Reflecting on Communication in the Early Childhood Field

This course has been tremendously enlightening in gaining understanding in methods and perceptions of communicating, as well as collaborative strategies in setting andreaching goals.  I would like to thank each of my colleagues that I have had the pleasure to correspond with during these past 8 weeks and through out this Master's program.  I am looking forward to the next transition and wish everyone much luck and success in the future. 

Adjourning

I have only experienced difficulty adjourning from a group which I was involved on one occasion.  Growing up and through undergrad I played sports year round.  The main sport that I excelled in was fast pitch softball.  Adjourning from my team at the end of each season was a bit tough.  When I was younger, the emotions related to adjourning were not as intense as when I grew older.  This is likely because when I played sports at a young age I had other sports to look forward to, and often I had the same teammates from one sport to the next. 

At an older age playing in college, the last game of my senior year was challenging.  This is because I was aware of the end of my athletic journey as well as the camaraderie that I had formed with my teammates over the previous four years of my experience.  Each season our team set out to accomplish the same goals, to win our division and our conference.  We all had sight of this goal and learned to work together in attempt to achieve it.  Along the way there was much adversity to overcome such as injuries, competition within the team, or individual conflicts amongst teammates, but we depended on each other for success.  So ultimately if we wanted to achieve our goals we had to work out our struggles to the best of our ability.  

Despite the internal challenges that my teammates and I faced, it was difficult to let go of the relationships that I had built as well as the feeling of belonging that I had with particular group of people.  We all shared the same passion for this particular sport and worked equally as hard to reach a desired outcome.  I do believe high performance groups in this sense are not easy to walk away from.

What I did appreciate about the adjournment period was the acknowledgement of each participant of the team at the end of their senior year.  This along with the memorabilia left us with something to hold on to from the group and share with others. 

It is important to have closure to finalize an experience, including in this master’s program.  I believe that we have come to know each other through discussion and blog pots and hopefully can attend the graduation ceremony together at the end of the program.

Communication Conflicts

Currently I am not experiencing any conflicts within my work place but can remember alt least one occasion when I have. There was a particular intern, who is no longer at the agency, who I struggled with when it came to communicating. This intern was designated a small caseload of clients, however I was the assigned clinician. I found that the intern would not communicate pertinent information involving the case. At first I thought that somehow she did not understand what information should be communicated or perhaps she was not used to working as a team. I discussed with her why we work as a team within the agency and how we must communicate with each other regarding the clients we serve. Following this conversation, there was a major incident where particular protocol was to be followed. However, once again she withheld information that needed to be made aware within our team. Since she was an intern, it was not as difficult to solve this challenge. She was given less responsibility and eventually the internship ended.

One communication conflict strategy that I learned is to share knowledge of education so that people can meet needs and expectations. I could have put more effort in to teaching this intern about the importance of communication and collaboration when working with others who also serve as supports for the clients. As well, I could have done more by helping her understand what types of information needs to be shared and documented accordingly.

Another strategy that I could have used is creating a more balanced atmosphere which would lead to open communication on an equal level. As an intern she may have felt less power in the situation and perhaps unsure of how to communicate within that role.

I believe that these strategies from the 3 R's could be applied to this conflict. Learning about conflict resolution in communication has helped me understand mistakes I have made in the past that led to negative outcomes. I will apply the skills I have learned in the future in attempt to avoid conflicts in communication.

communication similarities and differences

I was surprised at listening styles profile score, according to my co-worker. When I took the test my score for my self was in group 1. Meaning that I am empathetic and concerned with the emotions of others. My husband also scored me in the same group. My co worker however, Scored me in group 2. Meaning that I am “business-like” and my efficiency may intimidate more sensitive listeners. Thinking about this, I suppose that when I am at work I present and communicate differently with my coworkers than with friends or family. I also communicate and present differently with my clients. It is almost as if I categorize my relationships and how I interact within those relationships. I have always been self aware of this but perhaps not to the extent that I needed to be. I would have expect my coworker to also see me as an empathetic listener.

This week I discovered that my past experiences greatly influence the way in which I communicate. I believe these influences have to do with mindlessness and reactions to schemas that I have formed from past interactions.

I also discovered that I subconsciously use self monitoring when interacting with others. I find myself reading cues and knowing how to present myself in situations according to the environment.

I believe that both of these qualities balance my interaction and communication with others. I feel that having a balance of past interaction and present relativity will be helpful when working with children and families.

Cultural Diversity and Communication

Communication is the process of which individuals use symbols, signs, and behaviors to exchange information (O'Hair & Weimann, 2009). We use communication to begin, maintain, and end relationships. The interactive relationships that I have developed in my life consist of family, friends, and colleagues. Each of these relationships are important but different in how I use communication exchanges. Naturally my family and most of my friends share similarities of cultural aspects, i.e. race, religion, marital status, and interest, and lifestyle. In my work place I interact with a much more culturally diverse group, and I must be mindful of this factor which influences communication. One such factor is the diversity amongst my self, clients, and other employees. Diversity can create potential misunderstandings or conflict stemming from the way we each individually make sense out of the world (Beebe, Beebe, & Redmond, 2011). I believe that I do find my self communicating differently in the work environment because of the variations in age, gender, sexual orientation , ethnicity, and intellectual ability. This is partly because I have learned to adapt to others and the environment according to the context of the relationship. For example when speaking with my clients who are developmentally disabled, I make sure I use appropriate language that meets their level of comprehension. At times I may also rely on pictures when communicating with an individual who is non verbal. Another example of adaptive communication in the work place is the way I communicate with other colleagues. I have closer relationships with some of my colleagues opposed to others. I find that when communicating with those I am closer to, I may share my personal opinion of topic that is non therapeutic and based on my background and upbringing. However, when communicating with a colleague who I do not have a close personal relationship with I generally give input based on therapeutic practices and what is generally acceptable to say in the situation. I believe this is because there are different levels of comfort.  Those I am closer to, I automatically know that they understand and accept me so I am comfortable displaying my self. Those I am not close to, I do not want to judge me out side of my professional abilities.

