Thank You

Thank You! I really appreciate you, Your helpful, giving ways, And how your generous heart Your unselfishness displays. I thank you for your kindness, I will not soon forget; You’re one of the nicest people I have ever met. By Joanna Fuchs *I wish EVERYONE nothing but the best and pray that you progress greatly in the field of EC development. Janille

ADJOURNING

The ‘Adjourning’ part of Five Stages of Team Development proves to be a time for reflection. This process and experience of this Master’s degree program has taught me the importance of reflection and self-evaluation. Being a part of a group that’s organized and goal oriented has its benefits, in that, you gain a chance to adjourn clear of confusion and personal hang-ups. Nonetheless, whether the group worked effectively together or not there is always room for improvement and assessment. Abudi (2010), provides some excellent points to evaluate the effectiveness of your team. The assorted criteria provided to evaluate your groups’ effectiveness include, “clear communication among all members, regular brainstorming sessions with all members participating, problem solving done by the group...” (Abudi, 2010, .n.p). Personally, I have experienced all types of ‘Adjourning” sessions, some positive some not, but all have proved beneficial for my own reflective process. Additionally, in these times I have gained a chance to critique myself and make better my contribution to the team. Professionally, it will be difficult to say goodbye to my Walden team, I have learned so much through collaboration and discussion. Nevertheless, I will take these experiences and grow from weaknesses and celebrate strengths. Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Conflict

My husband and I of course have regular moments dealing with conflict and, sense conflict is inevitable we have come up with some strategies to help us experience more moments of productive conflicts. One strategy that we use is called the “speaker-listener” technique. The “speaker-listener” technique is somewhat equitable to that of one’s experience at a drive thru restaurant. In a conversation or disagreement, one person speaks as the other is listening. When the speaker is finished, the listener must repeat what the speaker has said word for word, emulating the way fast food personnel repeats your order in the drive thru for clarification purposes. This method has been extremely beneficial in our marriage as well as our other working relationships. Another form of direct communication comes from a book that one can find the answer to anything, The Holy Bible. God documents some strategies to help deal with conflict in the most productive way. In the book of Matthew, God tells us if we have conflict with anyone we should first, go to that person to try and deal with the issue, if the first process does not work, then we are to bring that person before a crowd of 2 or 3 witnesses, and lastly if these two steps do not lead to resolution that one should bring that person before the church or council. These two techniques are ones that I use to manage my relationships. The utilization of these techniques encompasses the 3 R’s: respect, reflection and response. Incorporating these valuable techniques has proven beneficial for my life’s relationships and communicative skills and I hope that these practices will profit others also. Bible Gateway. (2012, July 27). Passage lookup, keyword search. Retrieved from http://www.biblegateway.com/ The Third Side. (n.d.). The third side. Retrieved from http://www.thirdside.org/

Who Am I as a Communicator?

In evaluating my communication styles, I strategically thought about the questions and answered them genuinely. In addition, I had one person with whom I communicate the most conduct the assessments also, my husband. Upon our completion of the verbal aggressiveness scale, I evaluated the responses and was surprised to discover that I rated myself more aggressive than that of my husband. When I rated myself, the score came to be 65 (moderate) but when my husband evaluated me my score came to be 52 (low). My mother in law always says, “Seldom do we see ourselves as others see us”, in this case, I find this statement to be totally true. I view myself as a person that is not afraid to deal with conflict and can tackle trying issues head on. Although, my husband views me as one that is more gentle with others and issues. Inevitably, I find this a breath of fresh air and a complement, I am often times too rough on myself and thus now can rest assure that is am growing in the area of verbal aggression.

Cultural Diversity in Communication

My communication seems to be primarily based upon the similarities I have with others. Nevertheless, there are some times when I feel that my communication suffers when communicating with people from cultures others than my own. I have discovered that even if my interest are the same as someone from another culture, they way in which those interest were supported and manifested differ from that of my own. For example, I love to sing and received the gift of singing from God, thus I utilized this gift in church, singing in choirs and on the praise team. Consequently, there are people from other cultures that sing also, but may not categorize their singing as a gift and may not sing for God or at church for that matter. This one example may seem shallow, but this class has enabled me to become proactive, preparing for effective communication between the children and families I will be servicing daily. Below, I have listed some strategies from effective communication, across cultural barriers: *”When something about a family’s practices really bother you, try to look at what they are doing through their eyes instead of your own” (Gonzales-Mena, 2010, p. 37). *”Try to withhold judgment long enough to gain a deeper understanding than first impressions allow” (Gonzales-Mena, 2010, p. 37). *”Don’t assume that doing things for children will make them grow up helpless and forever dependent” (Gonzales-Mena, 2010, p. 37). These important guidelines have given me the ability to reflect upon my own behaviors regarding culture and communication. I am utilizing these criteria presently as I go about my day to day activities, in hopes to train my mind to become more conscious communicator in the future. Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

Television Show (Verbal/Non Verbal)

