Moving Forward

In my last blog post, I talked about the adjourning stage.  We have now reached the adjourning stage of our Communication and Collaboration in the Early Childhood Field course.  As each course comes to an end, I am amazed that I am one step closer to earning my MS in ECS!

One of the greatest communication tools that we have been using since we began our graduate studies journey is our blogs.  I believe we all have a lot to share with and learn from one another.  Moving forward, I intend to continue my blog and follow my colleagues as well.

Thank you all for being a part of this journey!

Adjourning Stage

This week we have been focusing on the five stages of team development: forming, storming, norming, performing, and adjourning.  I have been in many groups and teams throughout my life so far.  For the ones that I was in where we had reached the performing stage...well, I must admit that progressing to the adjourning stage was never easy.  It can be hard to say goodbye, but the closure is necessary in order to keep moving forward.

In thinking back, I believe the hardest group for me to leave was a dance company I had been a part of for several years.  I had danced with the same group of dancers from childhood through my first two years of college.  We had grown up together.  We were an amazing performing company that moved through choreography seemlessly.  It had been my second home.  But, adulthood was calling...finishing college, working full-time, getting engaged...it was time to say goodbye.  In my last summer with the dance company, we traveled to Tennessee for a dance convention and national dance competition.  When we returned home, I said goodbye to everyone as if I would see them all the next day at the studio.  I have such wonderful memories of my years dancing with that company.  They will live in my heart and mind forever.

I have three more graduate courses to complete in order to earn my master's degree.  I love learning and am currently considering whether or not I will continue on to earn my EdS or EdD in early childhood education.  One thing I have really appreciated through my graduate studies is the support from my colleagues as we learn together.  Our adjournment will be our graduation and what a wonderful way to say goodbye!

Working Through Conflicts

This week, I was asked to think about any disagreements or conflicts that I have experienced or am experiencing with a supervisor or colleague at work or with someone in my personal life.  I had to think about this for awhile because I am not currently in any disagreements or conflicts with any one.  So, I decided to revisit an old conflict that has not been resolved.

The "Disagreement":

A couple of years ago, I was in a tumultuous time in my life.  For reasons I'd rather not go into, my husband was unable to be at home and unable to work.  I found myself in a position of raising our two kids on just my income.  I was trying to qualify for a mortgage modification to stop foreclosure on our home.  I had very little spare time.  I was working full-time, going to school full-time, keeping busy with my children and their activities, and visiting my husband whenever I could.  An ex-friend, chose to re-enter my life and wanted to become friends again.

We met for lunch.  I felt it was awkward.  After that lunch, she texted me and messaged me over social media constantly.  She had things going on in her life and seemed to really need a friend.  So, I decided to try to do the friendship thing.

One day, I met her again for lunch.  During lunch, she said that she doesn't like that I don't make more time to go out with friends (namely her) and that it's so frustrating trying to set up time with me.  By this time she knew what was going on in my life, so I just reminded her that I had a lot going on in my life.  She said that I should visit my husband less.  I was taken aback by this and said that visiting my husband less was not an option.  She stated that I was being ridiculous.  She was raising her voice and continued to discuss how I should make more time for her by spending less time visiting my husband.

The "Strategies":

In reflecting on the outcome of the above conflict, I realized that I had used some of the strategies that come from practicing nonviolent communication.  One of the skills of nonviolent communication is:

"Connecting with the universal human needs/values in us that are being met or not met in relation to what is happening and how we are feeling (Center for Nonviolent Communication)."

Another skill of nonviolent communication is:

Requesting what we would like in a way that clearly and specifically states what we do want and that is truly a request and not a demand (Center for Nonviolent Communication)."

I realized in the moment that her attack came from her need for emotional support and a friend or companion that could spend a lot of time with her.  I also knew that I was not the person to fulfill her needs and she was not capable, at that time, to understand my feelings and needs.  I did tell her how I felt, but it did not resolve the conflict.  When she called me the next day, I told her that I just do not think I can continue to be her friend.  She screamed and yelled and told me that I will regret it.  She said that I will end up alone and lonely.  After that call, she sent me a few messages over social media and I just chose to not respond.

I feel the conflict was never really resolved, however I also have no desire to try to resolve it.

Have you ever had a conflict that you never truly resolved?

Resource
The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from http://www.cnvc.org/

Myself as a Communicator: My View and How Others View Me

This week I evaluated myself as a communicator using three tests:  Communication Anxiety, Verbal Aggressiveness, and Listening Styles.  Then, I had a family member and a co-worker evaluate me using the same three tests.  I was quite surprised by the results.

Communication Anxiety:

• My Personal Score - 45
• Family Member Scoring Me - 39
• Co-Worker Scoring Me - 39

Communication Anxiety Test Results:

Verbal Aggression:

• My Personal Score - 57
• Family Member Scoring Me - 60
• Co-Worker Scoring Me - 62

Verbal Aggression Test Results:

Listening Styles:

• My Personal Score - Group 1
• Family Member Scoring Me - Group 1
• Co-Worker Scoring Me - Group 1

Listening Skills Test Results:

Although the actual scoring number differed, I ended up in the same results range when comparing all of our scores.  I definitely agree with the results of the Communication Anxiety and Verbal Aggression tests.  However, when I finished the Listening Skills test, I thought I more matched the description for Group 2.

I even took the test again, but still ended up in Group 1.  I assumed that when I had the others take the test, especially my co-worker, I would result in Group 2.  But, both resulted in Group 1.  It was definitely interesting to learn that my personal view of myself as a communicator matches how others view me as a communicator!

