Communication and Collaboration in Early Childhood

     This course has been one of my personal favorites.  I truly feel communication is the key to everything in life.  I always strive, personally and professionally, to be a genuine, clear communicator with everyone I come across.  I truly value all the relationships I have built with my online colleagues and feel blessed by all of  the interactions we share.  There are so many tools we have, as indicated by the clip art I selected above, to aide us in our communicative efforts.  It is my hope that we all continue to utilize each other as resources within the realm of early childhood.  If any of you wish to contact me at anytime, you may do so by email at greeneydgirl24@aol.com, or through this blog, which I intend on keeping.  God bless all of you, and good luck on all future endeavors!

Adjourning

Adjourning from a Team

Adjourning  is the final stage of group development in the teamwork theory. This is the period of time when the team's work is finished and everyone begins to move their separate ways.  "This stage is also known as the mourning stage" (Project-Management-Skills.com, n.d.) because the team members have usually formed close knit relationships and it becomes hard to say goodbye.

This stage is important because the team can congratulate each other on work well done.  Although the current project is complete it is possible some members may work together on future projects, so ending on a positive note is always important.  

Studying this topic makes me think of when we built the new wing on our church for what is currently my preschool.  The church staff and myself worked closely with several professionals, such as the construction crew, the computer people, and the painting crew.  We worked through the project with many ups and downs, often enjoyed lunch together and celebrated each milestone as it was completed.  Once the project was complete it was truly bitter sweet.  The adjourning stage was enjoying the new building and polishing off the odds and ends.  When the building was ready for occupancy we all hugged and said our goodbyes.  I really miss seeing the people I worked with, but I have recommended them for other jobs and talked to them on the phone from time to time.  It was a great experience!

I know adjourning from this program will be similar.  Although we will not be working together directly once we complete our courses, I hope to maintain connections with my colleagues and know that I can turn to them for advice and support if I need to.

References

Project-Management-Skills.com (n.d.). [Website]. Teamwork theory: Stages of group development.  

Conflict Resolution

Conflict is a necessity.  Whenever people are passionate about what they believe in they stand up for it, and these situations result in conflict.  In the early childhood profession, passion for children is the driving force.  There are many times teachers, administration and parents may disagree on what children need for their future.  Since all three parties are advocates for the children agreements must be made in order to provide the child with the best care possible.  Many times discussions must be held, voices must be heard, plans must be developed and agreements must be made.  In order to accomplish these tasks in a productive, peaceful manner, conflict resolution skills are required.

Currently I am in the process of working with one of my students who has anger issues.  She is only four years old and acts out aggressively toward other students and teachers when she cannot be the center of attention or do what she wants to do.  She has been at our school for about 7 months and her behavior has not improved much.  In fact, the older she gets and the more intelligent she becomes, it seems her anger shows up more frequently.  Parents of her classmates and teachers have just about taken all they can and the time has come for a serious change.  We have had a behavioral specialist working with her and the family for about a month.  The last time she was in I informed her it was time to act and the two of us sat down and discussed what we thought would be best.  She shared her ideal plan for the girl explaining she wanted to place her in another room and rearrange her daily schedule.  I knew this would not work because there are already too many behavioral issues in one of the rooms she would be in and the placing this child there would not be a good fit.

Although I knew I would not implement her plan as soon as she told me, I decided to listen to let her explain her reasoning.  Once she was finished I explained why this would not work.  She understood and we discussed several other options.  Finally I came up with some alternatives based on her reasoning and she agreed they were great alternatives to her plan.   According to the three R's, we must be respectful, reciprocal and responsive.  I respected her enough to hear her out, I was then reciprocal by giving her my feedback, and then I responded to her suggestions with a few of my own.  By using these conflict resolution skills we were able to come up with a plan that seems to be working!

How we are perceived as communicators

This week we discussed how we perceived ourselves as communicators.  We also took three assessments to measure our levels of communication anxiety, verbal aggression and listening styles.  In my opinion, communication is the key to success.  It is vital in all aspects of our lives.  I chose the cartoon above because I thought it was silly, but in all actuality, there is much truth in it!  We must learn how to communicate with others if we want to move ahead in this life.

I feel I know myself pretty well.  The assessments definitely helped prove this fact.  I am considered to have low communication anxiety, moderate verbal aggression and an empathetic listening style.  I had my assistant director and husband take these tests and their scores were very close to my own.  In fact, their results placed me in the same three categories as my own.  This did not surprise me because I consider myself to be a very genuine person.  I act the same professionally as I do personally.  Those around me can usually read me like a book!  

The area I would like to improve upon is my empathetic listening style.  I feel I often become wrapped up in others' personal circumstances and it becomes difficult to maintain a clear head when trying to deal with uncomfortable professional and personal situations.  My goal is to learn to prioritize my professional and personal topics and get my point across without being drastically emotionally impacted by the other person's state.

Communication and Cultural Diversity

Effective Communication & Cultural Diversity

I consider myself to be an extremely genuine person.  I feel everyone deserves my respect, support and attention if they so desire it.  I am no better than anyone else and value each and every opportunity I have to communicate with someone new; it gives me the opportunity to see life through their eyes.  I have learned so much from others and truly feel blessed with each new relationship I form.