 

O’Hair, D. & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon. Chapter 4, "Interpersonal Communication and Diversity: Adapting to Others" (pp. 85–114)Copyright 2011 by Allyn & Bacon, Inc. Reprinted by permission of Allyn & Bacon, Inc., via the Copyright Clearance Center.

communication

The office:

This is a show that I have only seen previews for and not sure what plot it is actually based on. 

No audio:

In the episode there is a man who seems to be the leader and perhaps the boss.  Another man who is overweight seems to be portrayed as lazy because of his size and lack of attention in the meeting.   The “boss” who is leading the meeting uses cues such as nonverbal gestures i.e. pointing, and large hand movements.  He appears to demand control and dislike challenges. 

(This is an advertising company.  The meeting is about directions to the office garden party.  The boss is instructing his employees on eating and proper etiquette for the party.  Even though the overweight man is does not appear to be paying attention, he asked a question that pertains to the party. )

No audio:

In the lunch room there are two ladies.  One is pregnant.  They are having a conversation.  One of them looks surprised as if she is discovering new information.  I would assume from this scene that the ladies are gossiping about someone in the office.

(Both of the ladies are pregnant and discussing pregnancy topics.  One of them becomes surprised when the other reveals the name of the baby which turns out to be the same for both.)

No audio:

There is a party held outside of work.  The office workers attend the party with spouses.  They appear to be making attempts to impress someone who may be a large business investor or maybe the person who the party is in honor of.  The boss of the office is very disappointed in what transpired at the party, though several comedic unprofessional events. 

(They party is in attempt to impress the CEO and ultimately the boss’s parents. The boss’s official title is regional manager and he is seeking the same acceptance as his brother receives from their parents.  The man whom he seems to be seeking the most attention from is his dad.  Without Audio I thought the man was his Boss.)   

No audio:

Also there seems to be a competitive nature between the women in the earlier scene in the lunch room.  I would assume they are competing for credit.  Following this others in the room begin competing for attention while making speeches.  The tone of the room appears that the behavior has become embarrassing; however, everyone begins to join in and smile.  This indicates that they are enjoying the moments.   

(The ladies continue to compete over the name of their child.  The CEO gives a speech that discredits the boss and himself and uplifts the employees followed by the dad’s duet with the son.  This allows the son to feel the acceptance he’s been looking for until the other brother joins their dad in song.  The facial expression of the boss (son) is disappointed and he runs off.  Without audio I assumed he was upset about the antics of the employees at the office while everyone els appeared happy.)

It was very different watching with audio.  I was able to put together the verbal and nonverbal cues to understand the interactions with the characters.  Without audio I had to use assumptions based on non verbal cues only which made my assumptions only partly accurate.  I believe that I would have been more accurate in my assumptions if this were a show that I had known well.  This is because I would know who the characters are and their personalities.   Although, I do not believe that I could be completely accurate without the verbal cues and context of communication.

competent communication

The person I feel who demonstrates effective communication is a psychiatrist that I have known for 6 years.  We work together in a community mental health program.   The reason I believe this Dr. displays excellent communication is because she thoroughly explains herself when discussing symptoms or behaviors related to mental health.   She also thoroughly explains medications used for treating those mental health symptoms.  Though discussion, the Dr. has shared with me her desire to teach others information and that her primary goal is to help people in any way she can.  Not only does she share information but she is open to others opinions and supports a team approach to treatment.   There are other Dr.’s in the program I work for, who I feel carry a certain ideal of supremacy, arrogance, and entitlement.   I find her to be the exact opposite and in fact she is very flexible and open minded.  O’Hair and Wiemann (2009) declare, communication is appropriate when it meets the expectations of the communication partner.   It is evident that the Dr. meets the needs of those she is communicating with.    I feel that the Dr.’s approach to communication would also be useful in the early childhood field.   Educators need to be open and flexible especially when communicating and collaborating with diverse families.  It is also important to show respect to colleagues and accepting of their opinions as well.

 O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

Professional Hopes and Goals

My hope for all children is to have access to early education programs regardless of their economic circumstance or cultural background.  I would like to see our state and federal programs take more initiative in implementing quality programs and ensuring equal opportunity to those of diverse backgrounds.  Our children are worth the investment. 

From this course I have learned that each child despite their back ground is subject to acts of discrimination and marginalization.  As educators we need to understand the effects that biases and prejudices have on children in order to prevent and combat the occurrence.  Providing examples of prejudice and discrimination of my own experiences throughout this course has resurfaced many childhood memories and feelings.  My goal is to help children who have or are experiencing these acts overcome their challenges.  Also teaching children in early childhood about diversity will help eliminate these hurtful behaviors.

Thank You to each of my colleagues for encouraging me in this course and for being nonjudgmental about the personal information that I shared of myself.  I have greatly enjoyed the lessons learned and look forward to the next course.  

Welcoming Families From Around the World

The country I chose for this blog assignment is Greece.  This is a country that I am not familiar with, but in the past there was client enrolled in my counseling program whose parents are from Greece.  So I felt this county would be appropriate for this assignment.

1.     I would find an interpreter if needed to communicate

2.     Since individuals from Greece are passionate about their background, culture, and ancestry I would begin by educating myself on the traditions customs of Greece such as the festivals, holidays and foods that have long been a part of the country.

3.     I believe it would be especially important to learn about the countries religious traditions.  For example, the Orthodox Church is very present in education and children have obligations to religious courses and pray all together every morning before starting the classes in private or public schools.  Also is may be useful to learn of Greek the superstitions of religious nature.

4.     It would also be important to learn about Greek communication and family relationships.

5.     Finally I believe it is important to communicate with the family themselves.  Getting to know the individual family unit and build a relationship while understanding their expectations of the program.

I believe that this preparation will help the family feel welcomed and accepted in a new environment.  Also I believe that this will help form a partnership with the family to provide the best care for the child.

