Time Well Spent

Time Well Spent THREE DEEPLY FELT LEARNINGS: 1. Passion: The utilization of your passion. The beginnings of my time at Walden were marked with discovering and refining my passion. Now I have come full circle and have seen my passion being put into action. Amazing to say the least. 2. Collaboration: Collaboration has been a constant during my time at Walden. The communication and collectivity between my colleagues and myself have been priceless. Not only do we share in our passions, we also have some similarities in our personal lives. Advice on how to balance professionalism and personal attributes have been evident in our discussions, blogging, and e-mailing. 3. Self-Reflection: Each course allowed me the ability to self-reflect ensuring that I am steadily concerning myself with the overall nurturance and well-being of children and families. This is a strong character trait that will be valuable in the area of leadership. Thanks Walden for imparting the wisdom of self-reflection. To conclude, I want to share a very inspirational bible verse that has significance in birthing my gift for children and leadership. I would like to leave you with an excerpt from that foundational verse: “Hear, O Israel: The Lord our God, the Lord is one.[a] 5 Love the Lord your God with all your heart and with all your soul and with all your strength. 6 These commandments that I give you today are to be on your hearts. 7 Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. 8 Tie them as symbols on your hands and bind them on your foreheads. 9 Write them on the doorframes of your houses and on your gates” (New International Version, n.d.). References Bible Gateway. (2013, April 18). Passage lookup. Retrieved from www.biblegateway.com

Exploring Roles in the ECE Community: Internationally

Exploring Roles in the ECE Community: Internationally United Nations Children’s Fund Being that my challenge focuses on the inequitable teaching of minorities in the field of early childhood and its affect on literacy development, the United Nations Children’s Fund encompasses what we, Westerners, view as minorities. Thus, the United Nations Children’s Fund speaks to the heart of those students who may receive less than favorable early care in the area of literacy and beyond. Navigating the website, I don’t view any job openings but I do see criteria made readily available for ‘Programme and Policy’, ‘External Relations’, ‘Emergency’, and ‘Operations’. More specifically, to obtain a job in the area of Programme and Policy in the subarea of education, I would have to developed in the areas of Programme implementation and ensure effectiveness of educational goals and objectives. The key aspects of this job include: Girls, Education, Education in emergency and conflict situations, and early childhood development (UNICEF, 2013). Save the Children This organizations’ vision is protect and nourish the survival of children across the globe. Their ‘Power and Promise of Education’ moved me, in that; this organization is ensuring that children across the globe receive rich and quality education, despite their uncontrollable shortcomings and ethnic derivation. Whilst, I did not discover any job opportunities, I did gain a chance to read up on some advocacy prospects. To be an advocate for children and to progress my professional challenge of equity in early education, Save the Children advises, sign up for an Enewsletter, take action on current issues affecting children, read about aid effectiveness, develop a deeper understanding of advocacy (Save the Children, 2013). International Early Childhood Education ICF works towards quality enhancement of early childhood programs in India. This outlet would be great in obtaining a deeper understanding of what it truly means to find equity in the field of early childhood education. ICF is looking for passionate and committed individuals to join the cause. While I see no requirements for a specific job, ICF declares that an IFC employee will learn and grow and needs to possess a mission of readiness, be able to generate positive outcomes, and discover ways in which management and leadership skills can be utilized to the fullest. References United Nations Children's Fund. (2013, April 11). What we do, employment opportunities. Retrieved from http://www.unicef.org/ Save the Children. Who we are, what we do, where we work, take action. (2013, April 11). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm ICF International. (2013, April 11). Education, professional development. Retrieved from http://www.icfi.com/markets/education/campaigns/international-early-childhood-education

EXPLORING ROLES IN THE ECE COMMUNITY: NATIONAL/FEDERAL LEVEL

Children’s Defense Fund The mission of the Children’s Defense Fund is to guarantee every child receives a fair and healthy start. My job would be to ensure that children are successful as they develop into adulthood. There are a total of six open jobs at the Children’s Defense Fund. One job I explored in particular was a Policy Associate in the field of Education. The qualifications for this job is at least a bachelor’s degree, a familiarity with national education policy, superb research skills, a willingness to collaborate, the ability to take initiative, and be committed to social justice and improving the quality of children and their families (Children’s Defense Fund, 2013, n.p.). Zero to Three Zero to Three, a national center for infants, toddlers, and families is an agency that values early experiences. The quality of care they provide, free of biases, definitely appealed to me. The various areas of expertise they offer coincide with my challenge to ensure all children, regardless of their ethnic background, develop skills essential to life achievement. A policy analyst job is available for the taking and the qualifications for such include: the knowledge of early care policy, procedures, and programs, experience in the area of infant/toddler development, family care, and early intervention, a minimum of five years experience in the field of educative care, strong interpersonal skills, and the ability to travel. One of the qualifications I will have to gain in order to be prepared for this occupation is my knowledge of California law and policy. Voices for America’s Children Voices for America’s Children is an organization that truly spoke to the heart of my passion. Their Six Policy Goals to Advance their vision and agenda gained my attention, as they included the virtues of equity and diversity. Their goal is to ensure that children reach their full potential and that this quality of care opens the gap of opportunity and recognizes the value of diversity (Voices for America’s Children, 2013). While navigating the site, I discovered a job, as a program officer was available. The program in which I will direct is the Children’s Anti-Poverty program. The knowledge, skills, and qualifications for this employment is a minimum of five years in a professional development program, experience analyzing organizations strengths and weaknesses, demonstrate the ability to work as a team, be able to handle confidential information, expertise working Microsoft Office, excellent analytic writing skills, and many other proficient abilities I already possess. References Children's Defense Fund. (2011). Retrieved from http://www.childrensdefense.org/ Zero to Three: National Center for Infants, Toddlers, and Families. (2011). Retrieved from http://www.zerotothree.org/ Voices for America's Children. (n.d.). Retrieved November 28, 2011, from http://www.voices.org/

