When I think of research...

                After taking this course, I feel that I have gained an immense amount of insight about the incredible effort it takes to create an effective, valid, and unbiased research study.  There are many steps involved, and various routes a researcher can take during the development process alone. 

I have learned that there are many aspects of a research study that need to be taken into consideration before it begins, during the process, and during the analysis of data collected.  There are ethical considerations, equity issues, researcher biases, and many other factors that could affect the validity of our research and the repercussions it could possibly have on our participants.  I have grown to appreciate research on a new level and the dedication that it certainly takes to be able to conduct equitable research effectively. 

“Research is about uncovering and enabling the emergence of new understandings, insights and knowledge.  The best research will always involve close, ongoing collaboration between those who plan the research, those who carry it out, those who participate in it, and those for whom the results have an impact.”  (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010)  I have learned that designing research is a tedious process, if it is done correctly.  A researcher needs to be a thoughtful and patient individual who is dedicated to the improvement of the early childhood field.  I have also learned a great deal about how to develop research questions and how to remain unbiased when dealing with participants involved in the study. 

My greatest challenge was developing my research question.  I modified my question every week of this course.  After reviewing new material in our course book, I would gain new insight and change my question to include new perspectives or to make it more equitable.  At first, I was very frustrated with the constant changing of my question, but began to find that the more I read about research development and changed my point of view, the more sense my research simulation began to make. 

I feel that I have grown as an educator by experiencing the effort that is applied to research studies.  I have a stronger understanding as to how research studies are designed and how the data is used to benefit families, children, teachers, and communities involved in the early childhood field.  Early childhood professionals are loving individuals with an appreciation for young children and a passion for helping to provide them with the best possible education both in the classroom and behind the scenes. 

References:

Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing Early Childhood Research: International Perspectives on Theory and Practice. New York: Open University Press .

Early Childhood Australia

The Early Childhood Australia website provided me with a great deal of insight into research that is developing in their country.  There is a link that directly connects you to an index of their “Research in Practice Series.”  Australian early childhood educators are researching many similar topics as are being researched in the United States; learning through play, diversity, building confident learners, engaging families, language, aggression, etc.  There was even research being done about how to practice sustainability in your classroom.  I found this particularly interesting, since I used to teach at a nature-based preschool.  Connecting our children to the environment should be a universal obligation and I was pleased to see that this awareness is spreading across the globe.  Childhood health and obesity was also a highlighted research topic that I was happy to see on the website.  I had previously thought this was an extremely “American” epidemic, but clearly it is all across the world. 

It was surprising to me that childhood obesity is covered in Australia media more than any other early childhood topic.  I had previously thought that American children were the only ones that were up to their ears in media, video games, phones, etc.; thus immobilizing them and encouraging the development of childhood obesity.  Most of the links pertaining to childhood obesity are dedicated to providing parents and childcare providers with information on how to keep their children active and eating healthy.  Most of the habits we develop in early childhood carry with us into adulthood.  Developing healthy eating and exercise habits will encourage Australian youth to continue these ethics into their later years.  It is my hope that American parents are becoming as aware of this epidemic, and actively seeking ways to keep their children healthy. 

Many of the links provided on this website sent me to abstracts and brief descriptions of books available on each topic.  It is necessary to be a member of Early Childhood Australia in order to receive all of the information.  The goals and objectives of this organization are extremely similar to those of NAEYC.  I am interested to hear how others interpreted this website, and possibly found better ways to navigate it.  Does anyone have a membership?  I would love to be able to view some of the articles and information.

An Interesting Article

     When choosing my topic for this blog assignment, I began to think about our discussion board this week, and all the different ways my colleagues and myself were discussing the risk/benefit equation when referring to research studies on children.  I wondered if it would be possible to take another route, rather than subjecting children to our research.  So, I set off to look through the different articles in the Walden Library database and discovered the article I wish to share with you today; Separation/Abandonment/Isolation Trauma: An Application of Psychoanalytic Developmental Theory to Understanding its Impact on Both Chimpanzee and Human Children by Linda A. Chernus. 

     I found this article fascinating for two reasons.  First; the majority of research was done amongst a group of chimpanzees.  The species of chimpanzees studied; Pan Troglodytes; share between “98.6 and 99.4% of its genes with homo sapiens.” (Chernus, 2008) They also exhibit similar emotional attachments and depend heavily on their mothers for the first five to six years of their lives.  Because of all of these similarities; by studying the chimpanzee’s reactions to abandonment, abuse, and isolation, we will be able to further our understanding of human children’s reactions to such trauma without subjecting our children to research, and possible additional mental anguish.  The chimpanzees are put in situations of abandonment, neglect, and isolation in a simulated natural habitat and their reactions are observed.  However, this brings about the question; is it okay to socially and emotionally ostracize these animals?  What is the risk/benefit equation for this particular study? 

