Competent Communication

I don’t know who the competent communicator that I would like to model behind but I do know the traits and qualities I would like to exhibit in order to be a communicator that is effective.  I would like to be knowledgeable of topic, sympathetic, informative, understanding, resourceful, poised, and reactive.  I would like to embrace these qualities because I believe that in order to communicate one must be able to know what they are speaking about, be understanding of others position, and when needed invoke action that is appropriate. 

Blog: Professional Hopes and Goals

I hope that while I work with children and their families I will remember all of the articles read, webcast viewed, assignments completed, and interactions with my classmates that have expanded my views and broadened my thoughts on interactions with diversity.  I will strive to stay open and accept people for who they are and the things they do, not rushing to judgments or assumptions about people.

The one goal that I hope for the early childhood field is to continue to push diversity, equity, and social justice.  Doing this will enlighten educators of the importance these qualities are to not only have as a professional but the importance of teaching children to learn and accept others.

In closing I have to thank all of my classmates for sharing your wisdom and thoughts on the various topics covered in this course.  I would like to extend Dr. Snider for all of her valuable feedback, suggests, and thought provoking words thought this course.  I can honestly say that I have taken a lot of knowledge away from this course and look forward to the journey to come.

Good luck to everyone and continued blessings.

Quandra

Welcoming Families From Around the World

•The name of “your” family’s country of origin

                GERMANY

•At least five ways in which you will prepare yourself to be culturally responsive towards this family

Research

Ask Questions

Home visit

Invite family for share day

Have child and family to program for orientation

Integrate some of their culturalistic items throughout the class

•A brief statement describing in what ways you hope that these preparations will benefit both you and the family

The family that is new to my child care program is from Germany.  While this family is familiar with America and some of their customs, living in America on a regular basis is new to them.  Upon learning that the new family to the community will be utilizing our child care services, I want to make them feel as comfortable and welcome as possible to their new child care family.  In an effort to do this I would first obtain some information about Germany and the area they came from.  I would conduct a home visit to the family in order to introduce myself to the family and gain a sense of their daily living environment.   During my home visit I would ask them to visit the program for a few hours before the official start date in order to see their new learning environment and meet some of their new friends. “Take opportunities to learn from and educate families, because they can offer you new ways of interpreting children's behavior as well as present you with opportunities to persuade them to reconsider their own assumptions. (Hyland, 2010)”   I would also incorporate some items from Germany not just in the classroom but throughout the center.  One the first official day I may hang a banner, have balloons, or serve a German snack.  I would also read books to the children about moving and the feelings children may experience.  “Given the opportunity to share a story, enjoy a joke, eat a meal, or celebrate traditions, younger and older participants will discover impromptu moments to interact. (Larkin & Kaplan, 2010 p.93)”

References


 
Hyland, N. E. (2010). Social justice in early childhood classrooms: What the research tells us. YC: Young Children, 65(1), 82--87. Retrieved from the Walden Library using the ProQuest Central database: http://search.proquest.com.ezp.waldenulibrary.org/docview/197637742?accountid=14872

Larkin, E., & Kaplan, M. S. (2010). Intergenerational relationships at the center. YC: Young Children, 65(3), 88--94. Retrieved from the Walden Library using the Education Research Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ898717&site=ehost-live&scope=site

 

 

The Personal Side of Bias, Prejudice, and Oppression

 

I incident I can recall on bias, prejudice, and oppression would be an interaction I witnessed while watching a television show recently.  In the television show, Hit the Floor, the head cheerleader was being extra hard on one of the newest cheerleaders.  As the story progressed the newest cheerleader’s mother was considered one of the best cheerleaders of the squad in the past and the head cheerleader felt like the newest cheerleader was a favorite and went out of her way to make her life as difficult as possible for her. 

While I am sure this is something that happens to people every day this is not correct.  People just want to be seen as themselves and given that chance to be display who they are.  And that is all the newest cheerleader wanted, a fair opportunity.  But the head cheerleader kept telling her that she needed to quit the squad because she was not as good as the girl she replaced and she did not dance like her mother.  The head cheerleader also thought that the new cheerleader was placed on the squad because the cheerleading manager was friends with the new cheerleader’s mother and they were on the squad together years ago. 

Because of the unfair treat the new cheerleader was getting she was getting depressed and felt like she was not good enough and always doubted if she belonged on the squad.  She did not to be treated special because of who her mother was nor did she want any special treatment because of her looks.  She just wanted to have a good time cheering and dancing on a squad that was great and because she loved to dance.