Communication Within Different Groups

Do you communicate the same no matter who you are with?

I certainly don't!

I am most comfortable and most myself with my family and my close friends.  I can share my thoughts on any topic without fear, even if we disagree.  For instance, I have friends and family that have completely opposite political views, yet we can express are opposing views freely because we still love and respect one another.  When I am with my family and friends, I tend to use a lot of sarcasm.  I know that not every body understands sarcasm so I am careful not to use it outside of my family and friends.

At work, I spend most of my time consciously thinking about my communication.  I am most comfortable when communicating with children at work.  That's when I can relax the most because it's as if my brain automatically turns off my sarcasm.  Some of my best conversations at work are with children.  When communicating with families, co-workers, and supervisors, I am constantly thinking before I speak and I am constantly aware of my facial expressions and my body language.  And, honestly, I am so exhausted by the end of the day just from how much conscious effort I put into my communication with others while at work.

Another group that I communicate differently with are those that I know are very religious.  I was raised in the Roman Catholic faith and I am a Christian.  However, I also have the mouth of a sailor at times!  So, I make sure to reign in those words and off-color humor when I'm around friends or acquaintances that I know would be uncomfortable.

Some strategies I use for communicating are presented in 50 strategies for communicating and working with diverse families:

• Become consciously aware of nonverbal behaviors and recognize your own patterns of nonverbal behavior.'
• When another person's values or beliefs are different, try looking at things from their perspective.
• When discussing differences, be sensitive in order to reduce or eliminate defensiveness.

Reference

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

Mute On, Mute Off

Communication involves more than just verbal exchanges.  Non-verbal cues such as facial expressions and body language are also part of communication.  So, what happens to understanding communications when the sound is muted on a television show? (No, the subtitles are not turned on either!)  Can you follow the program?  Maybe, if you are familiar with the show.  But, what about a show you haven't watched before?

I grew up watching Tony Randall and Jack Klugman as Felix Unger and Oscar Madison in The Odd Couple.  I have not watched the remake starring Thomas Lennon and Matthew Perry.  So, I decided to watch an episode of the new Odd Couple on mute to see if I could follow the episode through the non-verbal cues.  The non-verbal cues that were most present were facial expressions and very limited body language.

I rewatched the episode with the sound on.  I had accurately identified when characters were happy, shocked, angry (arguing), and confused.  In one scene, I knew that Oscar was being consoled by Felix because after an arguement Felix placed his hand on Oscar's shoulder and his face displayed empathy.  I had mistakenly assumed that Oscar was tired at the beginning of the episode; I discovered that he was actually hungover.  I also had difficulty in reading sarcasm through non-verbal cues.  Overall, I had a general understanding of what the episode had been about, but having both the verbal and non-verbal communication made comprehension so much better.  Give it a try and let me know your experience!

P.S.  I prefer Jack Klugman as Oscar Madison!

Good Communicator

What makes someone a great communicator?  There could be different qualities that appeal to different people.  However, most good communicators know how to communicate on a personal level.  They know how to be specific, they don't pack a lot of fluff into what they are saying and they stay on topic.  Good communicators ask questions and ask for clarification when things aren't clear.  They can read body language and they are good at controlling their own body language.  Most importantly, good communicators are good listeners.

My supervisor is a great communicator!  She has a calm demeanor, speaks clearly, and is sensitive to how others are feeling.  She can put a positive spin on difficult situations.  I'm not sure if I could ever actually communicate as well as she does becuase her sensitivity and positive affect are a part of her personality.  I am more direct and not as "warm and fuzzy."

Professional Hopes and Goals

Diversity and equity work is a continual process of learning and growing.  My hope is that all of the children and families who come from diverse backgrounds that I work with will work with me to build relationships and feel supported.  We are all working to ensure that children are successful as they grow and learn.

As I continue to work in the early childhood field, one of my goals will be to continue to personally work with anti-bias education.  Professionally, I would like to help other early childhood educators become more self-aware.  In my current position, I am already working to set up trainings for our teachers that focus on anti-bias education and diversity in early childhood classrooms.

 

Thank you to my colleagues for being open, for rich discussions, for sharing ideas, and for providing an environment of support!

Welcoming Families From Around the World

According to the U.S. census bureau, the United States population is made up of individuals and families from 150 different countries.  Here in Connecticut, there are individuals and families that identify as Italian American, Irish American, English American, African American, German American, Portuguese American Polish American, Hungarian American, and French Canadian.  There are individuals and families from Puerto Rico, China, Jamaica, Guatemala, Haiti, Dominican Republic, Mexico, India, Philippines, Laos, Vietnam, Thailand, Indonesia, Brazil, Panama, Cape Verde, and former Soviet countries.  Early childhood education programs throughout Connecticut are becoming more diverse.  In the child care center where I work, we are seeing an increase in children and families from Haiti.

Here are some steps I can take to prepare myself and the teachers to be culturally responsive towards the children and families coming from Haiti:

• Research family culture in Haiti.
• Learn some basic words and phrases in the Creole language.
• Research the early childhood education system in Haiti.
• During the enrollment process, get to know the family through conversation and having them fill out our family/culture information paperwork.  Also, arrange for an interpreter if necessary.
• Arrange for the child and family to spend time in the classroom prior to the child's first day.