     Secondly, the article had a profound way of explaining trauma to the reader; “An event is said to be ‘traumatic’ when it is such that almost everyone will be somehow psychologically affected by it, although in a diversity of ways and with a wide range of recovery outcomes.  Some individuals will become permanently disabled, whereas others may fully recover their preexisting equilibrium or even achieve an enhanced, more adaptive level of functioning as a result of working through their traumatic experiences.” (Chernus, 2008) I really liked this explanation because it honors every reaction to trauma as relevant.  Everyone reacts different to different stimuli; therefore, there is no right or wrong way to recover from trauma.  As educators, it’s important to acknowledge this fact so as to better support our students that suffer through traumatic experiences.  I believe that it will assist us in remaining objective, patient, and understanding, when dealing with small children who will need our love and support through such situations. 

     Personally, I feel that conducting this type of research through the observation of chimpanzees is a brilliant way to help children who suffer from abandonment, neglect, and isolation.  We will come to better understand children who have lived through traumatic situations, while sparing them the possibility of further traumatization.  I would love to hear other’s feedback on this article.  I’m curious as to how all of my colleagues will feel about the use of chimpanzees in this study as opposed to observing children who have already suffered through abandonment, neglect and isolation. 

References:

Chernus, L. A. (2008). Separation/Abandonment/Isolation Trauma: An Application of Psychoanalytic Developmental Theory to Understanding its Impact on Both Chimpanzee and Human Children. Journal of Emotional Abuse, 447-468.

Research Topic

My original topic of interest for my research was to study how the environmental factors in which a child is raised can have an effect on his or her social and emotional development throughout childhood and into adulthood.  My subtopics included; the effects of losing a parent, the difference/importance of sibling bonds, and the effects of spoiling versus depriving our children.

I chose these topics based on my experiences as a teacher throughout my career.  I have only worked with two extreme demographics of children for long periods of time; rich, elite, white children or poor, underprivileged, ethnic children; both of various ages.  I have seen how these groups have behaved as small children, as well as how they grow into young adults.  I have always wondered how my student’s lives have affected them mentally and physically and how their relationships will suffer and/or prosper in the future because of the environments in which they were raised.

I feel that what will be most relevant to my current job and passions would be to research the effects of traumatic experiences at an early age, and how it will have an effect on one’s social and emotional development from childhood through adulthood.  My greatest challenge with choosing this topic is that “trauma” is rather broad.  However, I feel that by researching the effects of different traumatic situations and how they will impact a child’s social and emotional development, I will be better able to understand my students and the defense mechanisms and attachment issues they have developed over time.   I’m hoping after reading this blog entry, some of my colleagues could offer some insight on how I can narrow this topic further without completely altering the goals of my research.

The charts have been helpful in teaching me how to collect relevant information on topics.  They assist me in organizing my thoughts and truly breaking down my research into usable pieces of information to share.  I’m hoping that my colleagues will not only help me in refining my area of study, but also with locating quality sites where I can locate research material.  I’m having difficulty locating related documents on the Walden Library link.  I am wondering if maybe I’m using incorrect keywords, or if someone is aware of a journal I could look up directly to find relevant articles. 

I look forward to learning what each of you will be researching and collaborating with all of you on obtaining your materials.  I hope to share many insightful conversations about our experiences within the classrooms and our challenges and accomplishments in conducting this research. 

Final Blog Assignment

It was interesting to develop a professional relationship with someone from Bulgaria.  There were many differences between us; culturally and professionally.  I feel that when developing any type of relationship with anyone, there are many consequences.  In this case, they were both personal and professional. 

Professionally, I feel that my conversations with Emil have opened my eyes to the role that many advocates play in the field of early childhood studies.  Emil spends the majority of his time traveling around the world; attending conferences, developing professional ties, resolving challenges within the field, and advocating for children.  I have developed a deep respect for the role he plays in this field and envy his mobility.  Although, early in our conversations, Emil claimed that he felt there was “no solution” to the issue of Roma children being integrated into Bulgarian schools, he has attended many conferences in order to advocate for them and try to find an answer to the problem.  Professionally, my interest in world matters regarding my field has been sparked.  I have come to realize the importance of advocacy and my eyes are open to how big my role could be.  I don’t have to stand on the sidelines; I can play an intricate role in the solution to our world’s issues in education.

Secondly, my relationship with Emil has also affected the way I view men in the profession of early childhood education.  My experiences have included very few men, and the men I do have in my school are in administration and have never taught in a preschool classroom.  Emil has worked so hard in his profession and has strived to reach further and touch more lives.  My idea of the role of men in my profession was that they did not have to try to obtain any professional development or better themselves because they were given the golden ticket, simply for being a minority in the field.  I now see that this is not the case.  Also, it is wrong of me to marginalize the men in my field and assume that they choose not to further their professional development, when in all actuality, many men within the field are those making some of the big decisions about it. 