NO SOUND The show I decided to watch was ‘Trip Flip’ on the Travel channel. I assumed this was a new show because I had never heard of it before. Nevertheless, I watched the show with no sound in the beginning and observed that the show started off with one man and he walked around New Orleans ( I recognized New Orleans because I had been there many times) and he approached many different people/couples walking around the city. I could tell that the individuals he approached did not know him because they were giving off uncomfortable or unapproachable faces as we often do when someone we do not know is trying to get our attention or better yet, sell us something. He continually presses the people he draws near and begins to ignite a conversation, obviously wanting a desired answer from them. He uses lots of hand movements and makes complete eye contact with the people. His non-verbal skills appear to be engaging but I believe his verbal skills are lacking. After, approaching several different people, the gentleman approaches a couple as they are walking down the street holding hands. The couple stops but sticks close together to gain knowledge of what the man is saying. The couple continuously looks at the speaker and look at each other. The conversation continues with smiles and nodding of heads. I am beginning to deduce that the persuader had finally found someone(s) to buy into his gimmicks. The rest of the show is marked with fun and adventure in the great city of New Orleans. You can tell that the couple is beginning to trust this male stranger/persuader more and more as they take trips down the bayou to see alligators, take trips to museums and enjoy the fantastic night life of the French quarter. With all of these non-verbal cues, I am assuming that the host of this show seeks for people to trust him to take them on a vacation of a lifetime. SOUND Now gaining a chance to view the show with sound, I found that many of my assumptions were correct. My experiences also aided in my assumptions, being that I have family from New Orleans and that I have visited the area many times. Nevertheless, I originally thought that the host was trying to annoy or perhaps sell the people something. I later learned that the people he approached were not natives to the city and were in fact on some type of vacation, already. The host was giving the people an opportunity to upgrade their vacation and trust him to provide them with an experience of a lifetime, a chance to aid them in viewing the city they are vacationing in a vastly different way. There were lots of non-verbal communication prompts that led me to the essence of this show and its plot. I definitely think that my assumptions would have been more accurate had I watched a show that I have previously seen. Nevertheless, this was a great experience for me in that it shows how we rely on both non verbal and verbal communication to give us meaning

An Effective Communicator

My husband is a person I think of when I think of the issue of communication. He is definitely a person that I would love to pattern my communication after. He is a kindergarten teacher but he has an undergraduate degree in advanced theology and a master’s degree in marriage and family counseling. Coupled with his formal education, Derrick is an exceptional communicator. Derrick has a personable relationship and embraces conflict in a mindful and effective way. He has a unique way of being real with people along with conveying a genuine message of concern. I would love to acquire the characteristics that he uses both professionally and personally. I know that I am going to need his expertise during this course.

Professional Hopes and Goals

One hope that you have when you think about working with children and families who come from diverse backgrounds: My hope is that I will continue to be humbled and truly carry out the virtue of humility. I pray that I utilize my God given gift to fuel my passion and carry out the vision God has for my life and His people. I hope that I never feel as if “I have arrived” and continue learning on this journey. I want to remain open and continue to teach others about diversity and share my stories relating to such. I want to ensure that I collaborate with other EC professionals in hopes to make the dream of equity and diversity, become more and more, a reality. One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice Gathering inspiration from the Diversity and Equity Work: Lessons Learned multimedia presentation, I pray that I continue to utilize resources and material useful for furthering knowledge in the field of diversity, equity and social justice. I want my learning’s to be relevant and innovative. I want to continue to stay abreast of new studies, legislations and campaigns that concern the well-being of children and families. One additional goal is to become more of an advocate, not only in my own community, but abroad. I want to form a professional and personal commradery with EC professionals around the world, devoted to the betterment of children, families and diversity. THANKS  Throughout, all of my courses, one of the most beneficial aspects is the ability to connect with my colleagues through e-mail, discussions and blogs. This integral aspect of study is paramount, in that, it allows each study the opportunity to experience subjects and issues through various viewpoints. For this, I am thankful for your insights, encouragements, thoughts, constructive criticism, prayers and overall conversation. If I do not interact with you the next term, rest assured, that I wish you nothing but the best. In closing, I would like to leave you with Janille’s most prized saying, when you know better, you do better! Be Blessed, Janille Laureate Education, Inc. (Producer). (2012). Diversity and Equity Work: Lessons Learned. [Video webcast]. Retrieved from http://www.courseurl.com