As far as communicating differently with diverse groups of people, of course this is the case.  Although I am genuine and remain true to myself, there are many facets to my own character.  I consider myself extremely perceptive and aware of my surroundings, and I make it a point to analyze the character of others to the best of my ability while communicating with them.  I am different with my close friends than I am with my employees, but I am still more open and relaxed with them than I am with the parents I deal with on a daily basis.  Some parents have been part of our school for a few years and they have become closer to me than when they were new, I am able to be a bit more laid back while communicating with them. They know me and understand my sense of humor.

When I meet a new family I immediately greet them with a warm smile and welcome them to the school.  This is always the same with everyone that comes through the door.  It is their body language and reaction to my actions that guides my next move.  Sometimes I am greeted with a warm smile and handshake.  This indicates I can approach the family, bend down on my knee and greet the child.  If I am greeted with a quick hello and some immediate questions, I know to keep it a bit more professional.  Sometimes I get families who speak little English.  With them I try to speak slowly and use many hand gestures to aid in my communication.  I may even walk them into a classroom where I have a Spanish speaking employee (if their language is Spanish) and they can begin speaking to them.  I try not to ask the employee unless they request it.  I don't want them to feel singled out because of their language.  Usually, the employee gathers they are Spanish speaking and begins talking, and this makes them more comfortable.

I feel communication is the single most important aspect of life.  I will continue to strive to become the most effective communicator I can be.

Communicating without sound

This week, I chose to watch a show my kids always watch on Disney Channel.  I have never paid attention before but thought it would be fun to check it out since it is something they enjoy!

Watching without sound
The episode begins with two teenage boys jumping around playing pretend basketball inside of some sort of music store.  A young girl, appearing to be maybe their big sister, comes in to reprimand them.  She seems to want them to stop jumping around in the store and behave themselves.  Then, a girl all dressed up in some sort of party dress comes in and begins explaining her dilemma.  She has her hands on her hips, a concerned look on her face, and continues shrugging her shoulders and pacing.  The four of them begin discussing something and it appears they are trying to help her.

The next clip shows the girl in the party dress and the two boys hanging out in a game room discussing things.  It seems they are designing some type of flyer for her on their big screen monitor.  Next, she and the other girl are shopping and have invitations in buckets.  They both seem happy and determined.  They run in to a boy who the girls obviously think is very cute.  They begin blushing and laughing and acting silly.  The girl who seems to be throwing a party gives the boy an invitation and the other girl seems to be upset by this.  Her eyebrows are raised and she is concerned, but the other girl begins asking her to picture something and they both look up to the air and smile.  It seems the two of them are good friends.

Next, one of the girls brings a boy into the game room and she watches him do some dance moves.  She tries some and they dance together.  They seem to be planning a routine for the party.  The boy falls and seems to sprain his ankle.  The other boys from the beginning try to bring ice and he tries to put ice on it, but he rejects it, acts as if he is ok, and tries to walk.  He cannot walk and realizes he will not be able to perform for the party.  The girl comes in and it seems they are trying to make arrangements for an alternative solution.

Next, the girl and boy with the sprained ankle arrive at the party and it appears to be a 15th birthday party because there are signs up.  They seem to be boyfriend and girlfriend.  The girl who was in the party dress in the beginning comes out on stage and begins speaking.  Everyone begins dancing but the girl with the boy who had the sprained ankle is just sitting at the table with him.  The boy who was supposed to dance with her us wearing a silly costume goofing off.  She seems to be very upset with him for not dancing with her.  Finally, she gets up and asks the boy they saw at the mall to dance with her.  She begins dancing by herself in front of him and he is just standing there looking awkward.  She tries to talk him into dancing but he walks away.  Her friend comes over and tries to make her feel better.  Then the boy who was goofing off swings from some sort of vine and ruins the party knocking things over.

Next shot is the mess of a party; all gifts are on the floor, food spilled, and the friends are trying to figure out what to do.  The girl who was upset and embarrassed was is missing and her friends are concerned.  Later they find her hiding under the table.  The boy with the sprained ankle crawls under to try to make her feel better.  She begins to smile a little.and then feels better.  They clean up the party and in the end the band performs; the boy with the ankle sits in a chair.  The cute boy returns and the girl is bothered again.  The boy with the sprained ankle sees this, leaves the stage, and dances with the girl with his ankle brace on.  She falls, is horrified, but then they continue to dance.  The crowd leaves and the two of them are alone.  She appears to be thanking him.

All the friends leave and the girl is left alone in the party.  The cute boy comes back and they are talking.  She laughs and he laughs, and they appear to be making fun of each other's dancing styles.  It seems he told her he didn't dance with her because he wasn't good at dancing.  It seems she was also afraid of dancing and they begin dancing goofy together and that ends the show.

Watching with sound
I was truly amazed at how accurate my predictions were based on the characters body language.  A few things were unclear at first, but by the end of the episode, I pretty much was able to piece together the entire story.  The four teens were only friends, and the boy from the mall was someone she had a long time crush on.  Since they invited the boy to her friends birthday party, her friend agreed to give her dancing lessons so she could possible dance with the boy she liked.  However, during the lesson her clumsiness caused him to fall and sprain his ankle.  He was unable to give her lessons.  At the party, she decided to ask the boy to dance anyway, but he got flustered, said no and left.  When he came back later he admitted he didn't know how to dance either.