I think that if the head cheerleader would have just been open minded and not pre-judged her I think that the new cheerleader would have not had so many anxieties of being on the squad.  While there is more to the story, the main point is the cheerleading squad and being accepted on their own talents, the merits, and what they could bring to enhance the team. 

Practicing Awareness of Microaggressions

Over the course of this week I learned about microaggressions and I am guilty of having done this as well as been a victim of it.  I have also witnessed my friends and colleagues use microaggressive behaviors.  Just this week an early childcare operator who I am working with stated that she did not want to deal with a specific parent because she is young and feels like she is getting over on her when it comes to child care services.  As Dr. Sue pointed out in this week’s webcast, “The perpetrator of a microaggression experience themselves as good, moral, decent individuals. And that makes it very difficult for them to understand that, in some way, they have made a statement, engaged in a behavior that has been offensive and reveals some bias or stereotyping on their part.” (Laureate, 2011)   While I think that the childcare operator meant no real harm she is stereotyping this parent because she is a young girl and views her as someone irresponsible.  While this mother provides everything that is stated her child needs while in care, has a job, and takes care of her child to the best her ability the operator still finds fault in the parent. 

As an early childcare professional and being in the business for over 25 years I have learned to work with people and to develop a working relationship with families and other professionals that is understanding and supportive.  While this is the operator’s first sole child care business, she is very new in the art of building workable relationships.  After she made her comments on the young parent, I asked her why did she chose to get in to child care and what made her open up a child care business?  Her response was not what I thought it would be.  I was looking for her to say because I love/like children.  She said that she wanted to own her own business and not work for someone else anymore as well as have something her children to take over.  After me looking at her for a moment in silence I had to say that you have gotten into this business for the wrong reasons.  But now that you have you have to build bridges with your families and the community you serve that is workable and“…there has to be a sense of interconnectedness with all of humanity.” (Laureate, 2011)  As a child care operator you have to be empathic to your parent’s needs and having the position of “…we have to view leadership as supportive of intergroup harmony and intergroup relationships, free of bias and stereotyping.” (Laureate, 2011) 

This week I have saw that I need to treat people the way in which I wish to be treated.  I have learned that it is not just what is said but what is unsaid that could present a discriminatory, prejudice, or stereotypic view.  I try to teach my personal and early learning children both to not judge people but to get to know a person.  But I do realize that this is a difficult task due to “cultural conditioning processes is that none of us are immune from inheriting the racial biases of our forebears.” (Laureate, 2011) But I believe that if we teach a better generation then the last these things can be overcome.  “I think if you look at the democratic ideals of this society, what you see is that we all believe in inclusion, in respect, in equal access and opportunities.” (Laureate, 2011)

 

 

Reference

Laureate Education, Inc. (Executive Producer).  (2011). Microaggressions in Everyday Life. 

[Webcast].  Baltimore, MD: Author.

 

Perspectives on Diversity and Culture

 

In order to gain a different perspective on diversity and culture I asked a friend, Monica Wilkins, and two early childhood colleagues what their definition or understanding of what culture and diversity means to them.   Monica Wilkins is a store manager and comes from a diverse family where her grandfather was white and her grandmother was black.  My first colleague, Denean Cameron, is an early childhood business owner who worked at the local Jewish Community Center prior to opening her program.  Ms. Cameron is a breast cancer survivor as well as a student at Walden University.  The other colleague, Ms. Drukeenu Nolan, is a new to the early childhood field but was in foster care during her formative years.  When I initially asked each person to tell me what their definition or understanding of culture and diversity they had to think about it and asked me to allow them time to think on it.  After about an hour I received the following interpretations on culture and diversity. 