The Personal Side of Bias, Prejudice, and Oppression

My sister is a single mom with a son who is 4yrs old.  My nephew was born with some GI complications.  He spent his first month in a hospital in California.  My mom and I were in Washington, where we still live.  My sister was working in California and attempting to relocate closer to family.  During her transition my husband and I helped her out by taking over care for her son and overseeing his medical treatment.  I was also 8 months pregnant.  While in my care my nephew became sick again and spent another month 1/2 in the hospital. The social worker at the hospital had set up community resources upon discharge to help me support my nephew at home since he needed ongoing care.  Since I was responsible for his care, his medical assistance and other supports were in my name.  One requirement was that my nephew drinks a special formula that helps babies gain weight.  Since it is for babies with nutritional challenges the formula is very very expensive.  More than twice the cost of regular Enfamil.  I was referred to WIC to cover the cost.  My mom drove me to my first appointment at the WIC office.  When we met with the counselor who completed the intake she made a comment that really disturbed me.  She stated “When you come in to the office we expect respect and patience.  If you come in like where’s my checks, I want my checks now, then we are not going to help you.”  As she said this she was rolling her neck as if imitating someone with a negative attitude.  It caught me off guard at first.  I asked her, "why would you think I would be disrespectful?”  She replied, “we get that a lot in here so I just want to let you know our rules.”  I then told her, “I know how to conduct myself in a professional manner.  I am educated with a college degree, and work in the social service field just as you.  I would never come in to an office yelling or demanding anything from anyone.” 

I’m unsure of the exact reason she made those statements.  Maybe because she thought I was poor; which would mean she has a bias against those of less fortune.  Or because I am a black woman; which would mean she has a bias against black women.  Or perhaps for both reasons.  I personally believe that since I had state medical insurance in my name she categorized me for that reason without knowing anything more about me. But whatever the reason, I was very unhappy when I left the office.  I felt that she made an assumption about my character based on appearance and the fact that I needed WIC to help with the cost of formula for my nephew.  She assumed I was poor, uneducated, unprofessional, and disrespectful.   In that moment I felt judged for needing assistance.  Because she was in an authoritative position it felt as if she looked down upon me.  Had she known anything about my personal life she likely would not have made those statements.  My mom and I discussed this on the way home which helped me get over that experience.  I did see the woman on other occasions when I went in to the WIC office but did not have any more interaction with her.   

I was glad that I spoke up in that situation because I think she needed to know that she should never make assumptions such as that about people.  Hopefully this changed her approach to others who are provided assistance in the program.  She should interact with people on an individual basis without carrying prior experiences in to new introductions. 

Practicing Awareness of Microaggressions

Two weeks ago a friend of mine decided to have a small get together at her home.  I knew all the girls who were attending.  I would consider two of them my friends and the others acquaintances.  I was the only African American girl other than the host who is bi-racial.  I was having a good time.  The atmosphere was light and fun.  One girl who is always a comedian was dancing to the music in a joking manner and we were all laughing.  The radio station played a song called Dougie? (I think)  It’s a rap song that’s out right now and I hear sometimes when listening to the Radio.  There is a dance that goes along with it.   Anyhow, one of the girls said “Oh I like this song.  Come on Leon’e show us how to do the Dougie.”  Well…let’s just say anyone who knows me knows that I cannot dance because I don’t have rhythm.  Also I don’t listen to rap music unless it’s on the radio, which is not very often.  So I am way out of the rap loop.  I replied “I don’t know the Dougie because I’m not cool.”  She laughed and the gathering continued.  I knew at the time that she made either a joke or an assumption, but which ever, there were racial indications behind this comment.  I wasn’t too upset about this because I thought she probably was unaware of what had taken place, especially because we were amongst friends.

This incident did not change my perception of stereotypes.  I have encountered and witnessed many levels of racism, prejudices, and stereotyping.  I do believe that my response to microaggressions with underlying messages of marginalization has changed, at least when directed at myself.  15years ago that experience may have hurt my feelings.  Today I feel that I am better at protecting my feelings. Part of that protection is maturity, self confidence, and understanding differences in others and those hurtful comments aren’t always intentional.  If it were a encounter that significantly bothered me I do believe that I would address it accordingly. 

Perspectives on Diversity and Culture

For this weeks blog assignment I asked 3 people about their perspectives of diversity and culture.

Holly: A 52 year old African American woman “Culture is a heritage of customs, traditions, mindsets sort of like a thread that binds a group of people together. Diversity is the blending of different customs, traditions, mindsets without altering their culture with the understanding that it is the difference that brings value to the blend. (Does that make sense?)”...

 Mahita: A 38 year old bi-racial, African American/Caucasian woman: I look at it like diversity being different types of cultures... and culture being part of our background that makes us who we are...

Al: A 31 year African American male: Diversity is being different or being the minority...culture is a standard of the majority...the majority determines if you are diverse or not.

What I have learned about culture so far in this course:

Diversity is various groups of people coming from different backgrounds, of different races, religions, and and identifications.


Diversity includes experiences and circumstances that create diversity amongst human beings such as economic and social statuses.


Diversity creates pathways to social identification classifications identities help us recognize similarities and difference within a group.


Culture as a wide range of characteristics including, but not limited to race, economics, gestures, and body language.


Surface Culture consist of the obvious outward classifications such as race or ethnicity


Deep Culture moves beyond surface cultural references and permeates attitudes and feelings derived from interpersonal relationships of influence.


Having dominance in culture sets the standard according to how others should present themselves

Cultural discontinuity has to do with losses or inabilities to continue cultural practices, ideas, or values for reasoning specific to interruptions with cultural connection.

Cultural invisibility occurs when aspects of culturally related significances are not acknowledged, not accepted, or ignored.

I believe Holly placed considerable thought in to her answer and nicely summed up some meaningful aspects of culture and diversity together. For example she clearly articulates her thoughts of culture and diversity as sharing similar components, but differ in the view one is founded in bonds and the other highlighting dissimilarities.

