End of EDUC 6163

Thank you to my classmates and Dr. Todd for your feedback this course.

I would have to say that the biggest insight that I gained about research from this course is that I am NOT a researcher, and don't have any desire to be one. I am not a details-oriented person, and if I was doing this full time, I would most likely lose my mind!

I do, however, have a new respect for those who are researchers. I don't think I fully appreciated the amount of work that goes into planning, data collection, analysis, and reporting. I was (blissfully) unaware of the different types of research, and just how many steps there were in simply preparing to begin a study.

For me, this course has been my biggest challenge since beginning my journey towards my advanced degree, as it is not an area I view as a strong point, nor one that invoked strong feelings in me. I have a hard time completing work that I don't feel passionate about, but I have managed to do so.

I cannot say that my view of early childhood professionals has changed as a result of this course. It has enhanced my appreciation of those who have the patience to work in this particular area, as well as made me grateful that I am not one of them!

Best of luck to you all as you continue your journey!!!!

Kathy

Research Around the World

For this week’s blog assignment, I reviewed http://www.earlychildhoodaustralia.org.au/

Concerns in the field of early childhood education in Australia don’t differ all that much from concerns in the United States. Professional development, how to better meet the needs of the families they serve, physical and mental health support and services, nutrition, and ethical practices are just a few topics covered on this website.

While I was not surprised to see these similarities between the two countries, there was another similarity that did take me by surprise: the need for cultural awareness and sensitivity. I was not aware that Australia had cultural tensions similar to those experiences in the U.S. There is a great importance placed on inclusive practices, valuing the Aboriginal and Torres Strait Islander culture. The movement to bring the cultures together is called Reconciliation.

It is interesting to see what other countries consider to be important, and where they are headed in the field of early childhood education, and how their concerns compare to those in the United States.

Benefits of research

    
For this week's assignment, I have chosen option two: selecting a topic research that I believe would greatly and positively impact the well-being of children and their families. For me, this topic would be the impact of budget cuts on programs which benefit young learners and their families.

Teachers from every state in the United States have seen the negative impact of a lack of funds for early childhood education (Boadi, 2013). There is plenty of research which shows just how important early childhood education is. However, it seems as though education is in a constant state of panic, unsure from year to year if funding will be available, and if programs will continue of be closed.

I would hope that this research would finally make an impression on politicians and policy makers. I know that research currently exists to illustrate this point, but so far, those in control of the money don’t seem to be paying attention. Despite the fact that they KNOW that funding quality preschool programs for all children is one of the best ways to invest in the future of our country, they continue to slash funds, denying services to thousands and thousands of children each and every year. My goal would be to find a way to make them accept this fact and act on it, not merely make campaign promises.

 

 Resources:

Boadi, K. (2013). Sequestering nation: cutting off access to pre-k education and child care.  Center For American Progress. Retrieved from: https://www.americanprogress.org/issues/economy/news/2013/07/01/68644/cutting-off-access-to-pre-k-education-and-child-care/

Personal Research Journey

My new class is Building Research Competency. Disclaimer: research is NOT my strong suit. I get impatient with details and passionate about my topics and don't stay objective.
Anyway, I am supposed to pick a subject to research and explain why.
I would like to research exactly defines a quality early childhood program. In the last few years, there has been a lot of focus on the need for good early childhood centers, and much debate over what constitutes a high quality center: staff education, type of curriculum.....but no one can seem to agree. I am interested in this subject because it is a very real concern for teachers and program directors. With so many overseeing agencies that have different and sometimes opposite requirements, the field of early childhood education has become difficult.
Despite my interest in this topic, I am not sure how to approach it so that it fits the guidelines of what we are supposed to be doing, I would appreciate any suggestions.....

Final blog for EDUC 6162

Well, since I never did hear back from my international requests, I will have to rely on the posts of others and webpages I have explored.

By taking a look at ECE around the world, I discovered that:
     1. Sadly, funding for ECE is a major issue for many countries around the world.
     2. The importance of ECE is recognized in most nations worldwide.
     3. ECE educators worldwide are feeling some of the frustrations experienced here in the USA.

One goal for this field would be for educators to take advantage of the ease of communication. Today, you can talk to just about anyone, anywhere. Teachers should be utilizing this to work together for the betterment of education worldwide.