Monica stated she could not think of a definition or way to interpret what culture is to her but she did say diversity  is the, “execution of different genres.” (Greene, 2013)  Denean states culture to be, “what I believe in and where I come from and diversity as “respect & understanding of someone’s difference such as religion, race, sexuality, and gender.” (Greene, 2013)  Drukeenu stated culture to her is, “a way of living and beliefs and diversity as different cultures blending together.”  (Greene, 2013)   I can say that no answer that any of them gave is far from what I understand culture to be.  The best definition I have seen and heard for culture would be Nadiyah Taylor for the webcast cast from week 2.  Nadiyah said culture is, “almost like a pair of glasses.  You know, the gestures that we make, how we make eye contact or don't make eye contact, the way we hold our bodies, how we perceive the world, all of those things for me are cultural, and so I think it's really just our way of being in the world and very personal.” (Laureate, 2011)   

I think that my friend and colleagues all have an idea of what culture and diversity is. I think they did have difficulty explaining or expressing what culture and diversity is because I believe they do not think or give any thought to either.  What I told each of them is to take a moment and think about the people you socialize with.  And asked them, is there some things you do with some friends that you would not do with another?  Why is that?  I had them understand that is the diversity and culture that is the underlining reason for that.  We respect them for their beliefs and practices despite the differences we all share.

Culture and diversity are the dynamics of a person.  It is the embodiment of what a makes a person an individual.  A person’s individual culture can be diverse because of the generations and experiences that have come before, things of the present, and those yet to come. 

 

References

Greene, Q. (2013).  A Conversation with Monica Wilkins, DruKeenu Nolan, & Denean Cameron. 

            Baltimore, MD

Laureate Education, Inc. (Executive Producer).  (2010). Family Cultures: Dynamic Interactions

           [Webcast].  Baltimore, MD: Author.

My Family Culture

The last major catastrophe event that I can think of that would have caused a great threat to my country was the attack on the White House, Twin Towers, Camp David, and Pentagon.  If this threat had been carried completely out I would have had to possible had to relocate my entire family because I don't live to far from Camp David.  If I had to relocate it would not only be devastating but also difficult.  Difficult because everything you have is important and serves a purpose.  If I have to relocate from my home and was instructed that spacing was limited to three personal items I would have no problem choosing.  In relocating the three items I would take with me would be a picture of my mother, my father, and the Bible my mother had kept in a fire proof box and is a treasure to my entire family.  Both of my parent’s pictures sit on my living room table.  I would take these items because both of my parents are deceased, my mother passed away in 2002 and my father passed away in 2011 and played an important role in making me who I am as well as my children’s life.  The Bible would have to come because it is a treasured instrument to my family. 

If I was told that I could not take all three of my items with me and had to pick one I don’t know what I would do.  I would have to choose to stay behind.  If that was not an option, I would have to choose the family Bible.  If I could I would take my parents pictures out of their frames and stick them into the Bible.   I could not part with the treasured family Bible but at the same token I do not want to leave to only pictures I have of my parents either. 

When I Think of Research...

When I saw the title of this course I thought I was doomed.  I thought I was doomed because of my past experience in researching and writing research papers.  As I started this course I thought I knew a lot about research and how to conduct and construct a research paper.  I also thought about how much I did not like researching, having to read so many different resources, or having to construct a working paper that would fit what the instructor was looking for, expected, and showed my full understanding. 

As this course started I must admit that my anxiety got the best of me and cause me to not do too well in the beginning.  I reached out to a couple of classmates for help for understanding as well as the instructor.  And I thank you all for that.  As well as all my fellow classmates for your input, words of encouragement and thoughts on all subject matters throughout this course.  As the weeks went on I began to take more time to understand by reading one day, thinking another day and writing the third.  While I am a good writer under pressure, clearly that did not work in this course and I had to put in a time management plan in order to get through this course successfully.

I must say that I am glad I stayed the course and completed this class and am empowered with more knowledge about research then I had when I first started this class.  Had no ideas that a good research study is comprised of so many different components.  I also learned about the different strategies used in recording and conducting research in an effort to get the best results.   Most importantly I learned about quantitative and qualitative research designs.    

As a result of completing this course and all assignments I have to say that as a early childhood professional I have a new outlook when it comes to looking at studies.  While I still do not care to conduct research I do have a respect for researchers because of the time and work they put in to have a study that is well-rounded and informative.  I will read research studies and take from them the idea of gaining insight into how the information can suit my area of work.

Research Around the World

In looking through all of the international early childhood websites, the one that I found quite interesting was European Early Childhood Education Research Association or EECERA for short.   This website contained a lot of information in reference to the early childhood world in European states that could influence or by utilized in United States early childhood programs. 

