bring my Betty Crocker cookbook.  My mother gave it to me when I left home.  She had one just like it that her mother gave her when she moved away as well.  I feel that food and the sharing of it are a big part of my culture. Finally, I would bring my miniature Christmas tree.  Christmas is a very important holiday to me and reminds me so much of family and my special memories and traditions we share.

Now, if I was told upon arrival that I could only keep one, I would keep my photo album.  In those photos I could see those I love and remember all of the special times we've shared.  I would be very upset to have lost the other two items as they are special to me as well.  However, memories about gathering together and sharing good food would still be alive in the pictures I was able to keep.

After reading over what I would pick to keep, it becomes apparent to me how dear i hold family and the special times we share in my culture.  The times when my family gathers together are some of the most precious memories I have.  Not to mention that there is always an abundance of food involved!  I hadn't really made the connection that those items that I hold dear are such an important part of my culture.

When I Think of research...

Initially, when I thought of research, the whole idea of it frightened me.  This class was actually giving me anxiety problems.  However, I now feel much more confident with my knowledge of what research entails and being able to understand research when I read it or should I conduct it myself.


I've learned that research doesn't have to be scary.  I really thought it was quite smart how the steps involved were broken down for us and then in the end, we were able to fit the pieces of the puzzle together to see research as a whole.


I've learned a lot about research in terms of the planning and the timeline of the research.  I hadn't thought before about the time involved in something as simple as conducting an interview.  My attention was also brought to the fact that validity in research is paramount.  Without validity, the study can be a waste.  


There were a few bumps in the road when learning about research for me.  At times, I didn't always understand the text. At first, I would become frustrated, but then i learned to just re-read it again (and sometimes 3 times) until I understood. Next, I also had to learn to be very concise in my statements, especially in my hypothesis.  I learned that this needs to be very narrowed.


In total, I have much more respect for the all of the early childhood professionals that have done research.  I have had to read over many research articles since I started my courses with Walden University.  However, I can say I have a new appreciation and understanding for all the work and preparation that went behind all of the research that in turn we use to make us better educators.

Research Around the World

This week, I visited http://www.earlychildhoodaustralia.org.au/.


What are some of the current international research topics?
 For this Australian website,I reviewed their research through practice section.  Their research topics seem to mirror many in the U.S.  their topics included bullying, aggression and young children, children as communicators and young children as active learners just to name a few.


What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?
From this website, I learned about the portfolio journey that one researcher suggests will help the early childhood learning journey.  It is suggested that both teachers and children journal about their teaching/learning experience.  It is suggested that this allows both parties to reflect on their understanding and teaching experiences.  Another insight that I've had is that really, even after crossing oceans, issues with children that need to be researched are very similar, especially in Australia.  Our cultures are very much educationally alike.


What other noteworthy information did you find on this website?
This website also contained very valuable information on best support practices with infant sleep.  this caught my eye because I had a child with colic and this child did not sleep through the night until she was 3.  there is information on establishing routines when feeding and being able to tolerate crying in order to self-soothe.  I feel that the more routine you can establish in this are early on, the happier your baby and you will be.  No sleep for baby equals no sleep for mom and that does not produce positive results...trust me!  I really feel this could be helpful to many parents.

Research That Benefits Children and Families-Option1

This week I have found a research article that shows research benefiting children.  This article actually ties into my topic of the benefits of play on children.  This article is entitled, Bully-Proofing Playgrounds During School Recess, by Stephen Leff and J. Munro, PhD.  This article intrigues me because it is yet another link to making play successful and a learning opportunity.  if a child is being bullied, then negative connotations are then associated with play.


The authors' study took place in a large,K-4, urban, Philadelphia elementary school.  The authors describe the "low-level" aggression that takes place on the playground at this school.  Examples of low-level aggression include teasing, hitting, pushing or threatening.  Often, this can be worse in inner-city schools as they can be under-staffed on the playgrounds and usually have less equipment for all of the children to play on.  The authors noted that many schools have no plan in play that promotes positive social-skills on the playground. The authors suggest that schools devise a plan to empower those in charge of recess to be able to handle situations that arise in a positive manner and working with communities and schools to better construct, design and equip children's playgrounds.