In researching family culture in Haiti, I discovered that in Haitian families, children are thought to be gifts from God, and parents, particularly mothers, will do almost anything to ensure that their children's basic needs are met, even if it means neglecting their own basic needs.  Family and community support are common within Haiti. It is not uncommon for children to be raised by extended family members and members of their community in addition to their families.  Respect and obedience are characteristics that are valued by Haitian families.  Haitian parents teach their children to protect the family structure and privacy and to respect their elders.  Finally, when working with Haitian‐American families, it will be important to remember that “appropriate discipline” varies from culture to culture and, in Haiti, many families use physical punishment as their primary means of discipline (http://www.in.gov/isdh/files/Hatian_Culture_tip_sheet-IDMH.pdf).

Haiti is the poorest nation in the Western hemisphere.  Preschools in Haiti are mostly private and most families cannot afford to send their children.  Haitians can be very expressive and speak loudly which may be misinterpreted as anger.

Some Creole words and phrases:

• hello = alo
• welcome = akeyi
• friends = zanmi
• bathroom = twalèt
• Nice to meet you! = Nice al kontre ou !

The Personal Side of Bias, Prejudice, and Opression

On February 15, 1981, I was just about two months shy of my eleventh birthday and I was watching television in the family room.  The Jeffersons was about to come on and it was one of my favorite programs.  That night's episode was titled, "Sorry, Wrong Meeting," and it changed my life.

I have found the full episode and watched it again.  Thirty-four years have passed and it still impacts me.  The episode is about racism, particularly between whites and blacks.  Please, watch the episode (this video repeats part of the episode after it ends about 21 minutes in).

Spoilers ahead!


Hopefully, you took the time to watch the episode.  I saw it on the night it first aired.  As a ten year old white girl, I was shocked and stunned.  I remember sitting in the living room in disbelief after the episode ended.  How could anyone have so much hatred towards another person based on the color of their skin?  How could anyone prefer death over having a black person save their life?  It made no sense to me at ten years old and it makes no sense to me at forty-five years old.

Since I first saw this episode, I have unfortunately witnessed racism in many forms including microaggressions.  I have also met many people who stand against racism.  Has there been a defining moment in your life that helped to form your views on racism?

Awareness of Microaggressions

Do you know what a Microaggression is?  Chances are that you have either been the target of microaggressions or you have used them towards others either unintentionally or intentionally.  Microaggressions can be based on race, gender, sexual orientation, or disabilities.

This week, I was out having dinner with my family when I overheard a man at the table next to me make a blatantly derogatory remark about another individual being gay.  The waitress had looked at him in shock.  His response to her look was, "Don't look at me like that!  I'm not a racist!  My girlfriend's daughter is half-black!"  Um, what?!

Often, the individual who used a microaggression is not even consciously aware that they have hurt or offended the person they are speaking to.  It is vitally important for early childhood professionals to be intentional in their communications with families and children in order to ensure that they do not use microaggressions.  Be aware of the words and phrases you use!

Still unsure of what a Microaggression is?  Here are some examples I found:

This video by Ken Tanaka is an example of a Microaggression taken to the extreme!

Perspectives on Diversity and Culture

This week, I reached out to friends and family and asked them to define culture and diversity.  I would like to share some of their definitions:

"Culture to me is related to people and their race or where they came from.  It encompasses their beliefs and values, how they dress, customs, and sometimes how they act or interact depending on how deeply their cultureis a part of the individual. - K.W."

"Diversity is that there are many races and cultures and that they are diverse or different from each other.  This diversity needs to be respected and should guide how the individual should be treated depending on how they believe or what their culture believes. - K.W."

"Culture is the way of life of particular people as shown in their families, their lives, and their religious beliefs. - M.W."

"Diversity is having having many different abilities and ideas.  People from different races. - M.W."

"Culture is defining characteristics or traditions that belong to a specific civilization such as foods and dance styles. - T.W." 

"Diversity is what makes everyone different or diverse.  Diversity can be something as simple as hair color or personality. - T.W."

"My definition of culture is the common bonds, attributes, and beliefs within a group who identify themselves as being connected through race, socioeconomics, or other common denominators. - D.G."

"Diversity is developing an understanding of people who identify with different cultures and beliefs and then accepting and including those differences in a social or work setting. - D.G." 

  

"Culture is a way of life.  You go to a new part of the world to experience and explore a new culture, to see how that part of the world celebrates, works, cooks...to see everything about it.  It is a particular society. - T.R." 

"Culture to me means how you are raised to believe and do certain things based on your family and where you live.  You are raised to believe that a certain religion or political affiliation is the only way to believe or that certain races act a particular way. - H.S."

"Diversity to me means that despite your upbringing (by whom and where) you are open to all cultures and beliefs and understand that it takes many types of people to succeed.  You associate with people of many faiths, races, and backgrounds. - H.S." 

Culture is like an iceberg!  There are so many aspects to one's culture.  It's likely when you ask someone to define culture that they will omit aspects that others see as key points.  Overall, I believe that we all have a deeper understanding of culture than that which lies above the surface.

It is fascinating to discover how others define culture!

Many of us have gone through Diversity Training at work.  Hopefully, your training was NOT like this!

My Family Culture - An Exercise

Imagine...

A major catastrophe devastates your country and the emergency government decides that all survivors must be evacuated to other countries.  Survivors have no say in where they are relocated to and their stay there may be permanent.  You and your immediate family are being evacuated to a country in which the culture is completely different from yours.  You make take one change of clothes and 3 small items with you.  You decide to take three items that you hold dear and that represent your family culture.