I enjoyed this episode and realized it was actually regarding a girls insecurities regarding her ability to dance. Her friends pulled together to do all they could to try and help her learn how to dance so she could impress the boy of her dreams.  My "aha" moment was at the end when the boy came and admitted that when he saw her fall down, he realized she could not dance. He came back to tell her the reason he left as because he was also ashamed.  I think this show provided a valuable lesson for young people.  Sometimes we try to so hard to impress others and we are afraid of what they will think because we build them up in our mind to be perfect.  The truth is, everyone has problems and it's ok to be yourself!

After this exercise I am amazed at how much body language and surrounding really say to others.  I will be more aware of my own actions in the future, and more perceptive of the actions of those around me!

Effective Communication

Pastor Scott Vander Ploeg

Pastor

Employer

Friend

When I think of an effective communicator, the picture of the man above immediately pops into my head.  Pastor Scott Vander Ploeg is one of the best communicators I think I have ever met.  The first time I met him was in my job interview.  

I was planning on moving to a new city, and during a brief visit, I set up an interview with a church for the opening of a preschool office assistant.  I was looking for something temporary until I found something in the finance field, which was my background at the time.  This was a Christian Reformed church, and I was raised Catholic; it was my first experience with a church outside the denomination.  I met with the director of the school and we talked for quite a while.  After our discussion she said she would call in the pastor to meet with us.  I was extremely nervous and had no idea what to expect.  My only experience had been with priests my whole life and could not imagine what type of conversation we might have!

When Pastor Scott entered the room he was not at all what I expected. His warm smile, genuine personality, and friendly demeanor put me immediately at ease.  He spoke with us briefly about the background of the school and the future possibilities.  His passion and excitement was immediately evident, and I felt myself drawn toward him, his mission, and the school.  They invited me to attend church there on Sunday so I could get acquainted with the atmosphere.

Church was strange for me to say the least.  When I arrived their was a band playing and people were singing, clapping and smiling.  This was not like any Catholic service I had been to.  When Pastor Scott came out, he read a passage from the Bible and then began to tell a story about his own personal life.  At first, the story seemed to have nothing to do with the Bible passage, but in the end, it all tied together somehow and I was totally drawn in.  It was almost as if I was attending a college course on theology.  He was not preaching to us, but teaching us.  Explaining things first from his perspective, and then offering examples from other people's stories that may apply to several of the people in the room.  It was then I knew that was the place for me.

Although I initially accepted the job as something temporary, I am now the director of the school.  At the time I began working we had two classrooms in the church and about 40 students.  Not long after I started I enrolled in school, completed my necessary coursework, and began planning for an expansion that has now led us to 7 classrooms and 180 students, only 5 years later.  The reason I stayed is because Pastor Scott gave me something to believe in, to follow, and to admire.  His love of others and passion for education was so strong I could feel it, and I wanted to exude that same passion among my staff and families.

Pastor Scott has been my inspiration and I try to emulate his communication characteristics.  He listens first and is very attentive to what those around him are doing and saying at all times.  He considers others feelings and is not judgmental.  He is very open and willing to consider all possibilities before making a decision.  He is a team player.  He is not uptight, and in fact often acts silly.  Others are always relaxed in his presence.  He often offers examples of his own shortcomings and is not afraid to let others know he is not perfect.  People know that he cares about them.   When it comes to delivering difficult information, which he does every Sunday in church when teaching the Bible, he breaks it down into familiar terms everyone can understand.  He explains the root of everything before uncovering the big picture.

I am blessed to work so closely with this man and feel we make a great team!  I only hope to continue to develop my communication skills and be as effective as him one day!

Professional Hopes and Goals

HOPE

My hope is through working with children and families, I will continue to celebrate and appreciate their diversity, and instill in them that they are truly unique and possess special gifts from God.  By reminding them that God created us all different so we could share our gifts and work together to build each other up and achieve common goals, I feel they will develop a sense of self-worth and belonging.

GOAL

My goal is to continue to train my staff on the importance of embracing diversity, and to have them do the same within the classroom.  I plan to hold professional development sessions on an annual basis, and distribute scholarly journal articles and self-reflection assignments throughout the year in an effort to achieve this goal.  I will also keep my families informed and try to be the inspiration they need to begin exploring the value of diversity.

APPRECIATION

I want to express my sincere gratitude and appreciation for my colleagues who have taken the journey of this course with me.  I feel by sharing our insights, we have all grown both personally and professionally.  It has been an honor and a privilege working alongside all of you, and the realization that there are so many of you out there with similar hopes and goals helps me feel even more confident that we can truly be the change our society needs!

Welcoming Families from Around the World

ZIMBABWE

This week we were asked to choose a country we knew nothing about, and consider the hypothetical situation of welcoming a new family to my school who had recently moved from there.  Zimbabwe was the first country that popped into my head.  I have always been fascinated by Africa and wanted to learn more about it.  

In doing my research for this assignment, I found the following information useful in helping me relate to the family and make them feel more welcome upon their arrival.  I want them to know we embrace diversity and respect their culture, and I also want this attitude to be present with all the teachers and students.