Al pointed out that in culture there is a majority and minority group. His statement “The majority determines if you are diverse or not” relates to the notion of dominating cultural power. Some aspects that were not highlighted by the three interviewees were the effects of cultural dominance and social classification.

I have realized that everyone has their own ideas and thoughts about culture and diversity. Even though each individualized thought and opinion is stated differently there is commonality in the meaning behind each point of view.

My Family Culture

I put a lot of thought in to this weeks blog assignment trying to figure out what items are significant to my family culture, and are valuable in my life.  The first item that I believe is a strong influential connection to my family culture is a scrap book containing recipes that my grandmother put together for her daughters.  This book contains some favorite meals from my childhood.  I would want to carry on the traditions derived from foods that my family has enjoyed for many years.  This is relevant to me because that traditions such as having large family gatherings for meals have not continued in recent years within my family.  I would like to learn some of these recipes and bring back the togetherness that once existed within our union.

The second item that I would want to take with me if is the picture book that contains photos from my childhood, in particular events that have been celebrated in my life - through college graduation.   I believe that these pictures are a way of reflecting on memories and specail traditions that my family has held.  My intention would be to carry out theses traditions once settled in a new country.   Such cultural representations include vacations, holidays, sports events, and first days of school.

The third item that I would take is the diary that I kept during my high school and early college years.  Although I haven't continued to write during most of my adult years, I occasionally look back to my entries to reflect on events and feelings that have occurred in my life and helped mold who I am today.  When reading these old passages the feelings surrounding those memories come pouring back to me.  Depending on the entry, I may even remember certain songs or cues that recollect feelings, taking me back to the moment.

If I had to choose between these three representations of my self and family I would be devastated.  Anyone who knows me well understands that I hold on to things that I consider to have sentimental value, which turns out to be many items in my life.  I'm not sure that any of these holds more value than the others.  I believe that I would feel that my rights are being ripped away with unjust decisions forcing me to choose between my possessions that have been part of my life and hold considerable meaning. I would imagine that would lead to feelings of mistrust in a new surrounding where I am not a part of  the dominant culture.  Those feelings of mistrust may also lead to feelings that this new culture of people is not open or accepting of my culture. 

This exercise has led me to think about people who are forced to leave their homes, communities, and counties to start a new life other that what the are used to living.  They have to learn to adapt to cultural changes and follow new cultural expectations that are not similar to their own while trying to preserve their own.  Whatever the reason for relocation and reformation of life, the result or feeling of emotions around these changes are common amongst all groups. 

Final Blog Assignment

Over the past eight weeks I have enjoyed listening to pod casts, exploring websites dedicated to improvement of global early childhood education, and learning of international practices, reformation and advancement of early learning. Though I was not fortunate to have connected with an international early childhood professional, I feel the information I have gained has opened my mind and expanded my knowledge of international educational experiences. I am pleased to learn of the efforts of organizations such as the Global Childcare Initiative and UNESCO, who are working with nations on developing systems according to researched best practices, where otherwise early education programs would not exist. The information that I have acquired from these such organizations I can apply to early education practices in my own professional career.

Realizing that some indigenous groups have little opportunity and accessibility to early childhood programs has enhanced my desire to advocate for children and families and help others in my community gain opportunity for early education.

Importantly, all of the programs that I researched in other nations place value in conservation and awareness of culture and back ground. This is something that I was before aware of but now can associate internationally as well. For example, in my last blog I discussed the Loipi people of Kenya and ways their early childhood program recognizes and respects cultural traditions.

Finally I will explore collaborative opportunities in early education with programs and organizations who I can continue to learn from and continue to expand my knowledge and awareness of practices and resources in the field.

Getting to Know Your International Contacts—Part 3

For this blog assignment I chose to review the UNESCO website, http://www.unesco.org/new/en/education/. This organization strives to improve education around the world maintaining the belief that education is a key to social and economic development. UNESCO leads international policy for a integrated early childhood system focusing holistically on the needs of children by efforts of reviewing and developing national policies affecting children through 8 yrs. I viewed a video that discusses a program in northern Kenya called Early Childhood Programme for The Nomadic Loipi of Northern Kenya. There are 85 community Loipi projects have serviced 27,000 children and families (UNESCO). This is project concentrates on a group of pasrtoralist and nomadic people and preparing their children for school. The participants must feel protected and welcomed in the program. The traditional cultural values are preserved while preparing children and families for interaction with the modern world. The parents, caregivers, and some trained teachers provide the structure of the program. The children learn how to play together by working on social skills. They learn about their culture through the elders in their community. The tradition in the Loipi culture focuses on story telling, riddles, and mythology as a teaching method. The centers provide an environment where parents are included and can watch their children learn and develop. Also advisers at the centers may teach parents about the importance of hygiene and clean water. The program emphasizes nutritional value making sure children are receiving a healthy balanced meal that all children need . Health services also come to the centers to vaccinate the children and parents are informed of importance of medical care. An important part of this program is a partnership with communities and families along with the Kenyan Government. Some key factors of this program such as partnership with parents and community, recognition of cultural tradition, and the emphasis of health and nutrition are paralleled in children's programs in the modern world. By focusing on a holistic approach to early childhood education and care will improve  the lives of all children exposed no matter what their background or geographic location. However there still remains a struggle globally to reaching young children in making education available and accessible. What I found surprising when exploring the website were the statistics linked to vulnerable and marginalized groups, and exclusion from education. 75 million globally children do not receive an education. 7 of 10 children live in Subsaharan Africa or South and West Asia (UNESCO). The reasons behind the problem of exclusion are poverty, gender inequality, disability, child labor, speaking a minority language, belonging to indigenous group of people, or living a nomadic or rural life style(UNESCO). I appreciate programs such as Loipi which are reaching those who would not otherwise have the educational experiences offered in their communities. My personal goal is to open a early education learning center in my local community. I would like to help establish better circumstances for those less fortunate, fostering inclusion and opportunities that account for differences of back grounds, and cultures.