Lastly, developing my friendship with Emil has been personally rewarding.  It has been wonderful to exchange ideas with someone with a vastly different outlook than my own, that has experiences that are unique from mine.  I feel that this should be a practice that all teachers are able to have.  I feel as though he has been able to touch my personal life, as well as my professional goals and aspirations.  I hope to someday live up to the model that Emil has set for advocacy.  I also hope to continue my relationship with him in order to be able to exchange ideas, speak of world issues, and develop a friendship.

In the end, I am left with one goal; I wish to become increasingly connected to the issues surrounding our field on a global level.  I have come to realize the importance of advocating for the children in our country and in order to effectively do so I will need to be up to date with the happenings occurring throughout our field all over the world.  I want to continue to build relationships with international contacts and acquire knowledge of how all programs our run so that I can advocate for the best possible practices for the children in our country.  This has been a rewarding experience for me; I’ve enjoyed getting to know my international contact, as well as learn from all of my colleague’s postings.  

Getting to Know International Contacts- Part 3

The main issue being discussed in Bulgaria at this time, is the inclusion of Roma children into early education programs.  These children are suffering due to their lack of exposure to early childhood education and are, in some cases, not even continuing on to grade school.  The gap between Roma children and the rest of the population is great and closing that gap seems to be of the highest priority in the Bulgarian school systems.

In regards to early childhood professionals, my contact believes that Bulgarian teachers are well-educated and effective teachers.  One hundred percent of all early education professionals in Bulgaria have received training in their field.  In most cases, teachers hold either a Bachelor's or Master's degree in Early Childhood Studies. Children also do not begin kindergarten until they are six or seven years old.  This gives teachers more time to properly prepare them for grade school, as well as giving the children more time to enjoy their childhood.  Teachers in Bulgaria are also in constant contact with parents.  This means that they are consistently reporting to them, (once a week), and compile a pedagogical profile on each child at the end of the year pinpointing their development.  Because of these requirements, teachers are well-versed in what is developmentally appropriate for their students and more in tune with how to speak to child development with parents.  

My contact spends a lot of his time attending professional development seminars all over the world.  These workshops and conferences are often attended by early childhood directors, but teachers are also in attendance.  He was not specific about a required number of hours, however, all of the teachers are highly educated and qualifies.  He was shocked to hear that in some cases in the United States, early childhood educators do not even hold an Associate's degree.  

My contact believes that he has met most of his professional goals.  He hopes to help the Roma population integrate into mainstream schools, although he doesn't seem particularly hopeful about the outcome.  I have thoroughly enjoyed getting to know this man, and plan to continue my communication with him as long as possible.  

Sharing Web Resources

I have been following the Pre-K Now website for six weeks now and I have learned a great deal.  There is a plethora of information available about children, teaching pre-K, being a parent of an early childhood student, policymakers, etc.  This week's assignment has provided me with the opportunity to see where the Pre-K Now website can lead me and what other resources can be located and utilized through the consistent viewing of this website.

One of the sections of this website is called, "Pre-K News Stand."  This section's goal is as follows; "The pre-k movement grows daily. In an effort to keep advocates, policymakers, and educators informed, Pre-K Now sends an email every business day with short summaries of the best 10 to 25 stories on pre-k and related programs. We include stories from all media sources (newspapers, radio, television, and online publications) and links to full articles for additional reading."  (www.preknow.com)  This has been my favorite link to outside resources provided by preknow.com.  I love that it utilizes all forms of media to keep educators up to date with information pertaining to pre-k programs.  It includes articles pertaining to Pre-K age children, teachers, policies, etc. from other notable early childhood education websites.

For example, when considering this assignment, I chose to click on a link under "Pre-K News Stand" that brought me to an article on www.edweek.org.  The article was entitled, "Head Start Supporters Fear Impact of Threatened Cutbacks."  It spoke of how budget cuts within the Head Start program could ultimately affect Pre-K classrooms and after school programs at the elementary level.  Many of the articles I have found through searching this link have provided me with information about how early childhood programs are linked to elementary school and higher education.  I enjoy reading about the impact that early childhood programs have on our children's development and how necessary they are in order for children to be successful throughout their education.  These articles provide me with validation and make me feel as though I'm truly making a difference.  They also equip me with information about the downfalls of my field and how I can advocate for fellow educators, children, and families.

While reviewing my newsletter this week, I read an article entitled, "House quietly drops popular plan to launch statewide pre-K rating system," by Beth Hawkins  This article directly tied in with some of the suggestions my colleagues and myself were making in regards to inequities in early childhood education.  I had felt that there should be a rating system that every licensed early childhood care center or preschool would have to be run through.  This article has informed me that "with members of both parties in agreement that early childhood education is key to closing the achievement gap, pre-K would finally get a place at the big kids’ table."  This, however, did not happen; "the House GOP leadership quietly killed most of a bill to create a statewide rating system to identify high-quality early-ed programs, steer the fragile families that rely on public child-care subsidies toward them and reward providers that deliver top results."  This is unfortunate and obviously not looking out for the best interests of the children involved.  Instead of concerning themselves with the issue of tenure, the House GOP should have been more interested in the bill that would provide our children with the privilege of attending programs that live up to standards and institute best practices.  