1.  As you can see above, Zimbabwe is rated as "very low" on the global peace index.  There is much turmoil within their government and has been for years.  I found that Zimbabwe celebrates their Independence Day on April 18th.  In 1980, the government called for a ceasefire in a terrible war, created a Declaration of Independence, and began holding free elections.  On or around April 18th, I would plan to celebrate this Independence Day in class with the kids.  Obviously, I would prepare developmentally appropriate lessons and explain to them different countries have different holidays.  I would compare this day  with our own Independence Day, July 4th, and we would do art projects using the flag of Zimbabwe and maybe decorate our own cookies icing the colors of the flag.  I feel this would be a great way to celebrate their culture.

2.  My school offers a Cultural Enrichment class where children explore other cultures and countries in their classroom.  We usually teach them how to say a few words in each language. Mhoro is hello to an individual person, and Mhoroi is hello to a group.  I think it would be really cool for the class to make a poster welcoming the new child with this word, as well as have them say it!  They could even make a card for him to send home to his new family.

3.  In our cultural enrichment program, we also contact several preschools around the world and exchange correspondence.  With this family moving from Zimbabwe, I would approach them an early childhood contact in their country.  The class would make pictures and crafts for the children at that school and we would send them there.  The teachers would hopefully exchange correspondence to be read to the children.  

4.  We always invite the families of our cultural enrichment students to come in and share something from their culture with the children when we are studying specific countries.  We would plan to study Zimbabwe and invite the parents to bring in a snack, photos, or heirlooms from their culture to show the children.

5.  Our children have a rest time during our cultural enrichment class.  We put out mats and turn the lights down low and play soft music.  Zimbabwe is known for their music with the mbira, which is a thumb piano.  I would teach the children about the music and let it play during nap time.  We could also do music and movement, or play our own instruments to more upbeat music during class.

I think all of these activities would make the family feel welcomed, respected and appreciated.  I also feel that the family's involvement would be such a huge gift to the school.  As a leader, I am always looking for EVERYONE's gifts and talents, including my employees and our families.  Once I figure them out I always give opportunities for them to share these gifts with the good to expand their knowledge!

The Personal Side of Bias, Prejudice and Oppression

As the director of a preschool, I am responsible for a staff of twenty.  We don't often have turnover, but when we do, I create all the job postings and receive the resumes.  I often select the candidates I would like to interview, and then the members of our personnel committee from the school board conduct all interviews with me.  After the interviews are over we compare notes and agree on the candidate we think would be the best fit for our school.

I would like to share a incident where I feel bias, prejudice and oppression became an issue.  I received a resume from a highly qualified individual.  I was very excited and called her immediately.  We talked on the phone for a while and I felt as if we understood each other and got along quite well.  We covered a lot of the details over the phone and then I set up the interview.  When the personnel committee arrived to conduct the interview, I showed them her resume and her pre-interview questionnaire.  I also indicated that I thought she was the perfect fit.  Everyone was equally excited.

When the young woman arrived she was not at all like I had pictured.  She was about six-feet tall, overweight, and had some facial hair.  She was dressed in a skirt down to her ankles and an over-sized top.  She was well-kept and clean, but not very attractive to say the least.  Immediately, I felt the tension rise in my office as we began the interview.  She had wonderful answers to all of the questions and was very qualified for the position.  Her personality still the same as the woman I had talked to on the phone.  The interview took place during the school day, so after the interview I gave her a tour of the classrooms.  My other staff members were all acting a bit strange and I could tell they did not welcome the idea of working with her.

Following the tour, I thanked her and told her I would be in touch.  When I returned to my office, the personnel committee and some of my staff members all expressed their dissatisfaction with the woman.  Comments such as, "She'll scare the children", "She doesn't fit into our image", "She looks like a man", circulated the room.  I knew she wouldn't fit in and didn't even try to fight it.

When I called her to let her know she did not get the job, I could hear the hurt in her voice.  After all, our phone conversation had gone so well, and I think she thought it was a sure thing coming into my office.  I am sure she felt some of the tension and strange looks she was receiving, and probably knew she was being discriminated against.  A few hours after we spoke, her mother actually called (which I admit is a bit strange) and expressed her anger that her daughter did not receive the job, indicating how hurt she was.  That made me feel just awful.

It has been about two or three years since that interview.  I attend monthly meetings with our Early Learning Coalition where all the providers in the county meet to discuss important topics regarding our state-funded pre-k program.  This young woman is now attending those meetings.  She has cleaned up a bit and looks a lot nicer than she did.  She is now a lead teacher, and at the last meeting, she was commended in front of everyone for the amazing things she is doing in her classroom.  At the last meeting, I ended up sitting next to her.  It is very uncomfortable for me because I still feel badly about the whole situation.

The feelings I experienced throughout this situation took me back to childhood.  I was always the one who ached for those that were the targets in my friend's jokes.  I didn't take part and would feel terribly for the children who were picked on.  I always wished I could have done more.  This is how I felt on the day of that interview.  I do know, however, that even if I would have been able to hire her, she may have had a hard time in our school if others would not accept her.  God has a plan for everyone and I am happy she found a place where she could fit in and flourish, but this still doesn't make the situation right.

Practicing Awareness of Microagression

Examples of microagression are everywhere.  When I watched the video for this week, I immediately began self-reflecting to see if anything I do would be considered microagression.  The first thing I thought of was when I deal with people who speak another language.  At my preschool there are several families who speak Spanish as a first language.  Unfortunately, I do not speak Spanish.  Sometimes my teachers are available for translation, but most of the time I try to communicate with them on my own.  I find myself speaking very slowly, but also much louder than I normally speak.  Although this is not something I do intentionally, I am sure they notice this.  I imagine it may make them feel as if I think they are stupid, or hard of hearing.  I will definitely be more conscious of this in the future.