How can this be done?  the authors took their research on what makes successful play and met with school staff and administrators and community stake-holders to devise an intervention plan for implementation on the playground. they took concerns of the children and their families to help devise this plan to meet the needs of the children at that particular school.


The plan they devised included coming up with more activities that children could play cooperatively and with not so much aggression.  they also wanted to promote better relationships between children of different ethnic backgrounds on the playground. Playground monitors were also given training on how to handle playground situations and how to structure activities that would promote positive play.  Students were informed of the changes that would be taking place at recess and they were also informed of the expectations that they would be held to at recess.


The results were a success.  The researchers came back to the school the following year.  They observed 32 different recess periods.They found that having structured activities helped with positive socialization and less aggression among students.  Also, with adults monitoring the activities and being an active presence during play, rather than standing on the sidelines, children of different ethnic backgrounds played more cooperatively together.


This article is definite proof of how researchers were able to make a positive impact on children through their research.  It also shows that research can be beneficial without being intrusive or hurtful to the children it used in the research.


References:


Leff, S. and Munro, J (2011).  retrieved on May 19, 2012 from  http://www.education.com/reference/article/promoting-social-skills-prevent-bullying/?page=3

My Personal Research Jopurney

I have to admit that just the title of this course intimidated me.  However, over the past 2 weeks, I feel that I am starting to feel more comfortable with the research process. At first I expected to be utterly overwhelmed, but it seems as though the process is being broken down in steps for us, and made much easier to digest!  I have really learned a lot already about the different terminology associated with research.  I didn't realize that a research topic could be researched from so many points-of-view or aspects (paradigms)


For my topic, I have chosen how play contributes to cognitive development.  All too often it seems as though playtime is slowly being taken from classrooms.  I feel as though if more policy-makers and the public in general could see that there is a positive link between the two, then maybe a change in favor of play could take place.  Too many people see play as a frivolous activity instead of the important role in really plays in a child's life.


I can't say that at this point I have a great deal of advise to pass on.  The Walden Library has been very helpful to far as has Google Scholar in case anyone needed more resources.  Any insights you could give on the research process would be extremely helpful to me!!!

Reflecting on International Early Childhood Education Awareness

Throughout this course, we have been learning about poverty, equity, and quality in the early childhood education system. However, we have also been exposed to the issue of early childhood education globally. Here are three insights I have gained about this issue globally:


Poverty is a major issue among other countries. Whereas we would like to see even more programs for impoverished children in the United States, other countries have even less access or, no programs at all. 

To continually better our programs, it is important that we partner with other countries. By doing so, we can gain ideas and new ways of thinking to strengthen our programs and theirs. As in our schools here, we need to be constant collaborators.

I learned quite a bit from The Harlem Children's Zone website. Although it is not international, it is from an area that faces its own unique challenges that are quite different from the area that i live and teach in. They have pulled together to form their own educational community that provides structure and a safe place for their children to be on a 7-day a week basis.

The major goal I see for international awareness is to be a constant advocate for children not only in the United States, but globally. Children are children, no matter where they are from and our desire to see all children learn to grow and develop in a healthy, quality environment should not stop at our boarders.

Getting to Know Your International Contacts—Part 3 (Alternative Assignment)

For this week, since I have still received no word from my contacts, I am doing the alternative assignment of reviewing the UNESCO’s “Early Childhood Care and Education” website.  After taking some time to thoroughly explore this site, I have gained some new insights;

• Did you know about "Global Action Week"?  Global Action Week takes place this year from April 22nd-28th, 2012.  It is a week set aside for raising awareness for the need for early childhood education for ALL children-"especially the most vulnerable and disadvantaged". This is an event that is taking place all around the world to raise awareness for this issue.
• This site stresses the quality of early childhood education is about the "holistic" development of the child.  It is not all about just getting them ready for kindergarten, but developing the child as a whole.
• In many countries, poorer children are given "alternatives" to early childhood education rather than the "mainstream" classes that others, who can afford to pay, are taking part in.  I did not realize that rather than assistance, they were given alternatives.
• They stress the importance of countries keeping an open dialogue in terms of education to help better and assist each other in developing and implementing better early childhood programs.