Exploring Roles in the ECE Community: Local and State Levels

My overall goal and destination for my passion is to own and successfully operate my own Christian Early Childhood Academy. BJU Press has included some very explicit instructions and operative outlines to follow that will enable this dream of mine to come true. A good foundation: prayer, planning, and preparation One year before opening: conduct research, make a bibliography, establish a written philosophy, decide it the school is going to be church-ran, or school board-ran, visit several Christian schools, collect copies of handbooks, manuals, and procedures Eight to ten months before: prepare tentative budget, project number of students/staff and tuition/salaries, budget start up costs, appoint a financial expert, raise funds, search for qualified: staff and teachers, market your school, prepare facility Four months before: work up a tentative school year calendar, order curriculum and texts, order supplies for entire school One to two months: Advertise, put an add in local paper, work on schedule of classes, use outside resources for workshops, conduct a week or two of inservice meetings, hold a get-acquainted night. bju press. (2013, March 8). Home, Christian schools. Retrieved from http://www.bjupress.com Texans Care for Children This organizations vision is to provide a better future for children in the state of Texas. They focus their educative services to children from ages 0-adulthood. My charge is to ensure I am educated on how to nourish a child at the specific pivotal stage in their lives. I also need to stay abreast of the laws and policies that protect children and families. Additionally, mental health and overall healthcare of children is a focus I need to keep at the center of my focus. Texans Care for Children. (2013, March 8). Who are we, priorities. Retrieved from:http://texanscareforchildren.org/ St. Phillips is a local school I have attended and been closely associated with since I was a child. This school is the epitome of what a Christian early childhood academy should be. Exploring their website, the headmaster and principal pride their school on faith being in the future of the children that attend St. Phillips. Their focus is to enhance the lives of all students regardless of race or creed. As a prospective educator or administrator I must embrace children of all backgrounds and SES status. The qualifications of one who is worthy to be associated with St. Phillips must ensure they lead a life of example and displays actions governed by the Word of God. St. Phillips School and Community Center. (2013, March 8). Home, about us, academics, outreach, parents. Retrieved from:http://www.stphilips1600.org

Passion to Action

I embarked upon this journey at Walden embracing my destiny and the gift that God endowed me with. Hence, the first two words included in my Wordle are DESTINY and GIFTEDNESS. Owning this divine appointment provided me with DIRECTION and this direction has led to rely heavily upon the collectivity of my friends, family, professors, and colleagues. COLLABORATION via discussion posts, blogs, and e-mail has given me a sense of comradery, realizing that others, like myself, are seeking to be ENLIGHTENED by this route of study. The various courses I have taken at Walden has educated me on the lack of EQUITY in the field of early childhood education. This embodiment of equality fueled a sense of ADVOCACY within, expanding and deepening my knowledge of the needs of children and families. This newfound learning prompted GROWTH in me both personally and professionally. The results of these passionate realizations and actions will be REWARDING for me, in that; I am fulfilling God's plan for my life, while simultaneously using this power and discernment to impact and illuminate others. In all, this experience has been valuable for me. It has shed much light on the way in which I was reared and how this upbringing influences my future in early childhood studies (Laureate University, 2013). The challenges I have faces along the way are apart of the commitment Louise Derman-Sparks speaks of in this weeks' multimedia presentation. The field of early childhood education and its anti-bias approach aids us in renewing and reclaiming our passion making way for a more just world (Laureate University, 2013). References My Wordle title="Wordle: Janille's Wordle"> alt="Wordle: Janille's Wordle" style="padding:4px;border:1px solid #ddd"> Feinberg, J. (2011). Wordle. Create, advanced, gallery. Retrieved from http://www.wordle.net/ Laureate University. (Producer). (2013, March 6). Merging, vision, passion, practice. [multimedia presentation]. Minneapolis, MN: Laureate, University.

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