This website is divided into several sub-categories which provide information about membership, conferences, links & partners, county coordinators, Special Interest Groups, officers of the Association, new events, and journals.  What I found to be the most interesting to me was the Special Interest Group section of the website.  This was of interest to me because it is a cross-national venture of individuals that come together with a common experience, knowledge, or education of a topic or issue. “These collaborations can be simply for dialogue and deliberation or have a particular focus such as a research bid or an intended publication.” (EECERA, 2012)  

As I explored the journal section of the website there were some research topics that were informative and useful for any educator.  Some articles within the journal talked about things that could affect a child’s phonological awareness, views transitioning disadvantaged children from preschool to primary school, comparison of two townships of how South African children transition to 1^st grade,  a cultural variations comparison between teachers in Budapest, Hungary and American teachers, a doctoral study conducted in western Sydney on three playgroups supporting a diverse group of parents, and the use of Wenger’s situated theory of learning on 35 early childhood professionals in 15 early childhood setting to get their perspective on early childhood professionalization.

A few things that I considered to be noteworthy would be that fact that the new events section was not available for review.  I think that does the website a dis-service because educators, advocates, parents, and other professionals interesting in the websites activities are not going to be able to access the information.  Another thing that one should know about is that the Journal of EECERA is publicized only four times a year, is currently in its 18^th year of publication and considered a leader in the field worldwide.  And the final thing that I thing everyone should know about the articles in the Journal is that they are in translated into three languages: English, French, German, and Spanish.

 

 

Reference

European Early Childhood Education Research Association. (2012). European Early Childhood Education Research Journal.  Retreived from www.eecera.org/

European Early Childhood Education Research Association. (2013). European Early Childhood Education Research Journal,  21(1). Retreived from www.tandfonline.com/toc/recr20/21/1

Children and Families—Uplifting Stories

I must say this topic is one that was very difficult for me to think on. I believe it was six or seven years ago as I worked as a licensing specialist, there was a new project under development that offered programs in the summer an opportunity to operate outside of their licensed capacity for school age children only.  While to me the specific program was not new but it was something new to incorporate within child care programs.  As a Licensing Specialist I saw many problems this could present when it can to supervision, health and safety of children in care.  

This new project was to have programs formatted to serve more school age children in a structured environment.  So across the Maryland region 20 programs were selected and monitored from the effectiveness of this program.  As a result of the study, the project was adopted for all early child care programs to enroll in that served school age children.  What this change meant was that capacity restrictions were removed just in school age rooms only, staff qualification were also not looked at they only needed to have current and proper first aid/cpr for the children they were in charge of, and they had to register to have their program approved and pay for a summer camp certificate which had to be renewed every year. 

Of course with any program there are pros and cons.  The con with this project was that it did not ensure the staff working with the children had the proper skills and knowledge to engage the children in their care that is fun but at the same time educational, challenging, and developmental appropriate.  Let alone there be enough room for all the children they will have in the program in an effort to prevent injuries and overcrowding.  The real pro I see in this project is the fact that they will serve more school age children.  This gives the children an opportunity to be involved in activities with children their own age that will be stimulating.  Especially with families having to work children will not be left home alone getting into trouble or playing video games all day.

I can say that to this day many early child care programs are utilizing the project while some think the cost of the certificate is too expensive and opt out of the program.  But I have tried to explain to programs that the certificate will pay for itself and then some because of the number of additional children they will enroll for the summer.

Personal Research Journey

The topic of interest to me was funding in the early childhood field.  In narrowing this topic down I asked the following questions?  How can access to funding improve the quality of services provided? When funding is readily available, how can early childhood programs use the funding? And finally, what types of funding opportunities are available to early childhood programs? 

I chose this topic because it is a problem that many programs deal with.  Having enough money to buy supplies, pay qualified, quality staff, and have child care tuition that is affordable is something that is of importance is any early child care program but locating funding sources is a major concern.  As I have worked in the early childhood field over that past 25 years I know personal several programs that suffer from the lack of funding thus forcing them to go out of business.  I think when programs are equipped with enough funding they are able to supply the services to children and their families.

As early childhood professionals, what resources have you explored, dealt with, or received money from in order to improve a child care program you worked with?  Do you have any referrals or contacts that you you would recommend to me that I could pass along to the provider community as an avenue to acquire funding for their program?  What insight can you give me in my quest of researching funding for early childhood programs?

Issues & Trends Refelection

From completing this course and having to explore and learn about various international early childhood organizations I learned more about the efforts being done across the world in order to ensure children everywhere have the opportunity to learn in an enriching, ever developing learning environment.  I also enjoyed reading fellow classmates blog post on other international early childhood organizations and learning of their work within the field.  Having to pick only three things that left a lasting impression on me I would have to pick the speech form the President of Ireland during the 10^th anniversary of the World Forum, the War or Peace and Peas experiment, and learning of the 6 goals of education from the United Nations Educational, Scientific and Cultural Organization website.  All of these items open not just my eyes but my mind to international early childhood.