I wish my classmates well on the next leg of their journey.....

International Contacts--Part 3

 

            Since I have yet to receive any type of a response from any of the international contacts I reached out to, I have once again opted to complete the optional assignment. This week, it is to explore the following website and share my insights:

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

            The United Nations Educational, Scientific, and Cultural Organization have a mission similar to many of the organizations I have researched lately: providing young children the tools and assistance they need to be healthy, strong, and well-educated.

            Unlike many of the webpages I have explored, however, was the lack of appeals for funding. There were no “click here to become a member” ads, no money-making conferences: nothing but actual information.

            The next thing I noticed was that this website is not pushing their own agenda on nations world-wide. They acknowledge that, while we know early childhood services are vital, they also acknowledge that there is no one accepted answer to the question “What is high quality?”

            The last thing that impressed me was the fact that this organization understands the importance of the fact that there is only one planet, and we all have to share it. The betterment of life for all mankind is more important than nations.

            I must say, that I have become more than a bit discouraged over the last few weeks. My experiences have led me to distrust educational organizations rather than rely on them. This website was a refreshing change from my experiences of late.

Exploring the Head Start website...again

For this week, I am supposed to further explore the Head Start website, although I really don’t see the point. The information is pretty basic, and doesn’t really change all that much from week to week. The biggest items are the upcoming 50^th anniversary, requests for money, and celebrating those organizations which give them money. In fact, of the six main headings, four of them deal mainly in the financial end. Yes, I include conferences under financial, because they are quite costly and make money for Head Start. This is not to say that I don’t believe in the Head Start Program, it’s just reporting on what I am actually reading.

Part of the assignment was to find new information which adds to my understanding of equity and excellence in early childhood education, as well as new trends or issues. Again, the information doesn’t really change all that much, so there aren’t any new revelations. They do have links to several studies, but the results are all pretty much what we already know: early childhood education is vital to children’s development, high quality programs give children the best chance to succeed, and so on.

Sorry, but I really just can’t find anything new or Earth-shattering to report upon.

Getting to Know Internation Contacts Pt 2

 

As I have not heard from anyone regarding my requests for international contacts, I opted to explore the website http://developingchild.harvard.edu/index.php/activities/global_initiative/. The Global Children’s Initiative was born out of a realization that we have an obligation to see that all children worldwide are healthy: physically, mentally, and developmentally.

The first thing that stuck me while reading the website is that they base their work on what they learned while working in the United States. I find this funny, as much of what I have read lately says that the United States is trying to catch up to the rest of the world. The recent battles over the Affordable Health Care Act are proof that the health system in the U.S. is clearly not ideal, and the push for standardized testing is an attempt to improve education to be more like other countries.

The next thing which struck me was the fact that this Global Children’s Initiative is using the science of early childhood development to create early childhood programs worldwide. We don’t even do that in the United States! We IGNORE the science, and instead focus on the methods with quickly reportable assessments.

Un Buen Comienzo (A Good Start) is another program—this time in Chile—that resembles the Head Start Program here in the United States. They focus on educating not only the children, but the families as well. This is great—except that my recent research into Head Start shows that they are so severely underfunded, that they hit up the very people they serve and the people who work for them to raise funds!

While I know that the need for early childhood education and healthy development are an important need worldwide, I find it ironic that an American University is working on improving other countries, when our own country is so desperately in need! I am certainly not saying that we should ignore the plights of other countries. What I am saying is that maybe we should spend some of those resources fixing what is wrong here before we start telling other countries how they should be doing things.

ECE and the almighty dollar

           During further investigation into http://www.nhsa.org/, I am once again hit with the cold hard fact that early childhood is all about the almighty dollar. Trainings and conferences are offered to staff and parents, but at a cost—sometimes in the amount of several hundred dollars! This does not include the cost of lodging, food, and transportation. Teachers who work for this organization do not make a large salary, so attending one of these sessions could prove to be cost prohibitive if not subsidized. Is this the best use of the dollars allocated to Head Start? As for parent conferences, I cannot imagine how parents could afford to attend, given the fact that they have to meet low income guidelines in order to qualify for services in the first place!