Welcoming Families From Around the World

Welcoming Families From Around the World Family Origin: Sudan Five culturally responsive tips: “Get to know the children and the issues that arise regularly. Are there children who are teased or marginalized? Do children engage in talk that reinforces stereotypes of gender, race, culture, or sexual orientation?” (Hyland, 2010, p. 89). “Address justice issues that are ongoing and infuse them throughout the day in discussions and the curriculum, such as whether girls and boys can play with the same toys or whether the way one person speaks is better than the way another person speaks. Take every opportunity to talk about the issues and continue to listen to children so you can offer alternative ways of seeing the world and also understand how they see the world” (Hyland, 2010, p. 89). “Take opportunities to learn from and educate families, because they can offer you new ways of interpreting children’s behavior as well as present you with opportunities to persuade them to reconsider their own assumptions” (Hyland, 2010, p. 89 ). “Be aware of your use of language concerning diversity and difference. When a child asks you if boys wear dresses, you can answer, “Some boys do.” Be careful not to reinforce hard and fast categories about the ways things should be; encourage children to see the world more broadly” (Hyland, 2010, p. 89). “Consider addressing introducing issues through a story or popular culture medium that deals with those topics. This allows children to see other perspectives besides the teacher’s” (Hyland, 2010, p. 89). These helpful tips will guide me into more culturally competent teaching and help to develop deeper attitudes of respect. “Racially identity is shaped from the outside and constructed from the inside” (Derman-Sparks & Edwards, 2010, p. 78). This statement simply states that we, as education professionals, make a huge impact in the lives of the children. Our actions influence the way in which children view themselves. Thus, I want to make the most positive impact on children and families as possible. Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4), 165--173. Retrieved from the Walden Library using the Academic Search Complete database. Derman-Sparks, L., & Edwards, J.O. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young People (NAEYC).

The Personal Side of Bias, Prejudice, and Oppression

I have several memories of incidents when I have experienced, biases, oppression and/or prejudice. One of my most vivid memories of these happenings was when I was a child and my mother, grandmother, sister and I were shopping in a jewelry store. Even though I was a child my parents and grandparents educated me on the types of biases I would experience being an African American woman. While shopping in the store, my family and I were being watched like hawks. The Asian couple that owned the store, continued to follow us and harass up if we dared to touch the merchandise or examine the products in anyway. The Asian, female, owner followed my grandmother and asked her to not try on the items. Needless to say, my grandmother was admiring a belt and putting it around her waste to estimate its size. My mother and grandmother were highly upset and expressed their oppressive feelings to the owners. The owners then commented that they have always known African Americans to be thieves and they both alleged they were just protecting their store and valuables! This specific incident marginalized the African American culture to that of a culture filled with misfits and criminals. In addition, this incident brought oppression to our culture, in that, one could feel intimidated to shop in a world that boats of the idea of freedom. It diminished the way even foreigners viewed culture and the impact media & society has regarding African Americans, abroad. This incident sparked feelings of anger, confusion and disgust. I also felt guarded by the incident vying that no one would ever disrespect me or my family in that way again. Nevertheless, I know I cannot change the world, instead I chose to press on and prove others stereotypes, wrong. So, in essence, these incidents of prejudice have made me empowered. I am empowered to reflect upon my own biases so I don’t exhibit feelings and behaviors that could marginalize any other group and/or human being. Thus, I feel that this self empowerment is exactly what’s needed to change this and many other incidents into opportunities for greater equity. Concluding, I would love to end with a quote by Louise Derman-Sparks that sheds further light upon the subjects of bias, prejudice and oppression, “Remember that every child has a home culture and every family in some ways is both different from and the same as every other family” (Edwards & Derman-Sparks, 2010, p. 67). Hence, my job now as an EC professional is to somehow guard the children from feelings/incidents of bias and oppression by being respectful and intentional of culture, life and family. Derman-Sparks, L., & Edwards, J.O. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young People (NAEYC).

Practicing Awareness of Microaggressions

In conversation with my husband, I was able to pinpoint an instance when microaggression occurred. My husband and his family used to attend a well-known church in Dallas by the name of Oak Cliff Bible Fellowship. While attending classes at Southwestern Baptist Theological Seminary, he began conversing with one of his adult, white, male, classmate. The two were talking about the churches in which they were members of. When my husband mentioned that he belonged to OCBF, his classmate then said, that he had heard of the church and asked him was Dr. Tony Evans the pastor of OCBF? My husband replied "yes", and then the classmate proceeded to say, "That Pastor Evans, he's a smart one!" Needless to say, Pastor Tony Evans is an African American and the comment my husbands' classmate made was characterized as a microinsult. His comment was demeaning to not only my husband and his pastor but to the entire African American race. My husband's classmate was astonished at how smart African Americans could be and thus how productive they have the ability of being. In my observations of microaggresions this week, I was able to "put a face to a name'. Dr. Sue provided me with eye-opening information and I was finally able to reach a synopsis to what I have experienced most of my life. I feel as if the phenomenon of microagression is accurate and progressive. I learned so much about this topic and am eager to continue to learn more. Micoraggression, is the epitome of racism and discrimination. Dr. Sue, was correct when he characterized prejudice as presently, more covert than overt. He is doing a great job to educate those who are ignorant and oblivious of the hurt and damage they cause individuals, everyday. Laureate Education, Inc. (Producer). (2012). Microaggressions in Everyday Life. [Video webcast]. Retrieved from http://www.courseurl.com