Dr. McAleese, the President of Ireland stated this while speaking at the World Forum 10^th Anniversary convention in Belfast,  “We only get one go around with our children so we are the engravers of their lives have to know and be taught how to engrave.  But good news is on the horizon and that is the compassion of a person and to change and grow.  Give the benefit of your experience and to have this global resource of good practice, best practice to learn what things don’t work, things that work, to share with one another.” (Hogan, 2012) This is the most powerful statement I have heard to date from a speaker when talking about early learning and the roles we as educators must take.

The War or Peace and Peas experiment is where a group of boys and girls were taken, talked to about what war was and what peace was.  The children were then asked to draw pictures of what they thought represented war and what represented peace.  Children were able to recreate images of war items but when it came to peace, the children drew pictures of a slice of bread or pizza.  It was clear to see that there was a breakdown in communication when it came to peace and thought of pieces.  This then lead to the forming of the Peace Project.   “The ‘PEACE’ project to help kids understand war: why it happens; why it is bad; what is peace; how war can be converted to peace; how peace is a solution so that fights do not happen; noisy and peaceful; and many more such ideas.” (Popat-Vats, 2013)  By the end of this project, children were able to know the difference of what peace is and not be confused it with pieces.

I wish to thank all of my classmates along with the professor for all sharing your thoughts and words of enlightenment throughout of this course.  I look forward to interacting with each and every one of you again in my future classes.  I our paths do not cross again I wish you the best in your work within the early childhood field.

 

 

 

 

 

References

Hogan, T.  (2012).  World Forum Foundation Video.  World Forum Foundation.  Retreived from www.worldforumfoundation.org.

Popat-Vats, S. (2013).  War and Peace or War and Peas!  World Forum Foundation.  Retrieved from http://worldforumfoundation.org/wf/wp/news/war-and-peace-or-war-and-peas/

UNESCO. (). Education-Early Childhood.  United Nations Educational, Scientific, and Cultural Organization.  Retreived from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Getting to Know Your International Contacts—Part 3

This week I visited the United Nations Educational, Scientific and Cultural Organization website or UNEDCO.  This website is again one that I knew nothing about but yet found very interesting.  The first thing I found out about this organization is that it is located in Paris, France.  The second thing I saw as I explored this website is that it can be translated into several different languages.  It can be translated into English, French, Spanish, Russian, and Chinese.  I think this is really good and showing their diversity and acknowledgement of all the various individuals involved or interested in their organization.  While this website covers other topics as it, as it name suggest, I was mainly interested in the Education portion of the website.  Under the Education portion there are a few links for additional information on various actions, beliefs, or thoughts on the framework of a program as it relates to quality along with access, funding, and quality.  And just like my professional goal of aiding programs move from one stage to another through the working knowledge and attainment of seek a high quality program that parents look and long for that offers children in their care a well-rounded diverse program.  The last thing I found interesting on this website is the international educational goals formulated that will allow all children no matter their age and adults and learning option that will exceed their academic dream.   This goals are as follows:

“Education for All Goals

Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015.

Goal 1

Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Goal 2

Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.

Goal 3

Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

Goal 4

Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Goal 5

Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

Goal 6

Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.” UNESCO, (n.d.)

 

Reference

UNESCO. (). Education-Early Childhood.  United Nations Educational, Scientific, and Cultural Organization.  Retreived from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

 

Sharing Web Resources

One on the links that I had not explored on the National Head Start Association website was the NHSA Radio.  This link had a wealth of links to past topics discussed.  The radio has two links, one for administrators and one for parents.  Some topics covered were new Head Start standards, effects of standardized testing, staff and program development, and other topics.  Another link I looking at this week was entitled News Room.  Under this link were a few other links but the one link that I felt was of importance was the News You Can Use.  This link gave a summary of for the events and webinars for the current month as well as past months.   Some items featured are the announcement of the Head Start’s keynote speaker at this year’s conference, the opening of the scholarship/nomination information for 2013, professional development policy updates, and update on the latest advocacy efforts, along with webinar information and other tools. 