References: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Sharing Resources-Week 6

I have been studying The Harlem Children's Zone website.  To explore further, I chose the link to The Promise Academy Charter Schools  (http://www.hcz.org/programs/promise-academy-charter-schools).  These charter schools were formed with The Harlem Children's Zone to provide a more positive and well-rounded school experience for the children in Harlem.  It is staffed with caring teachers, holds high expectations for the students and most importantly, provided a safe environment. They don't just stick to a normal school schedule.  They offer classes after school hours to provide a place for the children to stay safe and use their energy in the best way possible.  They have also opened a clinic in the academy to offer students a place to receive free medical, dental and mental-health services.  What I found so interesting is that they have created a culture of learning and trust in this school to the point that many of the students spend over 10 hours a day there.  They have truly created a place for these children to grow and feel secure.


Unfortunately, going along with what we have been learning this week, there is a degree of inequity.  As the Harlem Children's Zone would like to help all children, especially in early childhood education, they cannot provide this resource for free for everyone.  To remedy this, they hold a lottery.  This is the best way they have found to handle who can attend the charter school.  It is so unfortunate to see such a quality program that is tailored to bettering the lives of these students and still, only a few are able to take part.


They do however also run a pre-kindergarten program named The Harlem Gems.  What is so awesome about this program is that it is an all-day program with a 4:1 adult to child ratio.  They teach English, Spanisha nd French and service 200 children at a time (HCZ.org, 2012).






References:


Harlem Children's Zone (2012).  Retrieved from: http://www.hcz.org/programs/early-childhood

The Promise Academy Charter Schools (2012).  Retrieved from: http://www.hcz.org/programs/promise-academy-charter-schools

Getting to Know Your International Contacts—Part 2

As to date, I have received no word from the three contacts that I attempted to make.  I was really hoping to have heard at least something from one of them by now, but as that is not the case, I will be doing the alternative assignment to view The Global Children's Initiative website.

This website is quite informative.  However, three topics really interested me.  First, was the topic of Toxic Stress Response.  This can occur in a child when they have prolonged periods of adversity or stress.  Such stresses can include exposure to violence, emotional or physical abuse, neglect and even economic burdens the family as a whole may be facing.  Prolonged exposure to these stresses have shown in studies to cause problems in brain development and can increase stress related diseases.  These complications can continue to affect the child well into their adult years.

Next, I really like how they are making an effort through Harvard University to expand the vision of their students beyond the borders of the United States.  A core mission of this group is to expand knowledge of a diverse global setting.  They also provide leadership training for policymakers, researchers and institutions around the world.

Third, I found the information on Un Buena Comienzo, or "A Good Start".  This project is a collaboration in Santiago, Chile to help improve Early childhood Education, specifically through professional development.  I found this interesting because I feel that when we can become knowledgeable about something, it is our duty to pass it on to other parts of the world.

References:

Global Children's Initiative (2012). Retrieved from: http://developingchild.harvard.edu/activities/global_initiative/

Sharing Resources-week 4

I have been reviewing the website for The Harlem Children's Zone.  A piece of information that caught my eye this week was how the Harlem Children's Zone was making a difference in two different housing developments.  There were two housing developments where they did not feel that children were being reached and were not taking advantage of what they had to offer at their centers. So, they decided to come to them.  They have brought homework help, ACT/SAT study groups, as well as theater and cooking groups on-site to the housing development.  Whereas many of these children might have missed out on these opportunities before, they now have these resources at their fingertips.  i also found it interesting that many former children, now adults, are giving back to this community.  Different organizations gave them a lift-up and instead of just moving away to a better neighborhood, they are giving current children a lift up.  The video can be accessed at: http://www.hcz.org/media/hcz-tv?task=videodirectlink&id=53


I also learned about the HCZ Promise Academy charter school for three year olds.  They offer classes on the weekends for parents of these children who have won a lottery to attend.  Yes, they had to win a lottery to attend.  I find this sad and an example of economics at work.  the fact that some children will not "win the lottery" and be able to go is so sad.  So, so many of the children in this area need this desperately and it's sad that more money can't be made available for all of these children to have a head start.  For the parents of children who have won the lottery, Saturday classes are offered to teach the parents about child development, language skills and development and parenting skills.


This website offers so much information and insight on inner-city youth and the ways this organization is trying to make a difference.  If you haven't viewed their site, I highly recommend it!

Childhood Poverty Research

As I have received no information from any of the contacts i attempted to make, i chose to research poverty in china for this week's blog assignment.