Perspectives on Diversity and Culture

***I spoke with three friends/colleagues of mind and gathered their views on culture and diversity. The information from these interviews/questions is as follows: Andrea (Mexican-American) 1. Definition of culture: We (Mexicans) are very family oriented and believe in helping each other. Most of us are Catholic and have a high respect for authority. We believe in teaching our children all about our heritage. Thus, my family and I travel to Mexico at least twice a year, so that my children get to experience the great culture that I observed when I was a child. In Mexico, there’s a real sense of community, families believe in helping one another. If one family needs food, another family will not hesitate to give of what they have. 2. Definition of diversity: Mexicans are very diverse. Most people think that all Mexicans are the same but some are Cuban, Spaniard, Puerto Rican, and Venezuelan. David (Haitian) 1. Definition of culture: Culture is made up of family. The family is the backbone of society. In my country my culture is very close-knit. We rely on each other. Therefore, my culture is very dependent on one another to survive. 2. Definition of diversity: In my country diversity is prominent. We are African but yet we speak Haitian Creole, English and French. Therefore we have mixture of culture and traditions which makes us very diverse. Julie (Caucasian) 1. What is culture? Socioeconomic, economic, racial, and demographics determine the culture of a person. 2. What is diversity? Diversity is recognizing and acknowledging the differences between various cultures. Reflecting on the comments and answers my friends provided on the aspects of culture and diversity, I discovered that their responses were different and complex. Complexity is a term that Janet Gonzales-Mena spoke of in the multimedia presentation, Culture and Diversity. I felt as if I gained much knowledge as I they spoke about their culture. Another important aspect Janet Gonzales-Mena spoke about was not making a prediction of a person’s culture and diversity, based on their background. For example, I assumed that ALL African men took on dominant characteristics, as associated with being the ‘men of the household’ although, after speaking with David, Africans such as himself, focus more on the family aspect of culture, instead of individualizing the men as a single entity (or main focus) of the family. My friends were very genuine in sharing their views on culture and diversity. They omitted nothing, instead were candid in sharing their experiences. Overall, I learned that culture and diversity influence the way in which children and family are viewed. In addition, I learned that children learn culture from their families and/or the people around them. Culture leads to identity, therefore, all views of culture and diversity should be embraced and children should feel confident that their culture matters! Laureate Education, Inc. (Producer). (2012). Culture and Diversity [Video webcast]. Retrieved from http://www.courseurl.com

My Family Culture

The three items I would choose would be: 1. My Bible: The bible represents a 'way of life' for me as well as my family. The Word of Guide provides for me direction and security. Thus, as Life tosses our Physical Bodies to and fro, it is the Bible, the Word of God that will NEVER waiver and continues to hold TRUE! 2. Photos: Memories make a lasting impression on the things that are truly important to me. I would gather as many photos/videos as possible in order to preserve many of the times I have had with my friends and family. 3. My Wedding Band: I have been married to my husband for 5 years and our wedding bands are much more valuable than $. The band symbolizes a never ending/interrupted unit. My husband and I are committed to a covenant made before God and it’s through strife and hard-times that we continue to be strengthened. *Although cultures, languages, families, etc. are different LOVE is the same. Inevitably, we all need Christ in our life and others to survive.

When I think of Research

What insights have you gained about research from taking this course? This course has provided me with insight on how to put my passion into practice. In addition, I gained insight on 'Building Research Competencies’; I learned how to set goals as far as research is concerned. I also learned how to, through research, find my voice. In what ways have your ideas about the nature of doing research changed? Throughout my time at Walden, I have never stopped saying, when you know better you do better. When I first began this course, I had little knowledge about research. Now, although I have not yet 'arrived', I learned how to BEGIN conducting research studies. I definitely feel more confident about the idea of research. This course provided me a head start for the rest of my career in child development. What lessons about planning, designing, and conducting research in early childhood did you learn? I learned much about the research process. This course's text taught me about becoming a detective and acquiring resources to support my topic. Additionally, I gained information on the collection of data and how to analyze the data collected. Throughout, this course the issue of validity and reliability was always a constant. Ethics is also a virtue of research that I am continuing to learn. As a researcher, I have learned how to approach study participants and value their diversity and confidentiality. What were some of the challenges you encountered—and in what ways did you meet them? This course’s learning has truly helped me in understanding a subject that’s foreign to me. While I have not yet arrived, I feel as though, with support, I am on my way. The resources utilized in this course, dissected the theory of research in an understandable way. What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course? If anything, the completion of this course has made my passion for the field of early childhood a deeper one. I am not only aware of the issues that children and families face but I am not equipped with the tools of research needed to solve these issues. My learning as far as early childhood is concerned has broadened, in that; I have added so much knowledge and resources to my professional/personal portfolio. Lepuschitz, J.K. (2011). A practical guide to reading research articles. Retrieved from Laureate Education Inc. National Association for the Education of Young Children. (n.d.). Using early childhood research. NAEYC. Retrieved from http://www.naeyc Mac Naughton, G., Rolfe, S.A., Siraj-Blatchford, I. (2010). Doing Early Childhood Resources: International Perspectives on Theory & Practice. New York, NY: Mc Graw Hill.

Research Around the World

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA):

What are some of the current international research topics?

The researchers associated with this international organization have sought to overcome the issues that affect families and children the most. Consituents are urged to inquire about the family, children and culture of the various regions of Africa and the Middle East. The influential issues of these regions are: socio-econmic/political, religious, policy and demogrpahic matters. Acquring this influential information will allow reseachers the ability to postively infuence the nation on expanding early childhood care, promoting professional training and implementing instrumental resources and curriculum.