I don't know about you, but I immediately have anxiety just thinking about choosing just three items!  The first thought I had was that I would take my photo albums and scrapbooks.  But, they do not fit as one item and there are several of them.  However, my laptop and my phone hold thousands of pictures of my family.  Photos hold so many memories of my family and tell so many stories that I can't imagine a better way to take my cultuire and history with me.

The next item I think I would take with me is our family Bible.  I guess that sounds cliche, but I do have the names and dates of every event written in it and it holds important papers and clippings.  It would help carry on the history of my family as we journeyed to our new country.

The third item I would take is my jewelry box.  Now, anyone that knows me knows I wear my wedding rings, my Pandora bracelets, and maybe a pair of earrings.  However, my jewlery box holds some of my grandmother's jewelry that was passed down to me, jewelry that was given to me by family members over the years, and other small mementos.

But, the exercise is not finished!  Now, imagine that when you arrive in your new country you are told that you may only keep one of the three items you brought with you!  What?!?!?  Are you kidding me?  Ugh!  I guess I would choose to keep my laptop or phone (notice I still haven't fully committed to which one of those I would choose!).

There are a few things this exercise brought to mind.  First, I have so many things that narrowing them down to three or even one seems nearly impossible.  Second, I have been through the devastation of losing family photos that can never be replaced and I would never want to go through that again!  In deciding to take my laptop or phone, I realized that I may start scanning several older family pictures in order to have them saved digitally.  In addition, since I would have had to give up my family Bible, I would also scan the documents and written pages into a digital file.  Finally, I may just shove as much of the jewelry and momentos from my box as I can into my pockets!

When I Think of Research...

       It's hard to believe that eight weeks of the Building Research Competency course is almost at an end.  If you are like me, you have heard about research and you have consulted research many times.  However, I truly had no idea how much thought, planning, and hard work is involved in the research process.

       Some insights I have gained about research include knowing that research can follow a quantitative design, qualitative design, or mixed methods design.  That there are many ethical concerns that need to be considered before beginning the research process.  In addition, I have learned that researchers increase the value of their research by working to ensure that their study is reliable and valid.

       When I thought of the term research prior to this course, I envisioned quantitative research methods with researchers calculating numbers and analyzing loads of data.  After learning about qualitative design and mixed methods design, I see how using these methods in researching the early childhood field is so much more than numbers and percentages.  Early childhood research benefits children, families, educators, and the community.

       Research involves so much more than posing a question and seeking to answer it.  Developing the research question is only the beginning.  The researcher has to figure out the design method, the participants, the ethical considerations, the variables, the types of data collection, how the data will be analyzed, validating their research, and so much more.  It is a long and arduous process.

       Deciding on my research topic and redefining it was the first challenge I encountered.  I had narrowed it to three subtopics and considered my peers and colleagues opinions on which topic would work best for my research study.  It truly helped me to have that feedback.  Another challenge I encountered was choosing which design method I felt best suited my study.  I listened again to my peers, I had notes from my professor, and I evaluated all of the data collection methods I had decided to use before selecting the qualitative method.

       One thing that has become clear to me is how vitally important research is in the early childhood field.  Early childhood educators should become consumers of early childhood research because it is so beneficial to the work they do everyday.  I now have a clearer understanding of how to read research studies and how research is developed and conducted.

       I have to thank my colleagues that have worked with me and supported me as we learned about research in the early childhood field.

     

     

Research Around the World

In exploring research in the early childhood field, it can be interesting to discover what early childhood professionals are focusing on in other countries.  I decided to see what Australia is focusing on in early childhood.  I chose to focus on Early Childhood Australia.

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

Early Childhood Australia (ECA) is an advocacy organization that works to "ensure quality, social justice and equity in all issues relating to the education and care of young children."  ECA values integrity, collaboration, leadership, inclusiveness, and quality.  Their vision is:  Every young child is thriving and learning.

One topic discussed on their web site is Asthma and Asthma Management in young children.  They provide a link to Asthma Australia which provides a variety of resources for educators and parents.  Another link they include is to the Australian Institute of Health and Welfare which provides helpful information on Asthma and children.

Another topic discussed on their web site is cultural awareness.  They have in-depth studies concerning the Aboriginal and Torres Strait Islanders populations.  Adam Duncan, and early childhood educator from the Wiradjuri Preschool and Child Care Centre, provides insight for non-indigenous educators teaching about the Aboriginal and Torres Strait Islander cultures.  There are resources for educators regarding families and diversity.

"The Spoke" is ECA's blog.  Some of their blog topics include:  "While old Indigenous languages disappear, new ones evolve," "Cultural competence: You don’t need to be an expert," and "We trust children to know what gender they are – until they go against the norm."  Their blogs are insightful and they provide links for further research.

Positive Research in the Early Childhood Field

Should children be involved in research?  When this question is asked, it sparks questions, arguements, and debates.  I, personally, believe that children should not be used in research that has a greater than minimal risk.  However, there is a lot of research in the early childhood field that can have positive effects on children and families.

Technology is everywhere.  Children use smartphones, tablets, computers, video game consoles, and remote controls for television and DVRs.  There are many articles on how much screen time young children should have.  So, naturally, research has been done focusing on young children and the use of technology.

Burnett researched technology and literacy in early childhood programs.  Her research looked at how children gain literacy skills through the use of technology, the use of texts, and the children's meaning-making through technology.  Her research concluded acknowledging that technology is not going anywhere and that there is a need for further research.