• Modern China has managed to reduce their amount of their population  in poverty to 5%.  While that number may seem low, with a population of roughly 1.27 billion people, 5% of that number is still a massive number of people in comparison to other countries.
• China differs greatly from the U.S. in their public assistance programs.  In China, one must have no work, no savings and no family to rely on in order to receive financial assistance.
• China has changed how they fund health and education.  They put much of the responsibility of paying for these services on their citizens.  Thus, more citizens are finding it harder and harder to pay for basic tuition and supplies for their child's education.

While on initial review, it may seem that China has less poverty.  However, with closer inspection, it seems that China has placed so much financial burden for services that we take for granted as being nationally or state funded, that they are actually creating poverty within their own nation.  

After reading so much on poverty this week, what concerns me the most are people who are the working poor.  I deal with many students from these types of homes in my school district.  Their families are hard-working and strive to have more, but due to poor economy or lack of proper education or training, are unable to attain their goals.

References:
The Childhood Poverty Research and Policy Centre (CHIP). (2007) Country Overviews Retrieved   fromhttp://www.childhoodpoverty.org/index.php?action=countryo 

Sharing Resources

I have chosen to examine The Harlem Children's Zone website. This site can be accessed through http://www.hcz.org/. This website caught my eye, because it emphasized the "it takes a village" standpoint on fighting poverty for children. Their newsletter stated that it is "...a one-of-a-kind, comprehensive network of education, social-service and community-building programs. This conveyor belt of services for children runs from birth through college" (Canada, 2012).


For me, poverty is an issue that hits home as I teach in a low-income school district. This school district had four of the five factories in it's area closed in the last several years. I don't want to see the students I teach fall victims to poverty. I feel this site could give me ideas on how to better my students' lives.

One thing that really got my attention on the Harlem Children's Zone website was the creation of the Harlem Armory. The Harlem Armory provides a healthy living opportunity for children by providing a gymnasium/fitness club type of atmosphere for children. Many inner-cty children do not get the exposure to playing outdoors and have physical activities introduced like children from the suburbs or rural areas,. This gives those children an outlet for physical activities as well as teaching them about healthy living. I have included a video clip below. If you haven't had an opportunity to view this site, i would highly encourage you to do so.

Reference:
Canada, Geoffrey (Harlem Children's Zone Newsletter (2012).  Retrieved from  http://hcz.convio.net/site/MessageViewer?em_id=2161.0&dlv_id=9801

Getting Ready

This week, I attempted to contact several early childhood professionals via email. I attempted to contact the following professionals:


Mrs. Eva-Hammes-DiBernardo -German National Committee for Early Childhood Education


Mrs. Bimbo Are -Ajoke Intermnational School -Nigeria


Ms. Blesilda Rios-Center for Early Childhood Care and Development -Philippines


I have had no response as of today from these individuals. I was really hoping to be able to interact with a professional, but unless i hear back from one of them soon, I will be taking part in the alternative to part 1.


For Part 2: I have chosen to delve into the Harlem Children's Zone Website for this course. After looking through several different sites we could choose from, this one really caught my attention. I work in a lower-income school and many of these children come from low-income families also. It also covers a wide age-range of children which I am also interested in. I really feel that I can not only get information from this website that I can use, but it can broaden my understanding of inner-city education and youth.

My Supports

Throughout my day to day life, I have many factors that support me.  


First, would be my husband.  I have realized more than ever this year, what a support he really is for me.  Not only does he help with daily chores around the house, he supports me by being a good listener and a sounding board.  I take decisions I am struggling with to him for his opinion.  I value what he has to say in my life.  I share everything with him, good and bad. He is my #1 person I turn to.  Without him, I would feel very lost.


My co-workers, especially those in my 2nd grade team are a big support system for me.  I have had to change grade levels due to shifting of positions in my school for four straight years.  It has been rough getting used to a new curriculum and standards each year.  However, my co-workers are all right there to support me.  If i am having trouble getting a certain concept through to a child, they are who I go to and I can always rely on them for help.  Last year I taught third grade, but due to large class size, I had to teach in a separate hallway from the rest of the third grade teachers.  I didn't get to work with them at all and wasn't a part of their "team'.  It made me feel very alone and I feel that I am very appreciative of my 2nd grade team this year because of that.