What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

I was inspired by ECDVU of the Middle East and North Africa and how they have intiated a leadership development in these countries. I am no stranger to leadership, hence my enrollment in Walden University's leadership, management and administration degree. Leadership is an important gift, so reading upon the influence EDCVU has on middle eastern and African cultures was interesting and enlightening.



What other noteworthy information did you find on this website?

While navigating the page, I read about The Sustained Emphasis on Networking and "Ripple Effects". This particular intiative is derived from utilizing knowledge. "Commensurate with the ECDVU philosophy is a belief that for knowledge to be relevant and maximally useful, it should be generated through an interaction of knowledge and beliefs arising from many sources - indigenous and external" (Early Childhood Development Virtual University & Sub-Saharan Africa, 2012).

Early Childhood Development Virtual University/Sub-Saharan Africa. (n.d.) home, about, publications, communities, learners. Retrieved from Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa

Research that Benefits Children and Families—Uplifting Stories

Option 2:
Imagine that you possess the means and the knowledge to conduct research studies about any topic in the early childhood field. Imagine further that you are not restricted by the reality of the present. Imagine that your study will make a major positive contribution to the well-being of children and/or their families. What topic would you choose? What can you imagine the positive contribution(s) would be?



I believe that I would conduct my research on the topic that I have chosen for this research class, Diversity. I would conduct my research by utilizing the subtopic: Diversity and it relates to literature and media representation. First, I would poll students with parental consent and enclose them in a play therapy session, where researchers can see the students yet, the students cannot see the researchers. I would provide various literature, toys and media representations for the children. I would then see which diverse toy, video the children are more apt to choose. I would then follow this research by having a therapist or developmentalist ask them questions about media and literature that represented different culture. In addition, I would ask the children what they thought or have experienced about the different cultures...This would be the 'gist' of my research, absent of all formatities and knowledge containing formal research!

My Personal Research Journey

My time as Walden has truly been a beneficial. I have learned how to build upon my passion and my gift for children. I gained knowledge of children and how they develop and I have even learned about the issues and trends that influence the world of child development. It was due to the wisdom learned that I was able to create a basis for research. During these last few weeks, I have decided to research the topic of diversity. This issue of diversity has been dissected into the following subtopics: 1. Diversity as it relates to curriculum, literature and media representation 2. Diversity as it relates to professional representation and pedagogy 3. Diversity as it relates to the ‘achievement gap’. Being a Kindergarten teacher of children whose first language is NOT English, this research would not only be beneficial for me in the future but can also be impactful, presently. In addition, being an African American female, I have personally experienced learning imbedded with vast biases, so, this would be a great opportunity for me to become involved in the notion of creating equity in education.

Throughout this journey, the voice of my colleagues has been and continues to be very critical. Collaboration is definitely a word that means a great deal in the field of early childhood education. The resources provided in week 1 and 2 of this course has truly been a foundation for me. I wish you all the best in your research endeavours and look forward to planning with you.


Janille


Resources:


Lepuschitz, J.K. (2011). A practical guide to reading research articles. Retrieved from Laureate Education Inc.

National Association for the Education of Young Children. (n.d.). Using early childhood research. NAEYC. Retrieved from http://www.naeyc.org/research/using

Final Blog (International Contact Benefits)

Although, I did not get a chance to get connected internationally, I enjoyed visiting the international websites as well as stay abreast of current international issues via World Forum Radio. The benefits of such are as follows:

(1) It creates a world outside of your own. I often times find myself becoming complacent in the issues that I witness daily, being a teacher and a parent. When I became connected with World Forum Radio and gained a chance to explore various international websites I began to limit my complaining and become educated on the issues that affect our world, as a whole.

(2) Conducting these assignments has helped me to successfully add World Forum radio along with other resources to my professional repertoire. As, I go on my educational journey I am able to adjoin resources to my professional portfolio, knowing that someday I will utilize them.

(3) I gained a chance to dialogue with my colleagues and read about their international experiences. I have always celebrated the opportunity that Walden presents to students, which is the ability to collaborate with others. Its during through discussions, blogs and formal/informal chats that I get a chance to expand my knowledge the most.


Although, I never made contact, internationally my goal is to one day achieve creating a relationship, professionally, with an EC expert that has just as much passion for students and families as I.

Getting to Know Your International Contacts-Part 3

UNESCO’s Early Childhood Care and EducationWebsite:

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

***3 new insights:


I am glad that I gained a chance to view this website, I have never heard of this organization/effort and I have added this website to one of many many EC professional resources:

* I became interested when I read UNESCO's mission. UNESCO's mission is similar to that of Head Start and Early Head Start. Nevertheless, internationally this program faces broader and deeper issues than that of American based programs. A portion of their mission statement is as follows:

"The foundations of human development are laid during the child's early years and thus early childhood requires an integrated approach to the child's care, development and learning.

Early childhood care and education (ECCE) is more than a preparatory stage assisting the child’s transition to formal schooling. Today, early childhood policies are placed within a broader context of social development, gender equity and poverty reduction.