Sharing Web Resources

While further exploring the National Black Child Development Institute web page http://nbcdi.org/ I encountered a link titled Literacy under the Initiatives section.  I found that NBCDI has a national early literacy public education initiative.  This program is in place to assist parents and caregivers in of African American children through age 6, in their efforts to improve academic performance.  NBCDI partners with Reading is Fundamental (RIF) http://www.rif.org/ offering early literacy training to early childhood professionals.  RIF and NBCDI together offer RIF’s Care to Read early literacy training program in four cities of NBCDI affiliates.  Those cities are Nashville, TN; Charlotte, NC; Philadelphia, PA and Albany, NY.   This information about partnership led me to look further in to the RIF website.  I found that RIF is the largest and longest running nonprofit literacy organization.   RIF is supported by organizations and programs such as U.S. Department of Education, Macy’s, Univision, Radio One, and Koahnic Broadcast Corporation, campaigning to improve literacy skills in African-American, Hispanic, and Native American communities.  The campaign stresses the importance of developing the language skills of young children to help better prepare them for success in school and life.  RIF is motivated to changing the lives of children through their literacy initiative. Nearly two-thirds of low-income families in the U.S.  do not own books (Reading is Fundamental INC).  RIF delivers free books and other resources to children and families.   RIF has a network of 400,000 volunteers.  These volunteers are reaching children in places such as schools, homeless shelters, community centers, childcare centers, health clinics, and migrant camps. The RIF has three programs Books for ownership, Care to Read, and Family of Readers. 

The books for ownership involve the communities, supplying partial funding to buy books for disadvantaged children.  This is usually 25% for programs qualifying for the federal funding (Reading is Fundamental Inc.).  Volunteers buy the books and plan distribution process.  The children are given the opportunity to choose their own books.  This program is vital for children who have no books in their homes, who have limited access to libraries and bookstores.

The care to read program helps childhood professionals support children’s literacy.  The workshops in this program are based on early literacy and best researched practices.  The workshop programs provide training and information for building partnerships with families and using the best techniques.  They also enforce a “Train the Trainer” model that teaches participants to train their colleagues. 

The family of readers program is designed for parents.  It helps them take leadership in their child's reading and literacy.  These works shops are for parents teaching them how to select children’s books and read them out loud.  The workshops even teach them to plan community events of promoting literacy.  This program targets at risk families in elementary schools.

The NCBDI and RIF together are developing a nation of readers become productive people who help create strong communities.   These organizations are bringing awareness to the problems concerning literacy in low income families and taking steps to make positive changes for children and families.  I was unaware of the enormity of the challenges of literacy in the United States.  According to RIF, experts estimate that nearly 40 percent of U.S. 4th graders do not achieve basic levels of reading proficiency (Reading is Fundamental Inc.). The number is higher among low-income families, minority groups, and English language learners.  I felt this information relates to our discussion this week, which examined the challenges faced by low income and immigrant families providing quality early education to their children.  The challenge of access to such programs becomes difficult for families of these backgrounds.  NCBDI and RIF are helping local communities bridge the gaps of access, awareness, and understanding to families in need of literacy support. 

Getting to Know Your International Contacts—Part 2

Since I have had challenges connecting with an international early childhood professional, I chose to complete the alternate assignment for this blog. I did receive a response from a New Zeland contact of the UNICEF, but unfortunately she was unable to assist me in this assignment. She did forward an email of a hopeful prospective contact at the New Zeland College of Early Childhood Education, but so far I have had no luck making this connection. For this blog assignment I would like to analyze the early childhood systems of the Global Children's Initiative, developed at Harvard University. There are three objectives to this program: 1. Educating high level decision makers about the science behind children's learning, behavior, and health. 2. The support of research about healthy development and living. 3. Build leadership in child development research and contribute to the global movement (Harvard Edu). These objectives have led to three domains of this of this initiative; early childhood development; mental health; and children in crisis and conflict situations. Focusing on these domains has allowed collaborative efforts of projects moving beyond the Harvard community of faculty and students. I appreciate that The initiative also highlights Mental Health as an area of needed focus. The mental health condition of a child also directly effects children physically and developmentally. I believe that sometimes we forget the importance of “the state of mind” and the societal factors that lead to mental health decompensation.

One such program supported by this initiative is Un Buen Comienzo (UBC), “A Good Start,” is a collaborative project in Santiago, Chile. This project took flight in 2007 in four locations and has grown with expectation to encounter 60 schools with an approximate two year intervention plan (Harvard Edu). The focus of this particular program is to improve the professional development of teachers in early childhood education. This program focuses on the education of children ages 4-6. It is designed to target various capacities, keeping in mind a holistic approach. Some such capacities in socioeconomic development, health, school attendance, and family involvement (Harvard Edu). I am amazed and inspired by the work of this organization and the leadership that they have provided to communities such as Santiago, Chile. They are bringing awareness of researched material and the effects of poverty in children's development in to areas that are suffering from generations of hardship. Very importantly, this organization is also dedicated to making a difference globally in changing policy and providing leadership training, for the benefit of the future of all children.

Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/),

Sharing Web Resources

“The National Black Child Development Institute” (http://nbcdi.org/) drives a campaign dedicated to improving efforts for school success Pre -k through 3^rd grade. In my previous weeks blog posting I discussed an example of a Seattle elementary school who has been operating, specifically targeting a pre-k through 3^rd grade model. This week I want to highlight another resource that funds programs (such as Seattle's) that supports this targeted age group. Along with the “National Black Child Development Institute,”  “The Foundation For Children's Development” promotes a policy initiative that is dedicated to improving systems for children through age 8yrs-that connects high-quality early childhood and PreK programs with high-quality elementary schools. FCD supports proven research, and Pre-K -3rd grade policy Initiative by the restructuring Prekindergarten, Kindergarten, and Grades 1 to 3 into a well-aligned first level of public education for children.