There is also a blog link on the National Head Start Association website that has past and current blogs on the benefits on early intervention, future funding of at risk children, and the benefits of head start in the long run. Opportunities for children and parent as well as parental stories and podcast are included in this blog link as well.

Head Start is one arena that I have never worked in and is very much in acquiring as much information about it as I can.  I would love to learn about this organization form the administrative level because I think this type of program is needed in more areas due to the number of low income families, the small number of slots each Head Start faculty has to offer and the growing number of children in need of an educational start they may not be receiving due to limited funding.

 

 

National Head Start Association. (2013). Retreived from http://www.nhsa.org/

Getting to Know Your International Contacts—Part 2

In this week’s website of World Forum Foundation there was an article entitled War or Peace and Peas. This article spoke written in the Exchange Every Day by Betsy Evans of a test done on children to see if they knew the difference between war and peace.   This article was of so much interest that it was replicated at a program in Mumbai, India between the ages of 4 and 5.  The program took 50 girls and 50 boys for this experiment, asking questions about war and peace.  After the discussion, “39 girls were able to understand and explain the word war, the rest were confused. All 50 boys were able to understand and explain the word war in some violent context. All 100 kids were NOT able to talk or relate to the word peace.” (Popat-Vats, 2013)  The children were then asked to draw what they think war and peace is and most of the children drew pictures of “swords, fighting, bombs, army warriors, etc.” (Popat-Vats, 2013)  But when it came to the children drawing pictures relating to peace they drew items like “bread piece, pizza piece, pieces of chocolate, glass pieces, green peas.” (Popat-Vats, 2013)  Like the administrators of the assignment I thought the children were confused the word peace with the word piece.  After further conversation with the children the administrators noted that the children had no real understanding of what peace was or what represented peace.  While the children gained their knowledge of war through violence seen in video games, television, computers, or newspapers they never acquired peacefully situations.  This lead to a project in the program entitled ‘Peace’.   “The ‘PEACE’ project to help kids understand war: why it happens; why it is bad; what is peace; how war can be converted to peace; how peace is a solution so that fights do not happen; noisy and peaceful; and many more such ideas.” (Popat-Vats, 2013)  After this project was conducted children were then able to correlate what peace is and not pieces.

Another article on the website of World Forum Foundation was on the World Forum in Action- Working Group on Children’s Rights.  This short article spoke of the children’s rights group that was formed in 2012 will be having a article in the special issue of the Exchange magazine in July/August.  The article will speak about the rights of children and adults.  It will answer questions like, “What does it look like when children’s rights are honored and respected?” and “What does the concept of taking children’s ideas and opinions seriously really mean?” The issue will address cultural issues surrounding rights and the notion of children and adult rights colliding. Narratives about rights from contexts around the world will highlight accomplishments and challenges, as well as strategies for overcoming obstacles.” (World Forum Foundation, 2013)

 

Resources

Popat-Vats, S. (2013).  War and Peace or War and Peas!  World Forum Foundation.  Retrieved from http://worldforumfoundation.org/wf/wp/news/war-and-peace-or-war-and-peas/

World Forum Foundation. (2013). World Forum in Action – Working Group on Children’s Rights.  World Forum in Action.  Retreived form http://ccie-media.s3.amazonaws.com/wfaw/wfia-210.pdf

Sharing Web Resources

On the National Head Start’s main web page there is a section entitled Head Start in the News.  This section contains information that recaps or highlights things that affect Head Start.  Over the past few weeks the main topic that has been highlights in the Head Start news is the sequestration as the affects it is having on Head Start programs across the United States. 

It was interesting to read the affects the budget cuts are having on Head Start programs alone.  I know just in my city there will be about $125 thousand dollars cut which would result in the loss of approximately 19 children in each site.  While there are so many families and children in need of the services that Head Start provides the loss of the financial funding received from the government leaves many families that are economical strained.  The loss of much needed child care slots would present a problem for families to work or school in an effort to better their family’s growth. 

While economist, neuroscientists, or politicians support the early childhood field the cutting of funding to this program causes a great problem for the low income family.  Many of them understand that education givens children a better foothold in school and job attainment.  But the question is; are they with such devastating cuts?

As a early child care professional it is my job, no my duty to advocate for children and their families.  I need to ensure that there are resources and services available that we benefit families and children making their daily living a little less stressful.