UNESCO leads the international policy drive for an integrated early childhood care and education system that encompasses both the well-being and holistic development of the child. Our mission is to support early childhood policy development with the aim to build a solid foundation for a child’s lifelong learning.

UNESCO actively works with Member States in their efforts to develop and strengthen their national capacity to meet the first goal of the 2000 Dakar Framework for Action, which aims to expand and improve comprehensive early childhood care and education for all" (UNESCO, 2012).

*While exploring the site, I clicked on the 'Who's Who' tab and was able to see the different people who are connected with UNESCOs initiative throughout the world. Thus, since I was not able to make contact with any international professionals thus far, I emailed a few of those professionals included on the 'Who's Who' page and I hope to hear from them soon. I truly used this resource/website to make an international resourceful connection. We'll see how it goes...

*Since one of our issue/trends in this course is 'quality' I decided to click on the 'quality' tab located under the Early Childhood space. When navigating this icon, I discovered that UNESCOs stance of quality in care coincides with that of what we have been learning and researching in class. UNESCO states, "High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness" (UNESCO, 2012).

Sharing Web Resources-week 6

National Black Child Development Institute

http://nbcdi.org/

*Follow some of the outside links that you have not yet explored. Where do they lead? On the NBCDI website, I clicked on the T.E.A.M tab and it led me to "T.E.A.C.H Early Childhood D.C. I learned that TEACH/TEAM was a scholarship opportunity for individuals who wanted to educate our disadvantaged children in hopes to stabilize the teaching field/workforce and hopefully put an end to the high turnover phenomena!

In 1990, Child Care Services Association created the Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood® Project to address the issues of under-education, poor compensation and high turnover within the early childhood workforce.  The T.E.A.C.H. Early Childhood® Project gives scholarships to child care workers to complete course work in early childhood education and to increase their compensation.
T.E.A.C.H. is built on four components:
Education: T.E.A.C.H. helps participants to earn a required number of college credit hours in early childhood education each year.
Scholarship: T.E.A.C.H. offers counseling and financial support to pay for college courses and fees, books, travel, and time away from work.
Compensation: T.E.A.C.H. recipients earn a compensation bonus or raise after successful completion of a year of education.
Commitment: T.E.A.C.H. recipients agree to continue their service as a child care professional in their current early care and education setting.
(National Child Development Institute, 2012). 



*Thoroughly search one area of the site. What do you find?
I decided to explore the 'AFFILIATES' tab, and I found the many cities that affiliate with the NBCDI. The closest affiliate that is located in my area is the affiliate in Houston, Texas. Although, I could pass this information onto EC professionals who live in these respective cities.




*If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available? I have not received a newsletter but you can access ALL of their newsletters on their website. The newsletters have innovative strategies, thoughts, research and information that's important for parents, children, teachers, EC professionals and the general public.




*Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education? Yes, the NBCDI networks with most of your foremost early childhood programs (i.e. Head Start, Zero to Three,... I discovered a link/section entitled PreK-3rd. PreK-3rd is dedicated to creating equity in ensuring that all children are prepared in every area of development for formal education.




*What other new insights about issues and trends in the early childhood field did you gain this week from exploring the website and/or the e-newsletter? I strolled upon a section located under the initiatives tab entitled, 'Entering the College Zone (ECZ)' this is a great program. It provides children in the middle/high school level an opportunity to gain information on colleges and assists them in preparing for college, in terms of filling out financial aid, applications, SATs,...

Getting to Know Your International Contacts-Part 2

I subscribed to World Forum radio weeks ago and I recently listened to a podcast featuring Barbara Jones. Barbara Jones, better known as "BJ", successfully launched and operated Pine Grove Montessori School 20 years ago. She recalls heading out to Southern California to find an ideal early childhood experience she had read in books all the while, looking for a job. She found a job opening for a Montessori school teacher. She received a surreal response and by the Montessori director who stated that she had a' psychic feeling' that Barbara would apply for the job. She found this intriguing and worked in the program for years and decided Montessori was the way to go. She continued to study the Montessori philosophy and later in life found a vacant school house where she could make her dream of opening a Montessori school come true. When the property for her school came available she made arrangements to open a private Montessori, historical school house. She speaks in awe of the property and the place in which the school is still located and shares her excitement about her continuing experience in working with children in the early childhood field.




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

3 insights:

The Center's Global Children's Initiative has started a portfolio containing activities in the following areas: Early Childhood Development, mental health and children in crisis and conflict situations.

Information on each domain is as follows:

Early Childhood Development
 

Child Mental Health

Mental health concerns constitute a massively under-addressed issue that has significant implications for the broader health and development of children and societies. There is an urgent need to identify the scope of the problem within and across countries and to develop evidence-based approaches in policy and service delivery that are responsive to diverse cultural contexts. To respond to this challenge, a working group of Harvard faculty is developing a focused agenda in research, education, and public engagement to address significant gaps in knowledge and service delivery. The following three initial projects have been selected to launch this effort, subject to sufficient funding:

• Assessing the state of child mental health services in Shanghai, China;
• Developing and evaluating family-based strategies to prevent mental health problems in children affected by HIV/AIDS in Rwanda; and
• Addressing child maltreatment and mental health outcomes in three Caribbean nations (Barbados, the Republic of Trinidad and Tobago, and Suriname). 