Romeo, Edwards, McNamara, Walker, and Ziguras researched the use of touchscreen technology in early childhood classrooms.  They also acknowledged that technology is here to stay and discussed that NAEYC supported the use of technology in early childhood classrooms.  They noted that most early childhood classrooms were still using mouse and keyboard computers.  Their research focused on whether or not touchscreens would increase children's learning in early childhood programs.  Their conclusion was that using touchscreens made it easier for children to use, but did not neccessarily increase their learning.  They also felt that further research was needed.

Parette, Quensenberry, and Blum chose to research the use of technology in early childhood classrooms as a developmentally appropriate practice.  Their focus stemmed from the fact that even thought technology use in early childhood has been considered to be developmentally appropriate, many early childhood professionals are still reluctant to incorporate technology into their programs.  Their conclusion was that early childhood professionals need to enter into the 21st century and embrace the use of technology in early childhood classrooms.

Research on the use of technology in early childhood programs is a clear example of positive research for children and families.  Technology is not a passing fad.  When use appropriately, technology can be used as a tool in learning.

References
Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research. Journal of Early Childhood Literacy, 10(3), 247-270.

Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335-343.

Romeo, G., Edwards, S., McNamara, S., Walker, I., & Ziguras, C. (2003). Touching the screen: Issues related to the use of touchscreen technology in early childhood education. British Journal of Educational Technology, 34(3), 329-339.

My Personal Research Journey

Before I even started the course, Building Research Competency, I started to stress out over having to chose a research topic and narrow down  my topic to find a workable research question.  Last week, week one of the course, I had to come up with a topic of interest and then come up with three subtopics.  The two areas that interest me were so vastly different that it was almost liking flipping a coin to decide on which one I would chose to focus on for my research.

By the end of week one, I had chosen to research  high-quality, effective teaching teams in early childhood classrooms.  My interest in this topic was sparked in my last course, Issues and Trends in Early Childhood.  Qualifications for early childhood educators are being raised and many questions have been raised as to whether or not having a degree in early childhood provides a better learning experience for young children.

The three subtopics I came up with at the end of week one are:

• Characteristics of high-quality, effective early childhood educators
• Communication and collaboration are key ingredients in high-quality, effective early childhood teaching teams
• Raising the qualifications of preschool teachers increases the quality of the early childhood program

As I worked through the research chart this week, I admit that I still am not sure of what my workable research question is going to be.  The fact that this is the end of week two and there are just six weeks left to this course is not very comforting.  I am interested in hearing any ideas or suggestions from my colleagues that will help me narrow my focus and formulate a workable research question!

International Early Childhood Connections

Reaching out to international early childhood professionals can be very beneficial.  We can learn from each other about global practices in early childhood education.  And, how great is it to be able to share ideas and collaborate with early childhood professionals in other countries?  Here are a few reasons all early childhood professionals should reach out internationally:

• Many early childhood educators in the United States have children from other countries in their classrooms.  Some are English Language Learners and some are Dual Language Learners.  Families are the best source for understanding a particular child's culture, but connecting with early childhood professionals from the country where the child and family are from can also be beneficial.

• There are many early childhood programs in the United States that operate on limited resources.  It can be frustrating and stressful to try to provide high quality care when you do not have enough supplies or materials.  Connecting with early childhood educators from other countries and finding out the conditions that many of them have to work in can make one appreciate what they do have to work with.  In addition, it can spark a desire to help by working to raise funds to help our international connections by sending supplies.

• Perhaps one of the best reasons to connect with international early childhood professionals is the personal and professional growth that comes from the collaboration and communication.  

I have found that it can be difficult at first to make the initial contact with international early childhood professionals.  However, I learned a lot from the connections I made and I look forward to reaching out to further expand my international connections.

Conversations with International Early Childhood Professionals

It has been wonderful to learn more about early childhood education in Ghana:

What issues regarding quality and early childhood professionals in Ghana are being discussed in the area where you work?

This is kind of a hard question. To be a teacher in Ghana is actually a government job, you go to teacher training and then the government sends you anywhere in the country that they need teachers. All of the teachers I work with are not from the village we are in, most of them are actually from far away and travel on the weekends to see family and loved ones. A lot of them actually hate that they were placed here because it is so rural. Once you became a teacher it is a commitment for a certain amount of years, so you are essentially locked in to the position until your years are up, I don’t know exactly how long it is. So in my opinion, quality isn’t really discussed. I think the government thinks what they are doing is working but in reality it isn’t at all.

What opportunities and/or requirements for professional development  exist in Ghana?

As for requirements, there are none. I think me being here and working with them is professional development for them but it was also professional development for me and it isn’t seen that way for them. Some teachers are really open to us being here and helping and others are not. The female teachers tend to be the ones who are okay with it. The male teachers seem like they are trying to teach us because they see themselves as great teachers, not that they aren’t but there seem to be a difference in gender.

What are some of your professional goals?

Some of mine include continuing to grow as a leader in my field. My graduate career has prepared me to be a Master Teacher as well as a Parent Educator. I believe that by supporting the whole family, the children receive ample amounts of support and from that grow and develop in a really healthy, positive environment. I also want to continue working on my parenting education skills and working with adults, which is something up until now, I didn’t do much of. I enjoy it a lot, its a lot different then being with toddlers all day and I enjoy the switch.

What are some of your professional hopes, dreams, and challenges?