Some other examples I can recall are girlfriends talking about guys they have dated.  I have heard statements like, "police officers are abusive", "latin men are controlling", and "jewish men are cheap".  These comments really irritate me.  I think classifying all people based on the actions of one or two you may  have come into contact with is a true sign of ignorance. 

The Definition of Culture and Diversity

The Definition of Culture and Diversity

RYAN: 

 Culture - the unique lifestyle, beliefs, and customs of a society.

Diversity - is different

HEATHER:

Culture is how we act based on how we were raised. Different people from various parts of the world or even the country are exposed to all kinds of experiences that shape us. Ways of thinking, acting, or even expressing ourselves is going to reflect our culture. Our parents pass onto us their culture and then when we have children we pass it on to them. The more culture we are exposed to the richer our lives can be!

Diversity is the variety of life and is what sets us apart from others. What a boring world we would live in if everyone was exactly the same.

LYN:

Culture is a way of life. It is a group of people. It is based on how people behave, their actions and values. Culture is shared and passed down through communication in actions. Diversity is knowing and accepting the variety of characteristics that make people. For example, age, gender, culture economic background, education, ethnicity, religious beliefs and political views all make up what makes people diverse.

Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?

This course has taught me that culture does consist of the unique lifestyles, beliefs and customs of a society.  It also consists of the values that are embedded in us from how we were raised.  Our parents and surroundings influence the pieces of our culture we carry with us.  Diversity consists of differences and what sets us apart from others.  Examples are age, gender, economic background, ethnicity, religious beliefs and political views.

Which aspects have been omitted—and what are some examples of such omission?

I think what's truly important and is not emphasized in these definitions, is the fact that culture means something different to everyone.  Our circumstances and choices determine our own culture.  The way we were raised plants the seeds of our culture, but our personal decisions and life experiences formulate the way culture manifests in our lives. 

In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?

We all view culture and diversity in a different light.  It is not only important to appreciate cultural diversity, but to respect the opinions of others in regards to the topic.

Family Culture

If I was being uprooted out of my country and was only allowed to bring three items to preserve my family's culture, I would choose the following:

• Family photo album
• Shoebox of cards and letters from family over the years
• Celtic Cross

The family photo album would allow me to look at the photos anytime and share them with those around me, as well as future generations.  The shoebox of cards and letters would express the sentiment and love we always felt for each other.  The Celtic cross would remind me of my Irish heritage and the fact that God is always with me.

If I was told I could only keep one of the three items upon arrival I would be hurt and angry.  It would be extremely hard to make such a decision.  I guess I would choose the photo album.  A picture is worth a thousand words, and no one can ever take God away from me, because he lives in my heart.

This excercise only reiterated the fact that the two most important things in my life are God and family.

After completing the course "Building Research Competency", I have determined there are many facets to the field of research.  Even for professionals who do not plan to conduct research, there is a vast array of information that must be learned in order to understand research.

I have always been a bit intimidated by research.  I took an Ecology course in college and that was my first real taste of research studies.  We had to analyze a few studies, and then create our own study, including writing each component of the research report.  I became familiar with the abstract, methods, and conclusion sections, and also learned how to create charts and record data.  It was all a bit overwhelming and to be honest, I was glad when it was all over!  I didn't think I would need to utilize any of the information after the course.  To my surprise, this course was actually an in depth study of what I had experienced.  And, I was grateful for my prior knowledge in the area of research, although it was only the tip of the iceberg so to speak.

What I have learned in this course is that research is a complex project.  There are many things to consider before even beginning with just a simple research question.  I learned that as soon as you spark an interest in something, the best thing to do is to search for research studies that have been done in the past and compile as much information as possible.  This will help guide you through formulating some questions.  Once you have the questions in mind, the design of the study can begin.  Several factors, such as who will conduct the research, who the participants can be, where the research will be done, the type of study that will be conducted (ie. qualitative, quantitative, mixed methods, etc.), and how the conclusion of the study may contribute to the field, are very important.  Aside from that, clearly articulating information and proving the validity of the experiment are important, especially for replication.

I definitely see the field of early childhood education vital to the research field.  As I said before, I did not feel I would ever conduct research beyond college.  I wanted to run a preschool.  However, any contribution I can offer my colleagues based on my findings will benefit the profession and I fully intend on doing so when I have the opportunity.  I am thankful for the knowledge and understanding this class has provided me with, as well as the enlightenment.

Early Childhood Australia - A voice for young children

http://www.earlychildhoodaustralia.org.au/

Today's society provides us with the opportunity to learn more about the world than ever before. The internet is our key to endless possibilities.  Without ever stepping foot outside of our home we can see the world!  Not only can we explore and embrace cultural diversity, we can band together and share our knowledge in order to enhance our quality of life.  Education is a field every culture is equally concerned about; especially the early childhood profession.  It seems to have become increasingly prominent all over the world, and educators and researchers are sharing their findings.  I am excited to expand my mind and explore the work of early childhood professionals in Australia this week.  This is what I found when on the website for Early Childhood Australia.

What are some of the current international research topics?