To strengthen their policy relevance, each of these projects is being designed to include an economic component to analyze allocation effects in the supply and demand for services.

Children and Crisis 

The Global Children’s Initiative is currently exploring potential synergies with the Harvard Humanitarian Initiative and the François-Xavier Bagnoud Center for Health and Human Rights at the Harvard School of Public Health, both of which have extensive experience working in emergency situations across the world. The goal of this effort is to foster interdisciplinary collaboration that incorporates a science-based, developmental perspective into the assessment and management of child well-being in a range of natural and man-made crises, focusing on both immediate circumstances and long-term adaptation. Two issues are the initial focus of activity in this domain:

• Exploring comparable approaches to surveying child status in post-earthquake Haiti and Chile.
• Bringing the science of child development into strategies for addressing acute malnutrition.

Global Children's Initiative. (3, February, 2012). Global Children's Initiative-Activities, Frontiers of Innovation, Knowledge generation. Retrieved from
http://developingchild.harvard.edu/initiatives/global_initiative/




The first priority in this area is to adapt the successful work the Center has conducted in the United States for a broader range of strategically selected audiences, in an effort to energize and reframe the global dialogue around investments in the earliest years of life. To this end, we plan to educate the leadership of key international agencies, publish and disseminate papers to establish a strong scientific framework for global work, and conduct systematic communications research to identify the most effective ways to translate the science of child development for global policymakers.
The second priority is to generate and apply new knowledge that addresses the health and developmental needs of young children in a variety of settings. Initial projects that are in various stages of planning, fundraising, and implementation include the following:

• Assessing quality in early childhood environments and programs in diverse global contexts;
• Piloting assessments to measure child development outcomes linked to malaria control strategies in Zambia; and
• Expanding effective interventions to improve preschool quality in Chile.

The Center also plans to convene research forums to facilitate collaboration among a wide network of scholars globally to share findings and co-develop publications.

Sharing Web Resources (continued)

National Black Childhood Development website

*Particularly relevant information:
While exploring the National Black Childhood Development website, I found the 'news' tab to be the most insightful. Under the 'news' tab there was an article featured by the name of, "Let's Move: Child Care State Challenge", one way to promote healthy childhood development is to ensure that exercise and healthy eating is a part of the lives of families and children. Currently, at my school we are promoting an initiative by the name of "Junk the Junk food" this article helped me to provide children and families with facts that coincide with the program.


*Controversial Issue:
While I did not find any specific controversial issues, I did find it peculiar that it was hard to find information on how to become involved, locally. One of the suggestions I may later post to the site is to include a variety of local community/neighborhood activities that our society can become involved in.


*Economists, Politicians, Neuroscientists information:
While exploring the site I began to recognize how much financial support is available for early childhood programs and initiatives. I mentioned above the NBCD's effort to bring awareness to Healthy habits. Well, the NBCD gained financial support from Sam's Club/Walmart in the amount of $300,00 to support this initiative. I can definitely learn much of these tips on gaining support and resources to support a great cause.


*New insights and trends:
As we all know, February is Black History Month, although, I know the names of many African Americans that lent a hand in building this country, I began to read upon the people and bios that I have yet to hear of. For example, I learned of, Dr. Daniel Hale Williams who founded Providence Hospital in Chicago in the year of 1889.

National Black Child Development Institute. (2012, January 14). Mission, publications, history, initiatives, news, affiliates. Retrieved from http://nbcdi.org/

Getting to Know Your International Contacts-Part 1

Podcast: I had the pleasure of listening to an interview with Susan Lyons an educator who wasinspired about the different facets in which children learn. She studied abroad, specifically in Italy and learned about how language affects children throughout the world. She brought back this in depth information and enlightened educators in the United States, focusing in her hometown of California. She implemented school programs for teachers and children, and focused on improving the quality of education in public schools. She started the project 10 years ago and is excited to say that her ventures paid off. Children are learning as never before and teachers are teaching with new innovative information and language tools that has never been utilized before. Susan Lyons takes pride in her work as an EC professional and continues to delight in impacting children and families around the globe.



Childhood Poverty Research and Policy Centre’s Insights: I decided to look at how poverty affects the society of the country of China. It was enlightening to find that the poverty has decreased in recent years. The site attributes this decline to "far-reaching processes of economic and social transition  " (Child Poverty Research and Policy Insights, 2012). Information also states that the country of China receives the most money from economic dealings and trade, except for the US. For the country, this could be good and bad, meaning the country's inhabitants are limited by the hold the country has put upon investment and employment. As far as childhood poverty is concerned, "4.2 million Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions" (Child Poverty Research and Policy Insights, 2012). Life expectancy for infants at birth is 71 years of age.