This is a good one. I hope and dream that I will always be as happy in the field as I am now. I love my career and I don’t ever want that to change. Im challenged by moving out of the city. With getting married and wanting to start a family, living in the city is too expensive and finding a balance of being able to stay at my jobs, commute, and find somewhere to live that works for my family seems difficult as of right now. I know that it will work out but it’s definitely a challenge for me.
(Peila, J. Personal Communication, April 16, 2015)

I have also enjoyed learning about early childhood education in Mestre, Italy although language barriers have been difficult to overcome at times.  I was sent a video link discussing the Italian school system, however it was entirely in Italian.  But, I am thankful for the communications we have exchanged.
(Barbara.  Personal Communication, April 15, 2015)

Following the Links

For a few weeks now, I have been exploring the National Association of Early Childhood Teacher Educators (NAECTE) web site.  Last time, I shared with you the web site raisingofamerica.org (The Raising of America:  Early Childhood and the Future of Our Nation) which I read about in one of NAECTE's e-letters.  This week, I chose to explore the "Links to Related Organizations" tab on NAECTE's site.

I went to a few organization's sites before I clicked on the link for the National Association for the Education of Young Children (NAEYC).  I am fairly familiar with NAEYC through my work and school, but I have never really explored their web site (www.naeyc.org) in depth before.  I highly recommend that all early childhood professionals take time to explore the NAEYC site even if they think they know all they need to know about the organization.

I clicked on NAEYC's "Topics" tab and found several topics to choose from including:  

•  Anti-Bias Education and Holidays 
•  Learn from Nature
•  Back to School
•  Obesity Prevention
•  Common Core
•  Play and Learning
•  Coping with Disasters and Tragedies
•  Positive Guidance
•  Developmentally Appropriate Practice
•  Early Childhood Research
•  Ethics
•  Response to Intervention
•  Family Engagement
•  Summer Learning
•  Music
•  Technology & Young Children

Recently, there has been a lot of discussion on Common Core.  It was interesting to find that NAEYC has several position statements on Common Core and Early Learning Standards.  They also fully discuss developmentally appropriate practice (DAP) including breaking DAP down by age groups.  Under the "Family Engagement" tab, the list the principles realted to family involvement and the include information for engaging diverse familys in early childhood education.

My favorite topic to explore was "Play and Learning."  There I found a plethora of information on the importance of play.  They even include an article for families titled, "10 Things Every Parent Should Know about Play."  There is even a conversation with Dr. Alison Gopnik on evidence that connects play and learning.

I strongly recommend that all early childhood professionals take some time to explore NAEYC's site.  I intend to spend a lot more time doing just that!

Connecting with International Early Childhood Professionals

It has been challenging contacting and communicating with early childhood professionals from around the world.  I have been lucky enough to connect with an early childhood educator in Italy and one from Ghana.  This week, I heard from Barbara in Mestre, Italy where she works in a private preschool.

Barbara shared that since she works in a private Kindergarten only families who are working or who can afford the tuition attend their program.  She said that the number of jobless in Italy is growing, but that so far it has not affected the families who attend her program.

Outdoor Play in Mestre, Italy.

However, preschool/Kindergarten is optional and provided free in Italy for all children ages three to five that do not choose to attend a private program.  As for excellence in early childhood education, Italy established the "Reggio Emilia Approach," in which documentation on children focuses more intensively on children's experience, memories, thoughts, and ideas in the course of their work.  In addition children's work is displayed, often in stages of progression.

(Barbara. Personal Communication, March 31, 2015)

Sharing Web Resources

As you know, I have been exploring the web site of the National Association of Early Childhood Teacher Educators (NAECTE).  I originally selected this organization because I am currently working towards my MS in Early Childhood Studies with a concentration on Teaching Adults in the Early Childhood Field.  NAECTE is more geared toward those already working as an educator of adults, so I have really had to search their site and follow links in order to find information that is relevant to my current professional development as an early childhood educator.

While reading through NAECTE's E-Letter archives, I came across an article on "The Raising of America:  Early Childhood and the Future of Our Nation (http://www.naecte.org/docs/NAECTE%20Fall%202013%20E-letter.pdf)."  The article describes a wonderful six-part documentary series and public engagement campaign that seeks to reframe the way we look at early child health and development. The series works to show how a strong start for children leads to better learning, earning, and physical and mental health which will lead all of us to a healthier, safer, better educated and more prosperous and equitable nation.

In wanting to further investigate this series, I went to their web site www.raisingofamerica.org.  I encourage all early childhood professionals to visit the site!  There are several previews of the series and full episode previews that are very informative and thought provoking.  I have included The Raising of America Series - TRAILER here:

Here is the series description from www,raisingofamerica.org:

Series Description

It’s often said a society can be measured by how well it attends to its children—their health and safety, their material security, their education and socialization, and their sense of being loved and valued by their families and communities.

So how is it that children in the U.S. have worse outcomes on most measures of health, education and well-being than other rich nations? How can we do better?

The Raising of America takes us inside the brain and brings to life recent scientific research that reveals how early experiences, beginning in the womb, can alter brain architecture and developmental trajectories. Through the stories of families from different walks of life, we discover how the lack of paid parental leave and high-quality affordable childcare, stagnant wages and overcrowded housing, depression and social exclusion, and perhaps most of all the time crunch, too often undermine the efforts of parents and caregivers struggling to provide the nurturing environments all children need to thrive.