This website offers a page dedicated to "Resource Themes".  Currently, there are clickable options under the following categories:  Being Belonging and Becoming, School Readiness and Children's Transitions, Sustainability Global Warming and Climate Changes, Baby and Toddler Sleeping and Childhood Health and Obesity.  Once you click on a link there are several research articles, books and credible quotes available on each topic.  The sources are listed, as well as additional links to help you find the sources.  There is a place on the homepage which lists current news and popular items.  Some of the recent popular items include the early years learning framework, and learning and teaching through play.  Several media releases are also on the homepage including ECPs responses to current issues, such as national standards and budget initiatives.

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

In all honesty, I was shocked to see one of the resource themes was global warming and climate change.  I agree this is a very important issue we all must face and act on, I was just surprised to see this organization had information pertaining to the early childhood field.  I began the topic through the clickable links.  I found this organization is promoting what they call, "transformative education" that values, encourages and supports young children to be problem-seekers, problem-solvers, and action-takers in their own environments.  This involves including education about nature in the early childhood curriculum and encouraging children to play outside and become deeply engaged in the natural world.  There are several bullet points listed about what childhood professionals can do from modeling green housekeeping within their centers, to becoming advocates for neighborhood outdoor play areas for children.  I was very happy to read this and plan on implementing some of the suggestions offered by the organization.

What other noteworthy information did you find on this website?

There is a section called "Supporting Best Practices".  This is broken down by categories and then several subcategories.  Each subcategory leads you to a brief explanation and then includes a country afterward.  I was a bit confused so I clicked on the final subcategory.  What this meant is that the organization found a credible educational resource on each topic and many of them are from organizations located around the globe.  I thought this was a really cool feature.  Although I was researching an Australian organization I was able to learn from organizations all over the world.  The website is really an extremely organized portal to pertinent information in the early childhood field.  

I am so impressed by this website and plan to utilize it from this day forward.  Often I find myself overwhelmed when doing searches online and cannot seem to find credible sources.  This website will help me so much.  

Concsious Discipline for Educators and Parents

"Conscious Discipline" is an evidence-based program that was named as a national model for character education by the Florida State Legislature.  There are two models: The Connected Family and The School Family.  The county I live in has adopted this program and I have seen it in action in my son's kindergarten classroom.  It is truly amazing.  Read below:

The Connected Family creates healthy relationships between parents, between parents and children, between siblings, and between extended family members and the community at large.

The good news is that the seven skills of Conscious Discipline you will use to guide your children to being successful are the same skills needed to enhance relationships. The Conscious Discipline Brain State Model will help you understand the science behind behaviors that will serve you well in any chosen field of work. The Seven Powers for Conscious Adults will highlight for you your ineffective behavioral patterns that get in your way of being successful at whatever you do. The Conscious Discipline program is a 3 in 1 powerhouse. Discipline your children in such as they become self-disciplined, improve all your relationships with adults and children, and become successful in your career. The catch in this wonderful news is you must have an authentically connected family base from which all this manifest.

Connection, not attention, is what all people seek. Loving moments of genuine connection literally wire the brain for impulse control and willingness. The biochemistry of love allows us to move beyond power struggles to a willingness to cooperate, fosters forgiveness instead simply trying to forget, and provides the willingness needed to repair ruptured relationship moments.

The Connected Family is
 fostered through predictable routines, nurturing rituals
 and specific Conscious Discipline structures in the home.

The Connected Family creates a fundamental shift of power in our homes. All members in the family are empowered to have their needs met and a voice, not the final voice, but a voice. We must leave coercion, fear and external rewards behind, and step into a new worldview where intrinsic motivation, helpfulness, problem-solving and connection govern our homelife. We move from attempting to control our children and make them behave to helping them be successful in following the rules. We move from correction to connection from compliance to alliance. All else falls in place!

The School Family builds connections between families and schools, teachers and teachers, teachers and students, and students and students to ensure the optimal development of all.

These connections provide the three essential ingredients for school success:

A willingness to learn: Without willingness, each interaction becomes a power struggle instead of a learning opportunity. The School Family brings all children, especially the most difficult, to a place of willingness through a sense of belonging.

Impulse control: Connection with others is the construct that literally wires the brain for impulse control. Disconnected children are disruptive. External reward/punishment systems cannot improve a child’s ability to self-regulate because they are not designed to teach new skills. The School Family uses connection to internally encourage impulse control and teaches self-regulation skills in context.

Attention: Our attentional system is sensitive to stress and becomes engaged with positive emotions. The School Family reduces stress while creating an atmosphere of caring, encouragement and meaningful contributions. These components are essential for children to develop and apply sustained attention.

The School Family is
created through routines, rituals
and structures.

The School Family creates a fundamental shift in education and classroom management. Leave coercion, fear and external rewards behind, and step into a world where intrinsic motivation, helpfulness, problem-solving and connection govern your classroom.

Check out this link to see how implementing the Conscious Discipline model transformed one Florida "D" rated school:

http://consciousdiscipline.com/about/ferncreek.asp

There are several research papers and statistics as well:

http://consciousdiscipline.com/about/research_papers.asp

I highly recommend this program for any family or school.  