Aside from the article mentioned above, I also found information on preknow.com about pre-K advocacy and ways in which students can have low cost early childhood programs provided to them.  This has been an issue that I've repeatedly visited throughout this course; the disparities between the rich and poor and how it affects their children and their education.  This link on the website provided information about different opportunities available to parents of pre K students, as well as links that will provide them with additional resources.  


I am excited to read about everyone else's resources and to further build upon what we  have learned together.  




References:
www.preknow.com
http://www.minnpost.com/learningcurve/2011/03/31/27060/house_quietly_drops_popular_plan_to_launch_statewide_pre-k_rating_system

International Contacts: Part Two

I was able to speak with my contact from Bulgaria this week, but I am still trying to build a solid connection to my contact in Denmark.

When I tried to discuss inequities with my Bulgarian contact this week, at first, he did not believe that there were any.  After further explanation of what inequities are and giving several examples from what we've been studying this week, he believed that there were a few that "I" may consider an "inequity."  His examples were that the majority of teachers, (99.5%), are female while a similar statistic shows that the majority of administrators are male.  He was correct in thinking that I would consider this an inequity.  I feel that it's important, in any country, to have male teachers.  I don't understand why teaching is a field filled predominantly with women.  Children need to build connections with males as well and I feel that with many fathers being the parent that works, and many teachers being female, children are missing this opportunity.

Another inequity in Bulgaria would be the gap between those children who are from a low socioeconomic status to those that are affluent.  It was, formerly, a very large problem in Bulgaria.  However, my contact has informed me that there have been many changes in recent years to offer monetary support to low income families, thus enabling their children to attend public preschools.  Although many families are receiving this support, the Roma children are still suffering.  I have chosen not to really push this topic with my contact, as it seems to be of a sensitive nature.  However, he is currently attending a conference to help the inclusion of Roma students and I look forward to discussing it with him when he returns next week.

Since our conversations are brief and sporadic, I thought it would benefit me to do a little research on my own about the Bulgarian education system.  Since much of my application assignment discussed the need for teachers to possess higher education, I decided to see if Bulgaria experienced the same inequities that we do in our country regarding this issue.  In Bulgaria, according to the statistics I've located, one hundred percent of teachers have gone through training in the early childhood field and the majority of them hold a Bachelor's or Master's degree.  This is greatly different from our early childhood education system, in which some teachers do not hold any degree at all.  I have emailed my contact about this topic and am waiting to hear his thoughts and I will share them with you as soon as I do.

Learning about early childhood education in other countries has been a rewarding experience.  I feel that as an American, I have sometimes had the ethnocentric idea that "America does it best."  It's interesting to truly see our shortcomings and the room we have to go.  It's inspired me to think of ways to advocate for other professionals and make a difference in our field.

References:
http://unesdoc.unesco.org/images/0014/001471/147161e.pdf
personal contact with Emil from Bulgaria

Pre-K Now! Part 2

I have been enjoying my exploration of the Pre-K Now website.  Although I feel that much of their e-newsletter is not directly relevant to my personal professional development, they do present valid concerns throughout the early childhood field that pertains to Pre-K.  Many of the articles in the e-newsletter simply do not involve the area in which I teach. 

The website itself, however, has many resources that are relevant to my current professional development.  

One section in particular that I enjoy is the Pre-K Advocates section.  Often, I feel that Pre-K is not seen as being a valid step in a child’s education.  Many times parents will tell me that their child needs to go to Kindergarten and learn to read, regardless of the fact that they will not turn five until they have already begun their year.  I like this section because it voices the reasons as to why Pre-K is important as well as gives us information on current pre-K accomplishments, affordable pre-K opportunities, and ready-made slide shows that advocate for the programs.  I also enjoy the educator’s link. 

In the Educator’s section of Pre-K Now, I have utilized the Pre-K Teacher’s Resource Center, as well as the Virtual Classroom Tour.  It’s helpful to have a visual of what a developmentally appropriate classroom looks like.  I was happy, after going through the virtual tour, to assess my classroom and pleased that we have a quality classroom available to my students.  In the Resource Center, I appreciate the tips and ideas to implement in my classroom. 

One issue that I found interesting in the e-newsletter was an article discussing politicians and how they often fail to see the benefits of early childhood education and cut resources to such programs.  “When political beliefs cause politicians to deny solid trends in empirical research, those beliefs need modifying. Preschool teachers work cooperatively with both the young children and families they serve to ensure long-term results.” (Gartrell, 2011)  It amazes me that with the amount of research there is supporting early childhood programs and the lasting impact they have on child development and learning, that politicians still seek this out as a suitable place to make financial cuts.