The Raising of America widens its lens to reveal what Sir Michael Marmot calls, "the cause of the causes," the larger structures that contribute, in Harvard's Jack Shonkoff's words, "to a pile-up of advantage for some children, a cascade of risk for others." In response, some communities are organizing to strengthen social supports, policies and other protective factors which improve the odds not only for their youngest children, no matter how poor, but which can also compensate for and in some cases reverse the epigenetic effects in older children and teens who've suffered adverse experiences.

By exploring how things got this way—the history of U.S. child and family policy over the past century, the victories as well as the defeats—The Raising of America seeks to better understand what stands in the way of progress, and what we can do better. The film lifts up those struggling to make good on a vision where all our children matter, all are nurtured and all have opportunities to thrive.

Poverty and Children

I have reached out to several more international contacts and am still waiting for a reply.  Instead, I researched Ghana on UNICEF's web site (www.unicef.org).  Ghana is a subregion of West Africa.  With a population of about 27 million, Ghana is one of Africa's most developed countries.  Over 95% of children in Ghana attend school.  However, more than 20-25% of Ghana's population lives below the lower poverty line.

Ghanian Children. Photograph by Scott Sernau

In Ghana, 25%-27% of children under the age of five are underweight and stunted due to malnutrition. While under five mortality rates have decreased due to an increase in immunization, Ghana still has a long way to go.  Young children from poor families suffer from poor health, lack of proper nutrition, and poor education.  These same children are less likely to be able to break the poverty cycle. "The Ghana Poverty Reduction Strategy (GPRS) of 2002 identified children and children orphaned by AIDS as among the most vulnerable and excluded population groups in Ghana (http://www.unicef.org/socialpolicy/files/Ghana_reportdesign_July2010.pdf)."

Basic education is provided in Ghana, but for rural communities it is often difficult to get the children to a school location.  More female children attend school than male children.  Many children are street children with no family to take care of them.  These children work for child laborers or exchange sexual favors for food and basic necessities.  Ghana has been working to reduce poverty and increase the health and well-being of the children of Ghana.  Such efforts include the 1994 Exclusive Breastfeeding Initiative,  Child Labour and Human Trafficking Act of 2005, and the Gender Parity Policy of 2003-2015 (http://www.unicef.org/socialpolicy/files/Ghana_reportdesign_July2010.pdf).

UPDATE:  I just received an email from an early childhood educator working in Ghana.  She teaches in a school that has primary grades K-8. The K class is huge and the grade 8 is very small. She says the difference in class sizes is due to a couple different factors.

The teachers don’t have supplies. They are given curriculum books to teach, but sometimes chalk is even hard to find or it has to be borrowed between classes. Children share pencils and erasers a lot of the times. Teaching materials, such as any manipulative or props, are not available at all. Some of the teachers  make props out of recycled materials anything they could find. She helped another teacher make a clock out of cardboard, construction paper, and a fastener in order to teach time.

Once students reach upper grades, usually starting at grade 4, they miss a lot of school because they have to go work because they’re families need money. They fall behind in school.  Some are able to catch up and others drop out and work full time. They usually go to surrounding villages to sell spices, meats, or other goods that their families sell. A lot of children are left with grandparents because parents leave to go find work in the surrounding countries of Togo and Benin and a lot of grandparents can’t travel that far, to other villages, so its left to the children to do.

A lot of girls get pregnant at young ages causing them to drop out and take care of their children. They don’t have access to effective birth control and some of their religions do not allow them to use it (the main religions are Christian or traditional Ghanian religion). A lot of the girls talked about being pressured in to it by peers and the boys they dated (Peila, J. Personal Communication, March 22, 2015).

Sharing Web Resources

The National Association of Early Childhood Teacher Educators (http://www.naecte.org/) is an organization that focuses on early childhood teacher education.  As listed on their web site, their purpose is as follows:

• To promote the professonal growth of our membership
• To discuss educational issues specific to our membership
• To advocate for improvements in early childhood teacher education
• Provide a forum for consideration of issues and concerns of interest to educators of early childhood teacher educators
• Provide a communication network for early childhood teacher educators
• Facilitate the interchange of information and ideas about research and practice
• Use, as vehicles, the Journal of Early Childhood Teacher Education, conferences, resolutions, position papers, and other publications
• Cooperate with other national and international organizations concerned with the study and education of young children

They publish the Journal of Early Childhood Teacher Education.  Their journals are available to members of NAECTE and through college libraries that subscribe.  I found several articles on the issue of culture and diversity.  A few of these articles were titled "Service Learning:  A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families," "Fostering Culturally and Developmentally Responsive Teaching Through Improvisational Practice," and "Children Crossing Borders:  Immigrant Parent and Teacher Perspectives on Preschool."  The articles are very informative and are directed at early childhood educators and those that teach early childhood educators.

References
Elizabeth Graue, Kristin Whyte & Kate Kresin Delaney (2014) Fostering Culturally and Developmentally Responsive Teaching Through Improvisational Practice, Journal of Early Childhood Teacher Education, 35:4, 297-317, DOI: 10.1080/10901027.2014.968296

Harriet Able , Hatice Ghulamani , Ritsa Mallous & Jocelyn Glazier (2014) Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families, Journal of Early Childhood Teacher Education, 35:1, 6-21, DOI: 10.1080/10901027.2013.874383

Mayra Almodóvar & Julia T. Atiles (2015) Children Crossing Borders: Immigrant Parent and Teacher Perspectives on Preschool, Journal of Early Childhood Teacher Education, 36:1, 84-86, DOI: 10.1080/10901027.2015.1001644

Connecting with Early Childhood Professionals and Expanding Resources

I took to searching the Internet when NAEYC's global alliance page refused to open and I was lucky enough to find e-mail addresses for two early childhood associationa.  I have reached out to early childhood professionals in Australia through the Australian Early Childhood Education Network and to early childhood professionals at the State Institute of Early Childhood Education and Research in Munich, Germany.  It would be great to share and communicate with early childhood professionals from other countries.  I am anxiously awaiting their replies.