This week in our discussions we examined ways in which politicians, neuroscientist, and economist support and contribute to the early childhood field. The FDC believes policy makers are required to engage in difficult conversations and make tough decisions pertaining to government spending, and need to understand that minimal investments made in children lead to minimal results. This organization highlights facts proving investments children have long-term benefits for the whole society  by allowing children to become more productive and contributing members of their communities. I felt the information that this resource provided further proved the necessity for quality programing and funding in to early childhood programs for the benefit of children, families, community, and our economy. With the information at hand I have pondered how I can become involved in participation efforts to continue bringing awareness to this subject through advocacy efforts. I am not currently connected or employed in the early childhood field currently however do have access to providers in my community. There is a family advocate within my son's pre-school who keep parents informed and connected with various topics and resources in the community. I would like to connect with the family advocate to understand her experience involving economy and politics in the field and what efforts are being made locally to improve programing. I feel that this is critical if I wish to to become a leader my self in this field, to know what is taking place locally and with in my state.

Getting to Know Your International Contacts—Part 1

Maysoun Chehab is the Regional Early Childhood Care and Development Program Coordinator at the “Arab Resource Collective” (ARC), a not-for-profit non-governmental organization based in Beirut, Lebanon. This organization works with childhood practitioners and policy makers to raise awareness of early childhood care and development, and children's rights. They also train caregivers on the best practices know in childcare. The countries included in this organization Lebanon , Jordan , Syria,Palestine, Sudan, Yemen, Iraq. They instruct parents and caregivers on issues in the early childhood field. In July of 06' Maysoun worked with children and families who had been affected by war in Lebanon. 126 schools were destroyed by this war. Maysoun and other members of ARC, implemented a psycho-social support project, training parents and teachers about post war emotional and social reactions. The targets of this project were initially parents and teachers, teaching them coping strategies. Adults were targeted first so that they felt comfortable and supported. This was a successful strategy because the adults then could give their children the support they learned from trainings with this organization.

I have not yet been fortunate to connect with an international early childhood professional. I chose to view some case studies from the “Early Childhood Research and Policy Centre” An interview of children in rural eastern Mongolia provided first hand look in to the lives of poverty stricken children of this area. The interview consisted of 5 boys and 4 girls aged between and 11 and 15 years. Most of them had recently started shcool, either having dropped out previously or never had attended at younger ages. Most days the children reported laborious activities such as collecting dung, water, or firewood. Others named mil-work responsibilities or assisting with household chores and providing care for younger children. Some of the children attend Unofficial training . This refers to special classes arranged for those who have dropped out/missed schooling to get them back into the education system – it is within the state system, but not in standard school classes. Although this program is in place, some children do not attend for various reasons.

Here is the statement of one of the interviewees

“I go to unofficial school sometimes – not this winter, though, because I didn’t have notebooks. And children make fun of us for going to unofficial training so we dropped out of it… I don’t like dropping out. I get dirty and don’t wash my hands – if I go to school I wash my hands all the time. My mother is always telling me to go to school and my older brother hits me when I don’t go. I dropped out of training this time when he moved to the rural area – he wasn’t around to beat me to make me go!”

When asked what are the advantages of working vs. attending School, some of the children replied...

“It is good to take care of yourself without having to depend on others.”

“If we stopped working it would be bad for our families.”

“Having more time to play.”

“Having money from collecting wood – to spend on themselves or their families.”

It is clear that the priority of many disadvantaged families in this area of Mongolia is to survive off of the resources that are available even if at the expense of their children’s education. Although some of the children do have desire to obtain education they are discouraged with embarrassment because of their poverty level. Some of the children did not have enough money for school supplies while others could not complete homework because they do not have electricity and no light is available after the sun goes down. I learned that due to the life style, conditions, and circumstances that these children are confronting; there is extreme challenge to succeed in gaining proper education.

Retrieved From http://www.childhoodpoverty.org/.  Case Studies - Children In Rural Eastern Mongolia Talk About Their Lives.

Sharing Web Resources

The organization that I will be focused on during this course is called National Black Child Development Institute.  The website connected to this organization can be found at http://nbcdi.org/.  This organization is dedicated to children and families by providing advocacy in areas of but not limited to health care, education, and child welfare services.  The organization relies on the efforts of volunteers across the Unites States, all with the vision of creating equality and access for underprivileged children and families.  NBCDI connects with local leaders in communities who can understand the needs of families and respond accordingly.  Those local connections consist of spiritual leaders, business owners, and community organizations, as well as educational leaders.   There are members in various cities along with affiliate chapters to this organization.

There is a Pre K - 3rd grade model that that NBCDI supports.  The example of this model that this organization highlights is located in Seattle's Rainier Beach district.  This is especially interesting to me because I currently live in the Seattle area not far from this location.  The Rainier Beach District is a richly diverse area of many cultures and nationalities. The particular school that encompasses the Pre K - 3rd grade model is named South Shore.  It is designed to invest in developing a young child through 3rd grade instead of focusing on preparation during pre-school, for further education in grade school "A beginning for a new education".  This is a quality integrated program that has been in operating for seven years.  The program is called "The High Scope Approach".  Children's input into the learning curriculum is welcomed by asking what they would like to work on or learn as a new skill.  It supports kids by teaching them to think about what they are learning, execute plans , and reflect on challenges and overcoming challenges.  The skills learned in Pre- k are also wrapped in to the children's education in the following years.  What was noted and a reason for implementing the the High Scope Approach was that some of the cognitive gains that children were acquiring in high quality Pre K education were fading once entering Kindergarten and beginning years of elementary education.  It is believed that this decline in educational achievement was due to transition in to low quality educational programs, otherwise known as "fade out".  This is a wrap around program where the team approach is a part of every child's path.  The team evaluates academics, social ,and emotional development every two weeks, and develops strategies or plans for needed intervention. The High Scope Approach continues to expose children to high quality education in the earliest formative years for a higher quality life long effect in to adult hood.  Statistics have shown that children in this program at South Shore school have scored higher in academics compared to children of similar demographics.