In addition to the article listed above, the Pre-K Now website offers an entire section on policymakers and how they affect early childhood education programs.  It not only speaks to policymakers that are letting us down in this field, but it also glorifies those that are helping and gives us the tools we need to make a case and advocate for the importance of Pre-K programs. 

References:

Gartrell, D. (2011). Politicians ignore studies in cutting early childhood. PreK Now.

Poverty and Education in Bulgaria

I was able to discuss poverty with one of my contacts this week.  Emil is the Executive Director of the Step by Step preschool program in Bulgaria, Sofia.  Although Emil was not able to give me much information about poverty in his country, ("From an educational standpoint, I do not know a lot about this issue- poverty.")  Emil did let me know, however, that there is a minority group in his community; Romas.  This group of children is not integrated into the mainstream of the Bulgarian education system and many of them live in poverty. Emil stated that this is a very big political issue in his country, for which he believes there is no solution. 


Due to the limited amount of information I could obtain from Emil on the topic, I decided to do a little research.  "In Bulgaria, 70 percent of young Roma, (approximately 30,000 children), attend sub-standard schools in segregated Romani neighborhoods. Inadequate material conditions and the poor quality of education provided by unmotivated teachers contribute to low attendance rates of Roma pupils. Altogether, they alienate Romani children from schools and perpetuate the cycle of illiteracy, unemployment, and poverty." (http://hub.witness.org/en/action/campaigns/campaign/1023)  Although there has been some change in the ways in which Romani children acquire their education, (selected groups are bussed into Bulgarian mainstream schools), they are still facing discrimination and poverty.  


"The main problems stem from the fact that the Roma districts are turning into ghettos.  Most Roma neighbourhoods consist of slums, precariously built without planning permission on land that often belongs to the municipalities. As the Bulgarian authorities have not taken steps to address the situation, the people living in these districts have no access to basic public services, whether health care, public transport, waste collection or sanitation." (http://en.wikipedia.org/wiki/Roma_in_Bulgaria)  It seems to me that the segregation of this group of people runs deep and it was difficult to discuss it further with Emil, as he was very brief with his statement to me about Roma families and poverty.  


Speaking with Emil about poverty in his country has made me contemplate the causes of the continuation of poverty within certain groups of people.  Because there is no alternative being provided to the Roma population, they are forced to live in poor conditions and have limited access to education.  This begins a cycle; the members of this community remain under-educated and therefore do not have the necessary tools to provide their children with a better education.  In order for this cycle to end, the segregation of this community of people would have to end.  We see similar cycles in certain areas of the United States.  


In addition to our discussion of poverty, I have learned a lot from Emil about his country's education system.  He provided me with pictures of local classrooms and a Power Point presentation about education in Bulgaria.  From viewing the pictures, I can see that classroom sizes are large.  There are many students in a small space.  However, the materials in the classroom appear to be new and children seem to have a great deal of resources available to them.  Language barriers are also an issue in Bulgaria; whereas many children do not speak the native tongue and there are no accommodations made for them in schools.  In addition, the preschool system seems to be ineffective and many children are not properly prepared for moving forward in their education and there is a high rate of drop-outs.  


It has been rewarding to discuss education with someone from a different part of the world.  I feel that I am appreciative for the things provided to me in my community and in my line of work.  I am excited to learn more about Emil and his country's education system throughout this course.  I was unable to get in touch with  my contact in Denmark this week; hopefully I will be able to do so for next week's blog post.  


References:


-Personal Communication with Emil from Bulgaria
-http://hub.witness.org/en/action/campaigns/campaign/1023
-http://en.wikipedia.org/wiki/Roma_in_Bulgaria

Pre-K Now!

The organization that I have selected to focus on during my studies of this course is Pre-K Now.  (http://www.preknow.com)  This organization focuses on the needs and functions of a pre-K curriculum, as well as issues that affect pre-K programs throughout the country.  It includes parent and school viewpoints, as well as federal and state issues regarding pre-K programs.  I enjoy the fact that for each topic discussed on the website or in the e-newsletter, there are links to other articles and scholarly journals that can help the reader develop a clearer understanding and add differing viewpoints. 

The current issue that caught my eye on the website this week was the importance of engaging parents in order to have a successful program.  Often times, we focus so much on our students, we fail to properly engage their families in the program as well.  When looking through the “educator resources” on the Pre-K Now website, I found what I believe to be the most effective way to include families in their child’s pre-K  program; “Open your program. Invite families and community leaders to visit the program and to observe classrooms and visit with teachers, staff, and other parents. Provide opportunities for parents to meet with school district officials and learn about the school system.”  (www.preknow.com) 

In order to include families in my program, we have an open door policy.  Families are welcome to visit the classroom, join on a walk, or participate and create activities with us any day of the week.  We have had fathers come in to read stories, and moms join us for an art project; we’ve even had older siblings come in to read a story and play for the morning.  Because our students’ families are so involved in our program, the children feel comfortable there and continuously connected to home in our classroom. 