 

Resources

Glenn, G. (2013).  Head Start In Maryland At Risk.  WYPR News.  Retrieved from http://www.wypr.org/news/head-starts-maryland-risk

National Head Start Association. (2013). Retreived from http://www.nhsa.org/

Getting to Know Your International Contacts—Part 1

Since I did not receive a response or feedback from the contacts I initiated a couple of weeks ago I have to do the alternative assignment for blog on the World Forum Foundation.  The World Forum website this week had a video that was about the 10^th anniversary forum that was held in Belfast as well as several presenters from the forum talked about the forum, their experiences and the importance of the World Forum Foundation.  At this forum there were 600 thousand people from 90 different countries that came together with the same mindset of the well-being of all children.  At the Forum convention it is not all workshops, childcare educators and advocates are encouraged to share their passions and culture whether it be through song or dance throughout the event.

There are several speakers in the podcast who speak on their experience and involvement with the World Forum Foundation.   Two speakers of the podcast Dr. Kishor Shrestha, Professor at Tribhuvan University in Kirtipur, Kathmandau located in Nepal and Dr. Wayne Eastman, Professor at the College of the North Atlantic located in the Canadian province of Newfoundland and Labrador, both have been presenters and actively involved in the World Forum for years.  It as through the World Forum that these to gentleman forged a friendship and four years ago founded the first volume of journal of child development called Journal of Early Childhood Development. Today they are on volume 4.  Another speaker of the podcast was Amelia Gambetti, International Network Coordinator for Reggio Children for Reggio Emili in Italy, has always been a presenter at the World Forum.  Ms. Gambetti stressed how she loves attending the Forum because of the knowledge she gains from them.  She says, “Always learning how important it is to share without any presumptions or egos.  Being with other educators from all over the world everybody is eager to share and collect information that can help all of us to continue to stick together, to stay together, to guide together in order to invest in quality education.” (World Forum, 2012) 

The final presenter I will discuss is the President of Ireland, President Mary McAleese.  President McAleese made the following statement that I feel is very impactful to any one working in the early childhood field.  “We only get one go around with our children so we are the engravers of their lives have to know and be taught how to engrave.  But good news is on the horizon and that is the compassion of a person and to change and grow.  Give the benefit of your experience and to have this global resource of good practice, best practice to learn what things don’t work, things that work, to share with one another.” (World Forum, 2012)  This is powerful to me because I have never thought of myself as an engraver on anyone’s life.  But as I look back on my years in the field and how I have come around children or their family and how they remember me and the care and love that I gave them I can now see the impact I had on their life.

As I read the Child Poverty website and reflected on the World Forum website I can see how much poverty there is all over the world and the number of people committed to improving not just the education of children but the quality of life a child has.  This includes ensuring every child receives a well-rounded education and has more than just the bare necessities of life.  A child living in poverty dies from lack of health care, proper nutrition and generally receives little to no education.  But the Childhood Poverty Research and Policy Center is concerned with reducing and possibly eliminating the number of children and families living in poverty.   While there are small strides toward this goal additional work must be done. 

 

Resource

Childhood Poverty Research and Policy Centre (CHIP). (n.d.). Knowledge for tackling childhood poverty. Retrieved from http://www.childhoodpoverty.org/

Hogan, T.  (2012).  World Forum Foundation Video.  World Forum Foundation.  Retreived from www.worldforumfoundation.org.

Sharing Web Resources

The early childhood organization I selected to focus on was the National Head Start Association.  This organization’s objective is to offer all children despite their personal circumstances an opportunity to receive services that benefit not just the child but the family and community.  The organization’s website it divided into several divisions.  The main page is full of links to information on recent news, events, news impacting head start, membership, research, services, advocacy, online store, affiliation links, alumnus, and features on their upcoming conference in Washington, D.C. in April.   The one thing that I found interesting was the link they had for parents and advocates to send messages to Congress and President Obama on suggested ways on sequestration avoidance. 

 

In tying this organization to this week’s demographic and diversity topic, I must say that this organization offers their website in Spanish as well as English.  This is showing me that they recognize and acknowledge that they cater to not just English speaking but Spanish.  In looking further into the organization website I found that they have sought employees that are bilingual to work in programs.

 

If you would like to explore this organization’s website the address is www.nhsa.org.  I hope you find it as interesting as I did.