Another support system I have would have to be the support I get monetarily from my job.  Even though I have been at my current position for ten years, unexpectedly, due to budget restrains, my job was on the list to possibly be cut last year.  It really opened my eyes to what a blessing my job is-not only because of what I do each day, but also because it provides for my family.  We rely heavily on my income and it made me all the more appreciative of it.


My Challenge:
I have chosen to walk in the footsteps of a co-worker.  She is a first grade teacher with MS.


First of all, I would need the support of my co-workers beyond that of just dealing with curriculum or challenges with students.  I would need their support during instances where I might not be able to meet the physical demands of the day.  I wouldn't need their pity, but rather a supportive hand and a watchful eye on what I may need.


I would still be in need of monetary supports.  This may include actual wages or disability wages.  Either way, my illness would generate a lot of medical needs and bills.  


I would also need the support of my students and their parents.  I would need their acceptance and understanding that I may get around or do things differently than other teachers, but that I am still capable of being their teacher and doing a good job at it.


Most of all, I think i would need emotional support from friends, family and co-workers.  Multiple Sclerosis takes it's toll on the mind and body and can make a person feel like their capabilities have been taken away.  I would need their encouragement and support to keep living life to it's fullest and realize my maximum potential.

My Connections with Play

“Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” Kay Redfield Jamison (professor of psychiatry)


I really likes this quote due to it's true nature.  So many adults look at play as an "extra" time, especially as children start to get past the toddler years. As I have been learning more and more on the topic of play, I see that it is an essential part of development for every child.  Playing with my dolls or playing school contributed to the person I am today.


“Play builds the kind of free-and-easy, try-it-out, do-it-yourself character that our future needs.” ~ James L. Hymes Jr. (child development specialist, author)


Children often have limits set upon them.  Play is a time when children are free to make mistakes and try again without any pressure.  Great thinkers can't be afraid to try something again and again and to think differently.  As Ms. Frizzle always says, "Take chances, make mistakes, get messy!" When I was young, I played with Barbies non-stop!  However, I loved to do their hair and I taught myself how to French braid, German braid, fishbone and rollerset my Barbies hair.  I experimented on dying their hair by leaving my Crayola markers in a Dixie cup of water and then setting my doll's head in the cup overnight. No one asked me to do this or set expectations upon me.  This was trial and error, but at my own pace and my own expectations.


Essential Play Items for my Younger Self:

My first play item I would have had in the woods with me would have been my Barbie doll.  I was a Barbie fanatic and usually carried a case of Barbies and clothes wherever I went.  I could see myself in the woods, in a quiet spot, playing all by myself (I actually did not enjoy others playing Barbies with me.  I preferred to act out roles between the dolls by myself.)

I am sure I would have also carted with me, my tape player and my a Disney book on tape or two.  Although this was not physical play, I would get lost in the stories and listen to them over and over again.  I contribute this to my creativity and love for reading today.  In fact, I had the record of It's a Small World.  I always said I would go to Disneyland and see it someday.  This past summer I got that opportunity.  I was like a child again...just starry-eyed as I rode through that ride.  I remembered so many details from my book and record.  This piece of "play" has to be important to have been held in my heart for so long.

My next item would have brought into the woods with me would have been my box of Crayola 64 crayons.  I LOVED my crayons.  I colored-a lot.  Not only did I color, but i was fascinated with the colors themselves.  I would organize them by color and hue. to this day, I am very color-oriented and my favorite art project ever was when I made a color wheel.


I spent my early childhood years growing up in a single parent home.  However, my mother encouraged play in the best ways.  I can remember being allowed to play and be silly all the time.  My mom was an avid reader, so she would read and sit on the couch and I would usually play in the living room to be near her.  I was able to play without criticism and was allowed to play the way I wanted.  Whether it was building an entire Barbie village out of the living room or arranging crayons across the floor, my mom didn't interrupt and never seemed to mind. 


I see play as being slightly different now than it was when I was a child. We didn't have all of the electronics that children have today.  Back then, to me, a Speak and Spell was high tech!  I feel that I had to use my imagination a lot.  I was not allowed to sit around the house for hours on end watching tv.  out the door I would go and my mom would lock the screen door behind me.  I'm glad she did.  It made me make a game to entertain myself for hours out of a bucket and a jump rope. I became an Olympic gymnast on my swing set and I was set and determined to see how deep of a whole I could dig in my stone driveway with my plastic shovel and pail.