As an organization, we provide opportunities for parents to socialize through fundraising events, and social gatherings.  For example, we had an auction and party in our greenhouse on a Saturday to raise money for the preschool.  This party gave staff and parents an opportunity to get to know one another without the children present.  Building relationships like this with families assists us in providing their children with quality education. 

Another suggestion on how to engage families in the program is to “recruit and retain appropriate staff. Offer professional development workshops for teachers on diversity-related topics and on how to foster a family-centered program. Make an effort to recruit a culturally and linguistically diverse staff.”  (www.preknow.com)  It is important for the staff to be diverse.  This doesn’t limit to just cultural diversity though, I feel that this also includes a diverse group of individuals who are all different and offer the children something unique.  For example, we do not have a very culturally diverse staff at my school, but we are all very different individuals.  I feel that each of the students has a special connection with one of us that allow them to feel safe and comfortable in their classroom.

Having a “diverse” staff also allows children to be exposed to the different ways that people choose to present themselves.  For example, I have a nose piercing and tattoos on my ankle and foot that are visible to children.  When I asked my boss how she felt about this exposure to the students, she said; “I would rather their impression of someone with a facial piercing and tattoos be their teacher; someone they love and respect; than have them be frightened by such things.”  I couldn’t agree with her more. 

Engaging families and respecting diversity amongst staff and students ties in with our topic of the week; changing demographic and diversity.  “By recognizing, respecting, and accommodating the range of family backgrounds, arrangements, and circumstances, engagement can offer benefits to parents and family members as well as to children.” (www.preknow.com) 

References:

http://www.preknow.com

Early Childhood Education Across the Globe

I am excited to learn more about other cultures and their early childhood education programs.  I feel that it’s important to do so in order to develop an appreciation for what I have within this field in my country, as well as to develop an understanding and appreciation for what early childhood educators do in other areas of the world. 

I used a few different methods in order to establish contact with early childhood educators from different countries.  I first went to the websites offered in this week’s resources and emailed fifteen different professionals.  I explained my assignment, why I chose to contact them in particular, and what interests me about their country.  As a teacher, I felt that if I were to be approached by someone from a different country to learn more about my classroom, I would be more prone to respond if they showed that they were already looking into our education system and they had a legitimate reason for choosing me to contact.  I was able to establish communication with a male teacher from Bulgaria through the use of these websites.  I have already begun emailing back and forth and am waiting for his response to my numerous questions about his school, classroom, country, and field. 

To establish a second contact, I asked my colleagues at work if they knew any early childhood educators in other countries.  My request was met with a series of “No’s” and “Sorry.”  After racking my brain for a while, I suddenly remembered that I had a student last year whose family returned to Denmark at the beginning of this school year.  I had a great relationship with this mother and have continued communication with her since they’ve left.  I decided to email her and ask if there was any way for her to put me in touch with my former student’s new teachers.  She has said that they would be more than happy to do so and she will give them my information when they return to school on Monday.  This contact was particularly exciting for me; I will learn more about another culture and be able to learn how one of my former students is re-acclimating to life in Denmark.  I look forward to hearing from them.

When choosing a website to study, I was unable to limit it to only one.  I have signed up for three newsletters; The National Black Child Development Institute, Zero to Three, and Pre-K Now.  I chose The National Black Child Development Institute because I used to work primarily with African American students.  I currently live in a predominantly white community and would like to stay up to date with the needs of the African American community.  I chose Zero to Three because I read many of their articles throughout my coursework in previous classes and would like to receive the newsletter and share it with my co-teachers.  Lastly, I chose Pre-K Now because I teach in a Pre-K classroom.  I want to serve my students to the best of my ability and I feel that by exploring this site and receiving their newsletter, it will be beneficial to developing best teaching practices. 

I chose to focus my studies on the Pre-K Now website.  I feel that this will be most beneficial to my professional development.  While initially exploring the site, I enjoyed the articles and information provided by educators from all over the country, (which were offered in Spanish and English).  There were also stories published by families about how pre-k has truly helped their child and their family.  I look forward to printing some of these out and using them when recruiting new families to join our program at the Nature Center.  There were also links to conversations had by pre-K professionals about their programs and their dedication to provide their students with a positive and developmentally appropriate school experience.  I feel that these will be beneficial when creating my curriculum.  I also enjoyed the resources made available through this site.  I want to stay up to date with what decisions are being made in our government that will affect my classroom now and my future children’s classrooms down the road. 

I am excited to build these bridges throughout my work in this course.  I am also excited to learn more through the research of my colleagues.  I’m curious to know what other countries they will be communicating with and how our educational system compares with those in other parts of the world.  I feel that this will be extremely beneficial to my professional development; it is important to build relationships with other early childhood professionals within our country and otherwise. 