While navigating the Childhood Poverty Research and Policy Centre's Insight, I found an interesting quote, "Deepening understanding of the main causes of childhood poverty and poverty cycles, and increasing knowledge of effective strategies to tackle them in different contexts" (Child Poverty Research and Policy Insights, 2012). This quote rings true, my understanding has deepened to the point of advocacy. Not only do I feel as if I must take a stance as an EC professional, but I must stand because I am a human that values life.

Childhood Poverty Research and Policy Centre. (2012, January 19). CHIP activities, International, country overviews. Retrieved from: http://www.childhoodpoverty.org/

SHARING WEB RESOURCES





National Black Child Development Institute http://nbcdi.org/

Since 1970, the National Black Child Development Institute (NBCDI) has remained steadfast in its mission –“To improve and advance the lives of black children and their families through education and advocacy.” With a focus on early childhood education, child welfare, elementary and secondary education, and health, the Institute accomplishes this mission by:

1)      Serving as a vital information resource to all individuals who work directly with children, in particular child care professionals, educators, parents, social workers and academicians; and

2)      Providing direct services at the local level through its nationwide affiliate network composed of volunteers, who work in concert with the Institute to improve child welfare services, provide access to universal early care and education, build family support services, and provide vital information on children’s health. (National Black Child Development Institute [NBCDI], 2012).

Issue/Trend:

I was astonished by the level of success this organization has achieved:

• Conducting a landmark study on children in foster care which resulted in subsequent progressive national policies;
•  Advocating successfully for progressive adoption policies and subsidies that permitted older and single parents to adopt;
• Working successfully to create public policy and influence legislation that directly affects the lives of African American children by testifying before Congress on every significant child care bill from the Comprehensive Child Development Act of 1970, the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, the School Construction Act of 1999 to the Consequences for Juvenile Offenders Act of 1999 and orchestrating a special hearing on parenting in 2000;
•  Working to gain public support to provide access to universal early care and education which has become a priority for governors in more than half of the states;
•  Promoting publicly supported quality child care programs for mothers who were entering the work force in increased numbers, resulting in the enactment and special allocation of funds by a substantial number of states for child care; 
•  Implementing and expanding a community based nationwide intervention/prevention program entitled Entering the College Zone from five to twenty five cities to get more disadvantage middle school students on the college track;
•  Providing leadership to agencies like the National Institute of Health (NIH) to decrease health disparities; and 
• Building and nurturing partnerships with organizations ranging from the National Education Association (NEA), the National Council of La Raza (NCLR), National Association for the Education of Young Children (NAEYC), the National Association for the Advancement of Colored People (NAACP) and a number of corporations like, United Parcel Service (UPS), Proctor and Gamble (P&G), State Farm Insurance Companies, and government agencies like the National Institute of Health (NIH)

(National Black Child Development Institute [NBCDI], 2012).

******I always hear about the overall accomplishments of other renowned Child Development Agencies/Associations,  but I seldom hear about what other cultures (specifically my own) are doing to further healthy development in children and families...

National Black Child Ddevelopment Institute. (2012, January 14). About, mission, initiatives, history. Retrieved from http://nbcdi.org/

Getting Started: Establishing Professional Contacts and Expanding Resources



When reading the criteria for this weeks Blog Assignment, I felt rather leery about contacting individuals I do not know. Although, I know this is a part of professionalism, my choice would be to become contacted through a trusted individual or organization, I personally know. Nevertheless, I did get connected to the World Forum Radio, and subscribed to the podcasts via my itunes and I also had the pleasure of listening to an episode that featured a man by the name of, Barnabas Otaala, Dean of Education at Uganda's Martyrs University. Mr. Otaala spoke about the children of the village where he lived and their experience with HIV/AIDS. 

The episode was extremely enlightening on how HIV/AIDS is one of the largest topics regarding childhood development and family issues in the African region. Barnabas Otaala spoke about the respect that villagers have for doctors and how doctors need to have a better relationship with villagers to gain more insight on this devastating disease. He spoke on the need for all of us to pay attention to the needs of children.

Following the podcast episode, I looked for Mr. Otaala's e-mail but could not locate it. But, I continued to search for more information on him, the university and the matter of HIV/AIDS in the town of Uganda. I was able to go to the University website and explore and I even strolled upon a newsletter the University's Press produced. The newsletter featured, professor and dean Barnabas Otaala and even featured a quote that stated, "the Faculty ofEducation at Uganda Martyrs’University, had in some effective way, started to address develop-mental issues, including those of HIV and AIDS, and Special Needs Education" (Zalwango, 2010).

I definitely plan to utilize the World Forum Radio in the future. As far as expanding my resources, I browsed around at the websites provided on the Blog resources page and found interest in the website for the National Black Child Development Institute. While all of the other resources were phenomenal, I just think that this institution and website benefits me the most. I signed up for free information and newsletters and really look forward to immersing myself in the information that the service provides.

National Black Child Development Institute. (2011, January 7). Home, about, newsletters initiatives, affiliates, support. Retrieved from: http://nbcdi.org/

Zalwango, Amelia. (2010, August). Inaugural Lecture. Uganda Martyrs University Newsletter, 17(1). Retrieved from: http://www.scribd.com/doc/61365262/Uganda-Martyrs-University-Newsletter-2010-1