            Instead of feeling enlightened or inspired, reading the information found on this website is making me feel discouraged. On every page are links: “Donate Now” “Become a member” and notices about budget cuts and how “you” can and need to fight for this program.

            We have more research than we know what to do with confirming that investing in early childhood education is not only a good idea, it is a NECESSARY investment to make (even if everyone jumping on the bandwagon doesn’t necessarily understand how or why this investment is a good thing). But yet, one of the biggest organizations concerning early childhood education is devoting much of their website to trying to raise funds—through expensive trainings and conferences, through donations and memberships—by whatever means necessary.

            If politicians and people in power truly supported the idea that early childhood education was vital and necessary, then why aren’t the funds in place? Why do organizations need to keep begging for them, lobbying for them, and supplementing them?

             When is REAL change going to occur?

 

Getting to Know International Contacts

 

Although the only responses I have received with regards to establishing international contacts have been of the "Thank you for your interest. Your request will be sent to the appropriate person" variety, I did manage to learn a few things by reading teacher blogs from other countries: although we may live oceans away, teachers all over the world have many similar concerns: how to stretch their budgets, how to best meet the needs of their students, and sharing ideas with others.

By checking the webpage: http://www.unicef.org/socialpolicy/index_childpoverty.html, I was able to become more aware of poverty as a worldwide issue. I became acutely aware that, while teachers around the globe share similar concerns, the challenges they face may be quite different.

1.      The lack of education of girls around the world is still of major concern. According to this website, over 60 million females of school age were not enrolled in school in 2011. UNICEF is working to remove obstacles that prohibit girls from attending school and gaining much needed education.

2.      Poverty is an issue in every country in the world. The struggles may not look the same in industrialized nations as it does in others, such as war-torn regions, but the heart of the matter is the same: lack of food, lack of adequate shelter, lack of clean water, lack of safety.

3.      Health issues are a major concern among those living in poverty. Malnutrition, lack of clean water, lack of sanitation, lack of health care services and lack of education all contribute to dire medical concerns.

Instead of being inspired by the progress made thus far, I am heartbroken to realize that in this journey of a thousand steps, we seems to have made but a few.

Making Connections

For the making connections portion of my current course, I have chosen to examine the National Head Start Association (http://www.nhsa.org/). According to the information on their webpage, the main idea behind Head Start is that every child, no matter what disadvantages he or she is faced with, should and can succeed. Since 1974, it has been working to do just that. They believe that they have to provide services for the child, as well as be a voice for the child.

Through their own research department, the NHSA has determined that the benefits of Head Start are far-reaching. In addition to the educational advantages, students who participate are healthier, less likely to be dependent upon subsidy programs, and less likely to have trouble with law enforcement.

Many of the items I read dealt with budget cuts, funding, and how the government shut down drastically disrupted services to those in need. For every dollar invested in quality early childhood education, the return is approximately $7.00. Despite this, funding is a serious issue. Much of the page is dedicated to the many ways in which the NHSA is struggling to raise awareness, secure funding, and collect public support.

The NHSA is currently serving over one million children, and could be serving more if they had sufficient funds to do so, showing that the issue of poverty and young children is growing. I shall be interested to see how this page addresses the upcoming mid-tern elections, and the results thereof.

Establishing International Contacts

This week I reached out to establish contacts in Ireland and Australia. I have sent an e-mail to Dr. James Reilly, Minister for Children and Youth Affairs, Dublin, Ireland (james.reilly@oireachtas.ie) and I have subscribed to the following Australian blogs: http://childhood101.com/, http://designingearlychildhoodeducationau.blogspot.com/, and http://www.playbasedlearning.com.au/.  I am looking forward to sharing thoughts and ideas that I can in turn share with my classmates. I have also noted from the entries in the student lounge that several students in this class are currently outside the United States. It will be fascinating to learn from them.

The website I chose to investigate is http://www.nhsa.org/, the National Head Start Association. I chose this particular website because the center in which I work services several students from Head Start, and I would like to know more about how their program differs from Pre K Counts (where the funding for my classroom comes from), and how it is the same. I have added their blog to my homepage: http://blog.nhsa.org/, and attempted to sign up for their newsletter @ http://www.nhsa.org/news_and_advocacy/advocacy/legislative_eupdate, but encountered some technical troubles in doing so. I did, however, list the address among my favorites and will be checking in frequently

My Supports

            For this blog, my topic is my support system, who they are, how they support me, and what would be the impact if they were gone.