My Supports

Support comes in many forms.  It can be given by loved ones in time of crisis, or on a daily basis to help you reach small goals.  It can come in the form of money or short notes of encouragement.  Support is what gets us through the day just as much as it helps us through a hard time.  Support is needed by all. 

I have been blessed with a wonderful network of support in my life.  I have daily supports; my co-teacher helping me plan lessons and implement them, my family calling to be sure I’m doing well, money made from work and given through the government to assist me in completing school, “to do” lists, and support from my roommates in keeping our house a home.  I also have emotional support; my family and friends are always there when I need them.  Physical support is also important; my trainer at the gym, massage therapist, and physical therapist.  All of these supports are what allow me to feel healthy physically, mentally, and emotionally.

All people need support on a daily basis, and I am no different.  I need support from my co-teachers when working to solve a problem with a family, child, or work issue.  They lend their support by offering ideas and strategies that I may not have thought of.  Sometimes, just offering a different perspective can be a great support.  I need support from my family and friends when facing challenges in my day to day; whether it be a bad break up or just a lousy day at work.  My family and friends offer their support by calling me and talking to me, visiting me, or sending notes so that I don’t feel so far from home.  The physical support I receive from going to the gym or getting a massage when my body aches are essential to feeling well physically and therefore opening the gate to feeling well emotionally and professionally.  If these supports were absent from my life, I’m unsure what I would do.  Certain things I could live without; I could live without a massage once a month.  However, I don’t know what I would do without the support of my family and friends, which has been so essential to my growth and personal development.  I also would be lost without colleagues that I respect and value their opinions.  It would be difficult to be in a classroom all day by myself with fifteen five year olds and no other perspective or teaching style.  It would be hard to be a reflective educator with no other opinions to reflect on. 

The most difficult support to lose would be emotional support.  Life throws curveballs at all of us, and it’s the support we receive during these times that will determine how we handle a difficult situation.  I am fortunate to have unwaivering support from the people closest to me; even if I haven’t spoken to one of my friends or family members in a long time, I have never been questioned when I really needed them for support. 

There have been many challenges I have faced over the years; personally and professionally; that have required much support.  It was difficult to think of a hypothetical situation when I have so many true examples of the support that I have needed and experienced, and sometimes, did not receive.  However, I chose to imagine becoming unemployed.  In this economy, it is difficult to find and maintain work.  If I were to be unemployed, I would need a great deal of emotional and financial support from my friends and family.  Because I live where I work, I would also need a place to live.  I feel that I would be able to obtain this support easily because of the wonderful people I have in my life.  I have family in New York and Connecticut, as well as some friends, that would take me into their home without a second thought, (as they have in the past when I’ve needed them).  I also know that I could rely on my family for some financial support, and I could look to a few of my friends with their own businesses for short term work.  This challenge would affect my daily existence in every aspect; I would be without home, money and mental challenge.  Receiving support would be imperative to my very survival of this situation.  The benefits of this support, is that I would feel nurtured and taken care of in a time of need. 

If I did not have the support that I am so blessed with, I would struggle a great deal.  If I existed without these supports and in the challenge of being unemployed, I would be homeless, without money, and in a poor emotional state.  Thankfully, I don’t think I will ever have to know what it feels like to go through a challenge without support.  

My Connections to Play

Quotes:

There are so many beautiful quotes about children and play, and the benefits of play.  I found three that really stood out for me.  The first quote summarizes my playfulness as a child and the second two, I believe, explains why play was important for me as a child and the benefits that play provided me.

"You are worried about seeing him spend his early years doing nothing.  What!  Is it nothing to be happy?  Nothing to skip, play, and run around all day long?  Never in his life will he be so busy again."  ~Jean-Jacques Rousseau, Emile, 1762

“When kids play, they remember.  They may not be aware they are learning, but they sure are aware they are having fun.  When you have a good belly laugh with your siblings or parents or friends, that stays with you.  And the great thing is that is comes so naturally…if we only let it.”--Rebecca Krook, play facilitator for kids with disabilities

"Play gives children a chance to practice what they are learning....They have to play with what they know to be true in order to find out more, and then they can use what they learn in new forms of play."--Fred Rogers of Mister Rogers’ Neighborhood

When my sister and I were very young, my parents refinished the basement of our childhood home, and in there was our glorious playroom.  It was huge!  On days when our parents let us play inside, (we spent the majority of our playtime outside), we would play "office."  My sister, (who is now the Vice President and Controller of a bank), would be the boss and I would be the secretary.  The typewriter was my absolute favorite thing to play with during "office."  (When we were done playing "office", we played "school."  I guess we're both in the fields we were destined to be in!)

In my childhood neighborhood, there were four children who lived across the street from my sister and I.  We spent countless hours and afternoons playing with them.  Our favorite thing to do was recreate our favorite movies.  The most popular being Peter Pan and The Little Mermaid.  The hammock was used to "fly" during Peter Pan.  We would run and jump, landing on our bellies and sending the hammock swinging.  I remember the spinning feeling I would get in my head when I would look at the ground and imagine that I was soaring high above it.