Research Focus - Formal Assessment in Early Childhood

Throughout this course we are required to choose a research topic.  I chose the topic, "How to perform formal assessments in early childhood".  This has been something I have been struggling with over the past few years within my own center.  As a director, evaluating the program to pinpoint strengths and weaknesses is a top priority.  Our primary objective is kindergarten readiness, so the best way to determine program quality is through the analysis of student achievement.  This process involves initially testing children for prior knowledge, performing assessments throughout the year, and then re-evaluating at the end of the year through a formal assessment to determine the knowledge the children have gained throughout the year in comparison to what they already knew.

Each year I work with my faculty to develop a pretest, mid-year evaluations, and a year-end assessment. Every year we improve this process through revising the tests and administering them in different ways.  It is always a challenge.  This year we still administered our own pretest, but decided to adopt the progress reporting system developed by the state of Florida to coincide with the learning standards developed for 

four year-olds.  In our opinion, there are still changes that need to be made.  

I believe the art of assessing early childhood students is yet to be discovered.  It's not as simple as giving them a scantron and asking them to fill in the bubbles.  Children who learn through play must demonstrate their knowledge in the same fashion.  I am excited about researching this topic, but more importantly, I feel secure in having the guidance and support of my instructor and colleagues in learning HOW to do this research.  As I mentioned, I have been digging around in this topic for the past several years in an attempt to create the perfect assessments.  It has been extremely overwhelming.  It seems I always begin researching and give up because I am inundated with information overload.  I would welcome any advice or resources in this area as I begin my journey.  If you have answers to the following questions, please feel free to share!

• Do you feel the pre-test and post-test should be the same in order to compare then/now results?
• Do you feel children should be separated from the classroom and taken into a private environment to be tested, or should they remain in the classroom setting among peers?
• Should parents be provided with their children's results in conjunction with where they rank in their group of peers (not revealing identities of course)?
• Do any of you have a valuable resource or tool you are currently utilizing to assess 3 / 4 year olds?

I am looking forward to this journey and am exciting to hear about your topics!  Happy researching to all!

Three Consequences of Establishing an International Contact

I am so happy I was able to establish contact with Ankie from The Netherlands.  She is a passionate educator, wife, and mother who continues to advocate for children although her personal life is very busy.  She has become an inspiration and someone I can easily identify with.

Three consequences occurring as result of this experience, personally are as follows:  the realization that similar early childhood issues are going on in other countries, the desire to learn more about different cultures and their programs in hopes to learn from it, and the positive, reassuring feeling that we are not alone and there are people everywhere dealing with, and fighting for the same issues we face daily.

My goal is to continue contact with Ankie and share thoughts and ideas regarding the education and well being of children.  I would also like to establish new contacts in other countries to build a larger network of colleagues.

International Contact

My international contact and I have been discussing assessments.  She actually provided me with a ton of information on how the assessment process works in the Netherlands.  This is what she wrote:

Sooo interesting that you are asking these questions. Here in Holland that same issue is being discussed for a couple of years now!

Last summer the government have adopted a new law; compulsory standard exit-tests for all students on both language and math skills.

This starts next schoolyear.

The idea of testing 3-year olds when the enter primary education did not make it trough the Senate, fortunately.

 

But, let's start at the beginning:

For all subjects national standards are created, from which schools have to teach, but  they are written down as final objectives per grade, per subject.

How and when in that specific grade schools teach the matter is completely up to the schools.

However, in higher grades,these objectives are used to write books and other teaching materials, used in the classroom.

Each school can decide if they wish to test their pupils, but usually schools test their pupils twice a year, using standardised tests.

About 80% of the schools use a standardised tests, even with the 4-year-olds.

These are administered indeed in a paper-and-pencil way, for the youngest  the line used is" underline the pictuere where you can see a............" , since they cannot read.

Add to that the fact that most schoolbooks have their own tests per chapter, you can imagine that childrens progress can be very closely monitored.

 

This is another thing schools are required by law to do: monitor and document the progress of each pupil, per subject.

Especially in the first few grades this information is gathered through observation by the teachers.

And, after having observed and documented that,

we have to help students who fall back by writing 6-week plans to get them back on track again.

A funny thing: there's nothing written about the gifted children... I feel they too need 6-week-plans to help them!

Fortunately, the school my two eldest children attend, is implementing a tracking-system for gifted children and offers them "grade 9-time".

Care for those who are not average, is typically something educational inspectors grade schools on.

 

And than, my opinion on the matter.

Ofcourse we need to test children. It is the only way you can be sure children have picked up and understood what you have been teaching.

Gaps in their understanding of things can be found and 'fixed'. The creativity of the teacher can be exercised in many ways to teach the matter at hand.

On the other hand, I really think we can NEVER underestimate the opinion of the teacher. They know their pupils through and through, know their strengths and weaknesses.

We can never rely on testresults exclusively, luckily colleges and highschools always talk to the primary schoolteachers before placing students.

 

Testing on entering primary schools is in my opinion rediculous.

This way, young children can be stigmatized as problem child, where this may not be the case.

I think that schools need to focus on the learning-curve of a child. It's not relevant with what level of knowledge a child enters a school,

it's the amount of added knowledge and skills that is important.

We need to expect the most of both studants and teachers in order to achieve a maximum 'output'.

 

I thanked Ankie and told her what a blessing she has been to this course.  It's nice to hear from a fellow professional educator the latest information from another part of the world.  It helps us see that we all have the same passion, and we are all working toward a common goal; the happiness and success of our children.