            My family and friends are my support system…..my safety net…and my security blanket. They are the ones I want to share good news with, and they are the ones who hold me up when I can no longer hold myself up. They are the ones who make my life worth living, the ones I cannot imagine living without.

            My husband, who is far from perfect, but who I know loves me, even though I am far from perfect too. We may bicker, fight, and drive each other crazy at times, but I know that he is always there for me.

            My kids, who are all young adults making their way in the world. They stand by each other above all others. I look at them and know that no matter what, I got something right.

            My family: my parents, my siblings, and the families they have created. We may not always agree, but we always back each other up. I would do anything for them, and I know they would do anything for me.

            My friends, who are always a phone call away and who would drop everything if I needed them to (and usually just KNOW without me saying a word).

            Part of this assignment is to describe what our life would be like if our supports were suddenly gone. Right now, I cannot possibly do that—it fills me with paralyzing fear. I just came from the funeral home, where my husband is standing with the honor guard for a fellow volunteer firefighter who died last weekend in an ATV accident. This man and my husband have been friends since they were children, and I have known him for decades. As I walked through the receiving line, I saw the absolute devastation on the faces of his sister, his niece and nephew, and the woman he was deeply in love with. To try and imagine myself without the people I love  in my life breaks my heart.

            Instead, I will say this: tomorrow isn’t promised, so make the most of today. Tell the ones you love that you love them. Call your mother. Hug your spouse. Play with your kids. Order dessert. Do all the wonderful things you want to do. Don’t wait for tomorrow. Please.

 

Kathy

My Connections to play

 

 

This topic today is childhood connections to play. One of the directions was to include pictures of items that I considered essential to play when I was a child. Here they are:

That's it. Just my brothers and sisters. As a child, I suffered from asthma, and as a result, I frequently missed school and had a hard time making friends. I was rarely allowed to play at other children's houses, because of possible threats to my health: dogs, cats, indoor plants, smoking, etc. So most of my playing was done at home with my siblings.

We would devise elaborate stories and take over the entire lower level of the house. We used the furniture, blankets, cushions, and whatever else we could find to create castles, islands, or forts. Our mother (usually) allowed us to keep everything in place so we could pick up where we left off from day to day.

On days when breathing was good and threats were low, we would leave the house early in the morning, lunches packed, and we would take off to explore the neighborhood. Sometimes other children would join us, other times not, but the door was always open to whoever happened to come back with us.

Today play is much different than it was in my childhood. To begin with, the world is a much more dangerous place. Children cannot just "go out and explore" unsupervised. Stranger Danger is sadly part of our new reality. In the past, neighbors knew one another and looked out for each other, but today that is rarely the case.

In addition, most mothers work today, and therefore children do not spend their free time at home. They are frequently enrolled in day care, or spend their time with a grandparent or babysitter. Because of this, play is quite limited. Even in the best of centers, play time is at least partially structured, limited by space. low staffing, or schedules.

In school, play has become practically extinct. Schools have drastically cut, or even eliminated gym classes and recess periods. Budget cuts and increased pressure to have students perform well on standardized testing has lead schools to cut back on play so children can spend more time studying and preparing, even though research has proven time and time again that children NEED to play in order to learn. Hopefully, the politicians cutting the budgets and insisting upon testing will soon get the message that what they are asking for will give them the direct opposite results as what they want. Without play, children CANNOT learn!

Even as adults, we need to play, although we rarely make time for it. Work, families, school, household responsibilities all make finding time to just play seem irresponsible and foolish. Lack of playtime in adults has led to increased stress, illness, and being overweight. Imagine how much better life would be if we could spend out free time doing something fun instead of cleaning, doing laundry, mowing the lawn, or doing homework. I, myself, have found that returning to school, while still trying to work full time and run the house has led to poorer health, increased irritability, and increased illness. Even now, on a beautiful July Saturday, I am not outside having fun. I am writing a blog as part of an assignment while the washer, dryer, and dishwasher all run. When I finish, I will run to the grocery store, prepare dinner, clean the bathrooms and throw a couple more loads of laundry in, just so I can clear my Sunday so I can do more homework!