Getting Ready—Establishing Professional Contacts and Expanding Resources

This week the challenge was to make connections with at least two early childhood education organizations that are from different parts of the world.  The two organizations I chose to contact was the International Step by Step Association in Haiti and the Association for Early Childhood Educators in Singapore. I attempted to contact these organizations through an e-mail.  I sent an e-mail to the program specialist of the Haitian Step by Step Association Ms. Dawn Tankersley. At the Singapore Early Childhood Educators I went an e-mail to Ms. Olivia Glang who is an assistant programme coordinator.   As for my website organization I chose to study for this course was the National Head Start Association.   I selected these organizations because I knew nothing about any of them.  I think it would be nice to know about how the early childhood programs work in places I have never been.  As for the Head Start Association, I have never worked in or with a head start program and would like to learn more about the organization.  Also I thought learning more about these organizations would not only enhance my personal knowledge but professional knowledge.  As an early childhood professional I need to be able to be a resource to parents and by having the knowledge of a variety of educational programs would better educate parents as to the best option academically for their child. 

As of this posting I have not heard from either educational organization that I e-mailed.  As a result of not receiving any communication I will be using the alternative to part 1.  If anyone has chosen to use the same early learning organizations as I and received communication back I would greatly appreciate it if you would share with me what you did so that I can contact them and establish me own dialogue with them.  Thank you in advance.

My Supports

As a person that has limited movement in the knees due to crippling arthritis I depend on my family for support.  Despite having several knee surgeries and being told I am too young for knee replacements I have to rely on the aid of my ex-husband and children in completing many different tasks.  The arthritis limits the range of motion of my knees thus making it difficult to walk for a distance and when walking stairs. I use a cane generally as support to provide stability and take frequent breaks when walking along with several medicines to ease the pain.  While I can sort my laundry I reply on my children to bring it up and down the stairs and to wash as dry them for me.  I can no longer walk the track or malls for exercise.  My knees prohibit me from walking with friends or family in the mall shopping, attend shopping trips, or sit for long periods of time with my knees bent.  I think the use of the various medicines I take aids in the relief on some of the pain but it does not take it totally away. The medicines make it some that I can function.  The only downfall with the medicine is that it makes me sleep which also stops me for living my life to the fullest.

Despite my limited abilities, I think that if I did not have my family, medication, or cane I would not be able to function at all.  I would not be able to complete household chores of laundry, cooking or cleaning.  Even though I cannot walk the mall like I once did, I can at least go to the mall for a specific purpose of shoes for me children or one maybe two stores that are close together.  If it were not having this crippling ailment I don’t think I would realize the important knees play a part in the daily functions in my life nor would I appreciate the help given from family and support. 

While I don’t have this crippling disease, I do suffer from the need of knee replacements and have had four procedures done on each knee.  I do need both knees replaced but have had two surgeons tell me that I am too young for the procedure because replacements are only guaranteed for ten to twelve years and would have to be redone.  They recommend I wait until I am in my 70’s to get it done.  I also have had surgery on my back and neck resulting in three screws being implanted.  I do rely on my friends and family for support and only take the medicine if I am in great pain.  I am trying to live my life as much as normal as possible despite my limitations. 

My Connections to Play

“Growth comes from activity, not from intellectual understanding.” Maria Montessori

 “To assist a child we must provide him with an environment which will enable him to develop freely.” Maria Montessori

 “The child can develop fully by means of experience in his environment. We call such experiences ‘work’.” Maria Montessori

My parents and siblings all supported and still do support play.  As a child I was encouraged to go outside to play every day.  My father would sit outside and watch us as we played and taught me how to ride a bike with and without training wheels.  Today my siblings and I still play through having game nights weekly and include our children in the activities. 

Play to is different for many today than it was when I was a child.  When I was a child children were outside riding bikes and playing various games with friends.  And it was done without a fear or thought of danger from being shot or any other criminal activity.  Today children are consumed with video games and little to no physical activity.  Or there is so much violence in the streets that parents fear to let their children outside to play or children are being shot, abducted or hurt when they are outside or playing with friends whether they are outside their house, at the park, or at any function.   

 With the great push of physical activity from the First Lady of the United States of America Mrs. Michelle Obama, the NFL’s Play 60 and other agencies, I think children and families will see the importance of play and the effects physical activity has in everyone’s life. 

References

Daily Montessori . (2011). Quotes by Maria Montessori.  Retrieved from www.dailymontessori.com/maria-montessori-quotes/

NFL Play 60.  (2012). NFL Play 60: The NFL Movement for an Active Generation. Retrieved from www.nfl.com/play60