Too often, I notice that I have to really dig to get imagination out of my children at school.  They spend so much time on video games and non-creative play that they seem lost at the idea of coming up with a new idea.  I have a picture of Sponge Bob up in my room to encourage my students to "Use your imagination", as he would say.  I hope for the children of today, that imagination is not an endangered species.

Relationship Reflection

Relationships are an essential part of my life.  I cannot imagine what life would be like without the people that are so important to me.  They are what makes everyday special to me.

                                (John and I at the original A Christmas Story house in  Cleveland.)

The first person I have a positive relationship is my husband, John.  We have been married for eight years.  Even though in marriages, you have ups and downs, I consider my relationship with John to be quite positive.  John is always upbeat and caring.  I believe that we work together to be a team.  He gives me space when I need it and I do the same for him.  We could not be two more different people, yet we respect and appreciate those differences in each other.  Most of the time, I think it's what really makes us "work".  When I get to feeling down or I am taking life too seriously, John is always there to make me smile and lift me up.  We have learned together that marriage takes giving of each other, respect, patience and learning to not sweat the small stuff!

                      (Emilee on her 7th birthday...ready to go eat with Cinderella at Disney World)


The next relationship that I love and is probably the most special to me is the relationship I have with my daughter Emilee.  She is my only child.   She is 7 years old and she is in the 1st grade. Until Emilee came into my world, I had no clue that I could ever love someone so much!  She is kind, giving and tender-hearted. I love that we love so many of the same things.  Being able to do special things together like paint our nails, go to see the newest Chipmunk movie or just sitting down to read a book together means the world to me.  At times, because I deal with children all day, I have to remind myself that her time with me is unique and special and I need to add a little extra patience to my load.  I'm the only mom she has!  She is EVERYTHING to me and I couldn't imagine a world without her!

A relationship that is very important to me is that of the one between my students and myself.  I have the best class of second-graders that anyone could ever ask for.  Over the years my students have taught me that I am not just the teacher, but a student myself, as I am learning from them.  I am very big on being respectful, kind and helpful in my classroom.  However, that is not just a rule for the children to follow, but one for me as well.  In fact, today my daughter was sick and I was home.  Obviously, I wanted to be with my daughter when she needed me, yet I had a piece of me that was quite disappointed because we learned about Harriet Tubman's childhood and the children were SOOO excited about learning more.  Today they were supposed to learn about the underground railroad and more from her life.  I was sad to miss out on that with them. They are one special group of children!

           Emilee with Mrs. Yinger on Halloween (she invites the students to her house)


Another person I have a positive relationship with is Emilee's teacher, Mrs. Yinger.  She has a "looping" classroom, so she was Emilee's kindergarten teacher, as well as her first grade teacher this year.  She is a WONDERFUL teacher!  Emilee was diagnosed with ADHD (non-attentive type, no hyperactivity).  Mrs. yinger has been non-judgmental and has been willing to work WITH us to help Emilee succeed.  She keeps parents informed on what is going on and treats the children with so much care and respect.  I have found myself modeling the good relationship builders that i see Mrs. Yinger doing.  She has been a wonderful influence on our family!




To me, being someone's partner means that you are willing to work with them, show respect towards them and be there when you need them. I feel that every one of these relationships are partnerships.  Of course, at times, all partnerships can be challenging.  My husband is my partner, but we have to work on compromising and sometimes doing what is best for the other person and not just ourselves.  In my partnership with my daughter, I have to show her that I deserve respect, but by giving her respect.  At times, that is easier than it sounds.  In my partnership with my students, I have to be willing to understand that I don't know everything and that I will be learning from them and their parents, even if at times the lessons aren't always easy ones.  In my partnership with Emilee's teacher, I have to step back, even though I am a teacher to, and realize that as Emilee's classroom teacher, that she sees Emilee in a different capacity as me.  This was crucial in us seeing her ADHD and not denying it any longer.


All of these relationships are important to my life as an early childhood educator.  having a caring heart, loads of patience, being able to compromise, being willing to learn from your mistakes and being willing to take a step-back are all qualities that I see important to my job as an educator.