National Black Child Development Institutehttp://nbcdi.org/

Establishing Professional Contacts and Expanding Resources

Part1:

For this blog assignment I began by choosing early childhood professional contacts in Canada, Honduras, and Ghana. The reason I chose these countries is because I felt it was important to establish connections in different regions of the world. My email to Yvonne Dionne of Canada was successful, although I have not received a response. My email to Ps. Aura Rodríguez de Montes of Honduras was returned and the message to Rev Charles Arko-Nunoo of Ghana was unsuccessful. I emailed Mr. Hicham Moukram of Morrocco which was also returned. In a bit of a panic, I decided to try contacting several UNICEF organizations including; Australia, British Virgin islands, Canada, Dominican Republic, Ethiopia, Israel, Jamaica, and New Zeland. I will wait for responses but for now have decided to move on to the alternative option.

Part 2:

The following are the early childhood organizations that I chose to follow.

National Black Child Development Institutehttp://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )

I selected the National Black Child Development Institute because I am interested in learning more about this organization and the impact that it has on the children and families who encounter their affiliated programs.

The Division for Early Childhood
http://www.dec-sped.org/ 
(Review also the position statements: http://www.dec-sped.org/About_DEC/Position_Statements_and_Concept_Papers )
I chose the Division for Early childhood because for several years I have worked with disabled adults. I would like to learn more about this organization and its dedication families of young children who have or are at risk for developmental delays and disabilities.

When I Think of Research...

When first starting this class I was unsure of what to expect because of my unfamiliarity with research design and especially involving the topic of early childhood. During this course I have learned the process of research design and now understand the concepts of research which once seemed so complicated. For instance, narrowing a topic in to sub topics, learning to transform a research question in to a hypothesis, and choosing appropriate methods of which conduct a simulation project. I have learned that research derives from a comparison of people who are considered of the “norm”, with the intent to create change or govern behavior. I appreciate the regulations that have been placed on research of children in areas of ethics, consent and deciding if the benefit of research outweigh the risks. The challenges that I encountered were in deciding what method of research would appropriately fit my simulation. I found my self debating between a mixed method design and mufti method design of qualitative research. In order to decide the best method I attempted to learn as much as possible about the two methodological choices and compare ways that both of them would fit in to my research simulation. I decided using a mixed method design of both qualitative and quantitative data best fit because of because it would provide a accurate measurement of data and deep observations and discussions. I have learned that early child hood professionals who conduct research are especially valuable because they provide insight and standards in to the field for other professionals to build upon. I have also found a new respect for those conducting research who spend great lengths of time and dedication to seeking outcomes that add value and enhancement to the early childhood field.

Research Around the World

The research topics that I found on Early Childhood Virtual University SSA web page were committed to the educational efforts of numerous countries and communities by devotion to children's development and family/ community Awareness relevant in those particular Rural and urban areas. For example , one particular study ;The Development of an Integrated Early Childhood Development Urban Model Training Program for Informal Minders and Community Volunteers in Ghana. This program is Holistic development of the child through training those working in childcare centers such as child minders and community volunteers in urban/slum communities on appropriate curricula methods and materials to be used (health, nutrition,and, psycho-social development).

Health Issues

Immunization

Common childhood illnesses – identification, causes, prevention and treatment (traditional and orthodox) Safe water and sanitation

Personal cleanliness (care of the body) and clothing

Environmental cleanliness

First aid treatment

Child growth and development (basic needs)

Self-help skills and health habits (for children and the IMs and CVs)

Oral health 
 Nutritional Issues

Education about nutrition and key food groups required for optimum child development

Developmentally adequate diet and feeding the preschooler (what to eat, when, how)

Link between physical ailments and micro-nutrients

Preparation of food for the preschooler

Psychosocial Development

Interaction with children – child stimulation activities

Play and its importance in the life of the child

Identification of play activities (traditional and foreign)

Materials children play with (traditional and foreign)

Preparation of play materials

Attitudes/practices towards encouraging children to interact with each other and with adults

Gender issues – equal treatment for boys and girls

In Nigeria, a study,"Involving Fathers in Early Childhood Care and Development" is highlighted of fathers and their involvement in child upbringing. It also examines the extent to which culture, beliefs and other influences affect fathers’ involvement in childcare. The study examines fathers’ role in early childhood care and development in Shanna Community, a Tiv tribe in Benue State, Nigeria. An area of question was whether the role accorded to men is actually being carried out fully by the men. Recommendations involved development of a project to focus on fathers’ involvement initiatives in a community; formalized education training in the area of parent involvement; building a stronger connection when developing an initiative that can be clearly implemented to the community; and, that such activities must move slowly, beginning by building a male-friendly environment that facilitates the culture of male involvement in the program.

Overall I feel this website is a useful tool of knowledge for many people of Sub-Saharan Africa. It's involves learnig experiences of people directly connected to these various communities and groups of people and applies this information in a non-traditional learning manner. This online program provides many the opportunity for educational awareness that can be applied to the good of developing in those communities. Also there are courses available by qualified professional which blends the teaching approaches. I especially enjoyed reading the particular stories of those who have completed the course work of this online program and are serving their communities through educational leadership.



Retrved from Early Childhood Development Virtual University, ECDVU Sub-Saharan Africa (SSA).  School Of Child and Youth Care University Of Victoria  http://www.ecdvu.org/ssa/index.php http://www.ecdvu.org/ssa/major_reports.php 