In addition to reaching out to early childhood professionals, I have decided to study the National Association of Early Childhood Teacher Educators organiuzation and web site.  Their home page states, "NAECTE members are people from all across the United States and from countries around the globe. We are joined together by our common interest in Early Childhood Teacher Education (http://www.naecte.org)."  In their puepose statements they state that they advocate for improvements in early childhood teacher education and they provide a communication network for early childhood teacher educators (http://www.naecte.org).

My Supports

        I have always been very independent and I usually prefer to do things myself.  However, I certainly could not run a preschool classroom from 7:00am to 5:00pm five days per week all on my own.  Thankfully, I have a wonderful teaching team and a great support system.
        Within the program I work for, I have a lot of support.  My teaching team is my first line of support.  Together the four of us are the heart of our preschool classroom.  As the Head Teacher, I have many responsibilities.  My teaching team supports me in making sure I can complete those responsibilities.  I think the moments when our support for each other is demonstrated the most is when we are handling challenging behaviors in our classroom.  We communicate with each other and make sure that which ever one of us is working directly with the child that is exhibiting challenging behaviors feels supported and knows that any one of us will step in if needed.  the rest of the team keeps our day on schedule working with the other children, but remaining in contact with each other.
        My co-workers in other classrooms are also a great support.  We work together as a unit and help cover in each other's classrooms.  We share ideas and materials between our classrooms to enhance our developmentally appropriate curriculum.
        My site supervisor and my education manager are both a huge part of my support team.  They both help me with questions or concerns I may have regarding my classroom.  They are a great resource of information and contacts.  One thing they both do that is so important to me is that they allow me to vent to them or use them like a sounding board to talk things out.
        I have a family liaison and a Head Start collaborative family liaison who are a source of support especially in working with families.  Both liaisons help with providing resources and community events for me to share with my families.  They also work with me in making sure the families and children are getting nutritional services, dental and vision screenings, and any supports they may need such as housing and energy assistance.
        On the outer edge of my support system I include the other head teachers in the program, the disabilities manager, the assistant director, and the director.  Once a month, all of the head teachers in the program meet and we are a source of support for each other.  The disabilities manager is a source of support when we have a child in need of extra services.  And, our assistant director and director always have an open door if we feel we need additional support.
        I am very lucky to have such a strong support system just within the program that I work for.  However, I also feel my support system extends beyond just our program.  I consider my professors and classmates a part of my support system.  Especially through the discussion boards!  And, finally, my family and friends are a huge part of my personal support system.  I rely on their love and support to keep me focused and grounded.  I am still very independent and there are some things I prefer to do on my own, but I have learned over the years that having a good support system is so important.

My Connections to Play

"Creative people are curious, flexible, persistent, and independent with a tremendous spirit of adventure and a love of play."

Henri Matisse

French painter

1869–1954

I have reached that stage in my life in which I use phrases such as, "When I was young..." and "I remember when...", but my childhood memories of play are some of the best!  My childhood and youth was spanned the 1970's and 1980's.  My play involved a lot of time outdoors.  Playing in the woods, climbing rocks, building forts out of blankets and cardboard boxes, running through sprinklers, splashing in blow-up pools, riding bikes, jumping rope, hopscotch, swinging, sledding, neighborhood snowball fights, digging in the dirt, making mud pies, and playing neighborhood games of hide and seek and kickball.  If it was a nice day, my mom sent me outside.  

Digging in the sand and making mud pies.

Swinging was a favorite part of play.

I always tried to get as  high as my legs could pump.

Summertime meant running through sprinklers, blow-up pools, or days at the lake.

I played in the woods all of the time.

Barbie dolls could always be brought outside on nice days.

Indoor play for me involved playing with Barbie dolls, cars and trucks, crafts, reading, Legos, board games, pretend play, and dress-up.  We did have a television, but back then there were only 13 channels and children's programming aired mostly on Saturday mornings.  I was raised an only child, so my mom would play with me quite often.  My dad was a Naval officer and spent most of my childhood out at sea.  Growing up in Navy housing meant there were always children to play with in our neighborhood though!

I played with dolls and cars.

My mom always let me have real dishes in my pretend play.

This day I was a veterinarian!

Reading was always a quiet play choice.

Crafts were a great rainy day activity.

Latch hooking.

The world has changed significantly since my childhood.  Neighborhoods aren't the safe havens they used to be and playing in the woods without adult supervision is a scary thought for many parents today.  Most homes have a television and a DVD player in every room of the house.  Video game systems, iPods, and cell phones are a must have for most children too.  Children are not encouraged to go outside mostly because our world is not as safe as it was years ago.  However, I hope that parents and families can make time for outdoor play and exploration and that they can "unplug" and allow for play indoors that does not involve electronics.

"It is in playing, and only in playing, that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self."

D.W. Winnicott

British pediatrician

1896–1971

Play is so important!  And, play is not just for children!  Adults need play in their daily lives as well.  Everyone needs "unplugged" time to explore, learn, discover, relax, and enjoy life!