I was lucky enough to grow up in a safe neighborhood with a lot of other children around.  During the summer, we would all get together and play games in the street or in the lawns behind our houses.  Kick the Can was a favorite, as was Capture the Flag, (or bandanna).  We would play Kick the Can right in the middle of the road in front of my house; we used landmarks for bases.  Capture the Flag was played on strategically mapped out paths behind our houses, extending all the way down the road on both sides.  Summer was my favorite time of year because of these gatherings.  

Reflection:

Growing up, there was no question as to whether my sister and I would play or not.  The only time television was an option was on Saturday mornings, or later in the evenings, (but not during the summer).  Shauna and I loved to play with our dolls, play in our playhouse, on the swing set, and behind our shed where there was a lot of mud.  When I played alone, I enjoyed making friends with animals.  I would catch frogs and toads and build them little, (not always successful), homes in our window wells.  I like to sit by the gutter with my dog, Jessie, and imagine that my reflection was a secret friend I had.  My favorite place outside was the swing set my father built us.  I would swing for hours and sing songs from The Little Mermaid at the top of my lungs, (with my mother watching from the kitchen window.)  

Our parents not only encouraged our play, they enjoyed playing with us.  My family was, and is, very close and I was lucky to have parents that wanted to take part in our play, instead of using it as a simple distraction.  We played board games together, and my mom would often enter our imaginary worlds with ideas of her own.  I remember my parents attending birthday parties for our cabbage patch kids, and judging matchbox car races.  Of all the time spent with them though, my favorite nights were when my father would play the guitar and we would all sing.  We would act out the songs, sometimes put on our dress up clothes, and dance all over the living room together.  I would say that I am greatly blessed with my parent's understanding of children and the type of play that we needed for healthy development.  

Play, in this day and age, is vastly different from the play I participated in as a child.  Children now have options that I did not have as a child.  The internet has revolutionized play, and most likely not in a positive way.  Children can spend hours on the computer playing games, reading, learning new facts, etc.  Even though some learning can take place through television, computers, and video games; children are not using their own imaginations and therefore are not developing those patterns of thinking.

In addition to growing technology, children cannot play as freely as I did as a child.  I was able to run around in my neighborhood and play in the road at all hours of the day without a worry.  Now, the media has made our society fearful of dangerous factors that may threaten the safety of our children.  Although there is some validity in these factors, I feel that parents don't allow their children to have much private, exploratory play time.  Children need moments like these to develop relationships with their peers and the world around them.  I definitely spent a great amount of time alone, or with my sister, outside.  Those moments provided me with an opportunity to build a connection with the natural world and to really get to know myself.

Play should never cease.  I feel that it's not only healthy for children, but it's necessary for adults to stay happy.  Adult play is definitely different than children's ways of playing, but it doesn't have to be.  Art is always an outlet; whether with crayons and a coloring book or oil paints and a canvas.  I try to find ways to "play" every day.  It can be a simple as knitting, drawing, or going for a mini adventure in the woods.

As said by Benjamin Franklin, "We don't stop playing because we get old; we get old because we stop playing."

The Importance of Clean Water

Blog Assignment
Week 2

I chose to discuss the lack of access to healthy water, as it impacts child development.  As citizens of the United States, where drinking water is readily available, we tend to forget that many children in other parts of the world are lacking this valuable resource.  Of all the water on the planet, only 3% is drinkable.  That three percent needs to satiate billions of people. 

This topic is meaningful to me because I work in Environmental Education, and have for four of the five years I’ve been teaching.  When teaching older children, we spoke quite often of the deficit in drinkable water and how we can help to conserve water on a daily basis.  I continue to teach conservation to my preschool students, and ways in which we can change our daily habits to help “spread the wealth” of water.  (ie: turning off the water when you are brushing your teeth or washing your face.)

In India, sixteen hundred children die every day from the lack of clean water available to them.  Citizens in India often have to travel miles on foot to get to a well with healthy, clean water in it.  When children aren’t able to access clean, healthy water on a regular basis, it can affect their development.  “Pure water helps a child‘s defenses grow stronger and perform better; giving them the protection they need during those fragile developing years.”  Often, children who are subjected to unclean water sources may suffer from disease, learning disabilities, asthma, and other illnesses.  Proper filtration techniques are not available to countries, such as India.  In these countries, their water may also be contaminated with human bodily fluids, animals, etc.  

After reviewing this information, I have become more aware of how lucky I am as a citizen of the United States in this regard.  I often take advantage of my access to clean water and would like to become more aware of my usage.  In addition, I want to help my preschool students develop good habits when it comes to using water.  If they develop these habits now, they will be more likely to maintain them throughout their life, pass them onto their families, and even their future families. 

Resources:

http://www.drinkingwaterforindia.org/

http://www.healthychild.com/drinking-water/clean-water-is-crucial-to-a-childs-development/