Research that Benefits Children and Families

There have have been several studies regarding children with ADHD and successful treatments and interventions. It seems the number of children diagnosed with this disorder has increased in numbers over the years. Parents are faced with decisions that will not only benefit their children with ADHD but also have to consider the safety of treatment, more specifically medication treatments. I do know personally some parents who have struggled with the decision of weather or not to try medication as a treatment for their child with ADHD. When researching the types of medications used in clinical approaches one would find all effects, results, and out comes experienced by each participant in the study listed as potential side effects or risk of taking that medication; despite the likeliness of that same side effect or negative outcome occurring. Reading this information can be scary for a parent making the decision, and understanding the likeliness of the risks may be difficult with out medical guidance. I found an article discussing a study of adolescents taking ADHD medication and severe cardiovascular events. Previous studies had indicated drugs used to treat ADHD can lead to increased heart rate and blood pressure in children. This led to concerns that medications for attention deficit hyperactivity disorder (ADHD) could increase the risk of cardiovascular events in children and adolescents. An observational study conducted by researchers at the Perelman School of Medicine at the University of Pennsylvania (http://www.med.upenn.edu/) and HealthCore Inc. concluded, they are no more likely to die from a severe cardiovascular events than those who do not take the medications(Targeted News Service,2011). Researchers found in reports 28 deaths in the group exposed to ADHD medications (incidence 1.79 per 10,000 person-years) and 607 in the control group, or those not exposed (incidence 3.00 per 10,000 person-years) (Targeted News Service, 2001). Sean Hennessy, PhD, an associate professor of Epidemiology at Perelman School of Medicine at the University of Pennsylvania believes the findings of this study should reassure parents and caregivers of the safety from cardiovascular perspective (Targeted News Service, 2011). Researchers did not identify those who were exposed to ADHD medications have an increased risk of heart attacks and strokes related to these medications. This topic of concern continues to be examined by the U.S. Food and Drug Administration (FDA) and Agency for Healthcare Research and Quality (AHRQ).

No Increase in Severe Cardiovascular Events for Children, Adolescents Taking ADHD Medications, Penn Study Finds. (2011, May 16). Targeted News Service,Retrieved May 22, 2011, from ProQuest Newsstand. (Document ID: 2348890541).

My Personal Research Journey

The topic I have chosen for simulation is Autism in early childhood settings.  This topic is dear to me because of my connection to individuals with disabilities in my professional work experience.  I have worked with several individuals with Autistic spectrum disorder and have knowledge of clinical views and practices when supporting adults who are diagnosed.  I would like to expand my outlook of this disorder from a clinical experience to a educational outlook when meeting early childhood needs.  There has been much controversy over the years of the cause and treatment of this disorder which I would like to compare to classroom settings.  The subtopics I have included are:    
Addressing Physical and Emotional Needs

Children with autistic spectrum disorder have physical and emotional needs that differ from those of most children in early childhood educational settings.  The idea behind this subtopic is to understand the facts and myths about these children’s needs and what it takes for a classroom to support those needs.

Inclusive Teaching Strategies

This subtopic attempts to define effective teaching strategies in combined classrooms that benefit not only children with autism but also everyone in the group.

Benefits and Challenges of Socialization

Isolation of children with autism does not sound like the best way to help integrate them as individuals in the larger society.  Thus providing opportunities for socialization with other children seems to be important in helping autistic children develop social skills.  However, challenges also exist when reaping the benefits of socialization that parents and educators need to understand and consider when developing strategies for integration in early childhood settings.

Coming from a background of case management and counseling, it is important for me to incorporate my knowledge and experience in to my new ventures.  My future goal is to open an inclusive child care/ learning center.  Has any one had any experiences teaching children with this particular disorder?  If so, I would appreciate any insight or sharing of your experiences.  Or perhaps any research of which may be beneficial.

"My Supports"

Supports are necessary through life’s journey.  I have many daily supports that I depend on and probably take for granted at times.  I depend greatly on my family for support in a variety of ways.  My husband and my mother are the main family supports.  They help me care for my son, and of course my husband helps me provide for our family.   They are my largest moral supports as well.  When I told my husband that I want to go back to school, he gave me the encouragement I needed to follow through with my goals.    If I did not have my mother or husband, life would not be the same.  There are many single parents in the world and I commend them for being in that challenging position.  It would definitely be a struggle for me to adjust to that life.  I find relief knowing that I have a family who is willing to help me in any way possible. 

My spiritual support comes in my Christian beliefs.   My parents and grandparents have encouraged my Christian beliefs, starting at an early age.  This has been an important support throughout my life.  I pray daily and depend on my relationship with God to lead me when making difficult decisions and in times of despair. 

There are also material supports that play important roles in my life.   I rely on my car for transportation back and forth to work and my son’s day care.   I also use my car for work when meeting with my client’s in the community.  I depend on technology for various tasks such as paying bills, communicating, and continuing my education.  I especially depend on my cell phone, every single day!   Without these supports I would have difficulty with meeting my daily needs and this would change my daily life. 

"My Connections to Play."

"Play is a major avenue for learning to manage anxiety. It gives the child a safe space
where she can experiment at will, suspending the rules and constraints of physical and
social reality. In play, the child becomes master rather than subject.... Play allows the
child to transcend passivity and to become the active doer of what happens around her."

--Alicia F. Lieberman, author, The Emotional Life --

of the Toddler

 

“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

 

 

Each of these images remind me of my childhood.  I was the only child until the age of 5.  During this time so enjoyed being the "girl" in my dad's life.  My dad would take me to Toys R Us just about every week to pick out a my little pony.  I had a very large collection.  When my cousins would come over, we played for hours pretending to be different characters with these ponies. 

 

At age 5 my brother was born.  Two years later another brother was born and a year after my parents adopted my sister.  In the back yard of our home my dad built a play set with a swing, slide , and fort.  We spent hours playing on this set.  Some times my mother would have to make us come in from playing so long.  Also my neighborhood friends enjoyed the play set as well.

 

When I was 6 I began playing T-Ball.  My dad being an athlete himself loved sports and I instantly fell in love with the game as well.  It came very natural to me and was extremely fun as a child.  This sport had so much influence on my childhood that it became a large part of what molded me in to the person I am and the life I have today.  I played through college and continue to play in adult leagues.

 

I believe that play today has changed for children because of the advancement in technology.  There is more television watching an vidiogame playing than what I remember as a child.  Also thinking back to my childhood,  all of the neighborhood children would play out side for hours at a time and this is something that I don't see as much in my neighborhood now.  On the other hand, as a parent today, I'm not sure that I would give my child the independent freedom of play that I was given years ago.