Sharing Web Sources

On the website for the National Association of Early Childhood Teacher Educators, they have dedicated a page to related organizations.  I have found this to be helpful when researching several topics.  This week, since we have been studying equity in early childhood, I felt called to explore the website for The Division for Early Childhood.  Their tag line states, "Promoting Policies. Advancing Practices.".  Their homepages states:

The Division for Early Childhood (DEC) is an international membership organization for those who work with or on behalf of young children with disabilities and other special needs. 

Our mission is to promote policies and advance evidence-based practices to support the optimal development of young children with special needs.

In studying equity and inequity in early childhood education, this week's focus has been on awareness, accessibility, and responsiveness.  It can be confusing enough for families to remain informed on services available to their children.  Families with children who have special needs are even more vulnerable and it is extremely important they receive the information and resources available to provide them with as much support as possible. 

The Division for Early Childhood has their website broken up into five different sections.  You can search under families, policymakers, professionals, students or just browsing.  Using these search engines makes it quick and easy to access the information pertaining to a variety of interested people.  The following links are available for families:

Families

• The Division for Early Childhood
• Membership
• Position Statements and Concept Papers
• Conference Stipends
• Recommended Practices
• Journals
• Collaboration
• Resources for Families

And for professionals:

Professionals

• The Division for Early Childhood
• Awards
• Membership
• DEC Career Center
• Position Statements and Concept Papers
• Recommended Practices
• Journals
• Collaboration
• Professional Opportunities

As a professional, I plan to research the resources on this website and point families I serve here to access information.  It is my responsibility to point them in the right direction to access all available resources to give their children the best education possible.  I am thankful to have websites such as these to help keep me informed.

School in the Netherlands

The Netherlands

My family and I have been fortunate enough to travel to the Netherlands.  We spent a weekend in Amsterdam last year.  The people are wonderful and we were amazed by all the bicycles there.  They actually have separate lanes and traffic lights integrated into the roads for all the cyclists.  This picture made me smile as I researched schools in the Netherlands!

I am really enjoying communication with my contact, Ankie, from the Netherlands.  I asked her to share with me a few things regarding their education system.  First, I wanted to know if the government paid for any of their early childhood programs, similar to our state funded programs.  Next, I wanted to know at what grade they began teaching English, or other languages, in their country.  This is what she had to share:

When a child is born, working parents in the Netherlands can choose a number of ways to take care of "babysitting".

- daycare, from 0-4 years

- professional childminders/nannies usually max. 6 children in their home, 0-4 years

- same, but in your home, nice when you have a bigger family

- preschool 2-4 years, usually only 2 mornings/afternoons a week, really aiming on teaching children stuff.

Gouvernment offers 1/6 of the total costs of daycare per parent, so with two working parent, you can get 1/3 of the total sum subsidised. Unfortunately, this doesn't go for preschool.

The gouvernment only offers some money to minimum-income families, nothing to parents who have a little more to spend.

Migrant children are stimulated more (financially) to attend preschool so they have better chances in primary school, since they usually have a problem with Dutch language.

Overhere, kindergarten is included in the primary school. Almost 100 % of all primary schools are public, so funded by the gouvernment. All 'extra's ' have to be paid by parents e.g. easter/christmas celebrations, schooltrips/ artclasses by outsiders  and playground junglegyms.

Children CAN start school at age 4, (about 98% does) , MUST start at 5 and leave after 8 or 9 years, so around 12 years of age.

Since 1985 English is taught in all schools to children in the last two grades of Primary school.

In 2000 a small group of schools in the Rotterdam area started to teach English in Kindergarten, all the way through to the last grades.

In 2010 this number grew to around 500 schools, but that's still only 15% of all primary schools in the Netherlands.

Recently, a pilot has started for 'English lessons' in daycare, but there is nothing definite there. Studies will most likely show that these children only benefit from extra attention to language, and hopefully there is more to come.

Although English is the most chosen language, there are schools along the German or Belgian-Luxembourg border who quite understandebly chose to teach German or French as a second language. These schools are sibsudised in a similar way as ESL-schools.

The current administration is reluctant to stimulate more schools to do so, since some of the more right-wing/nationalistic parties fear for the loss of Dutch language skills and culture with this development. (we have 10 parties in our gouvernment)

This is also the reason why content-language-integrated-learning (CLIL) is not allowed yet.

All other teaching in school HAS to be in Dutch. This is too bad, because what better way to teach children subjects as bodyparts and movements than through gymclass?

The gouvernment pays a very small subsidy to these ESL-schools, so usually schools turn to the European Community for a three-year-grant to get things going. After that, it's all on the schools  own expences. Hired (near-)native speakers are considered 'extra', and with the crisis it is understandable that these teachers are among the first to feel the effects of cut-backs.

This is why I couldn't keep my job at that time. The school was sad to see me go, but felt I became too expensive.

The trick to ESL-teaching in a non-English speaking country is to ONLY speak English, so the children have no other option than to try to speak to you in English. In my school, we all pretended I couldn't speak any Dutch, so the only way even my collegues adressed me was in English. Some parents even really thought I didn't understand any Dutch, haha!  Only during closed-door-teachers meetings I could drop the act and speak Dutch.

I am learning so much from my international contact.  I really admire her for her passion and am looking forward to our next discussion.