Relationship Reflection

I have quite a few relationships I value in my life. Some are family members, some are friends, some are people I work with, and some are people I never actually met in person, but instead through electronic means. These people can brighten up my day by sending me a picture or note just to let me know they are thinking of me. They provide support when I am down and share in my joys. They listen when I brag about my kids, and give advice when I don't know which way to turn.

This group is my immediate family. In it are my parents, my husband, my children, my siblings and their spouses and children. We are unusually lucky because we all get along and like to spend time together (sadly, this is frequently NOT the case in families). We help each other out, not because we are looking for something in return, but simply because it's what we do. Yesterday, I took the day off of work to go with my parents to a doctor appt. simply because I felt it was important that my Mom didn't have to wait in the waiting room alone while my Dad had a minor procedure done. My husband came to my school today to fix some of the damage we sustained during the recent storms--not because he was getting paid to do so (because he wasn't!), but merely because he knows how important my work and my students are to me. My sister often quips "Everyone should have an Aunt Kathy!" because I spend a great deal of time with her and her two small children. My daughter recently attended a rock concert with her father and I because it reminded her of the first concert we ever took her to (the band was Boston--first time she was 7, this time she is almost 27--they have special meaning because she was named for one of their songs). We celebrate birthdays and holidays together, and attend each other's special events, such as graduations, dance recitals, plays, school concerts, award ceremonies, and sporting events. At the opening night at my son's senior play, my family took up the entire front row (22 seats!) When my twins graduated from college, 3 car loads of family members drove across the state to attend the ceremonies. Next month, we will gather together to celebrate my mother's retirement (it's a secret, so shhhhhhh!!!)

Maintaining positive relations within this groups is not always easy, but it is always worth it! There are times when we disagree with each other, or we disapprove of another's actions. Over the years we have worked hard to work through our problems and find solutions. Sometimes, this simply means backing off, and other times, it means calling in a neutral party to help lead the way. The one thing we don't do is walk away. We understand that would hurt everyone, dividing the family and forcing people to choose sides.

I have relationships outside my family that I value just as strongly.

This silly guy has been one of my best friends since junior high. (Yes, guys and girls can be friends). We have supported each other through some of the hardest times of our lives, and rejoiced at some of the greatest. He slept on our couch when he had no where else to go, and I cried on his shoulder when it seemed as if my entire life had fallen apart. My husband and I helped him build his business (I actually built the fireplace in the background) and he helped us build a huge stone patio where we could hold parties at my house.

This young lady is my co-teacher. She and I work well together. We are usually on the same page, and quite frequently finish each other's thoughts. We talk about our private lives and well as our professional ones. We help each other through personal problems and professional dilemmas. She is only 4 days older than my daughter, but we have become good friends as well as co-workers.

This young man was in my class when he was 3 years old. This picture was taken the night he graduated from high school. We happen to run into each other at the restaurant where his family was celebrating and he asked to get a picture together. His mom sent it to me the next day and said "Matty was so thrilled you were there last night! He couldn't believe he got to see his favorite teacher on the biggest night of his life! He wants to know if you will come back here for his 21st birthday!"

I have so many relationships--with my family, my friends, my students and their families--some that last a short time, and others that have lasted for years and years. I value each and every one of them. They have all contributed to the person I am today--through their support, love, and encouragement, as well as the hardships and sorrows we have shared. I am better able to understand and relate to each new student and their family because of the experiences I have shared with the people in my life.

Thank you

Just a note of thanks to everyone who helped me complete this course, through your support, your interactions, and your feedback. Together, we can inspire each other to greatness! A special thanks to Nikki Thomas for being a shoulder to cry on and sounding board to bounce ideas off of, and Lawana Edwards for showing me we can do this, no matter what!

Kathy

Standardized education

A few weeks ago, my sister told me about an episode in her household the night before. It seems as though my 8 yr. niece, who participates in the “gifted” program in her school, had a complete and utter meltdown while studying for the upcoming standardized tests. There was a math problem, fully 2 grade levels above her 3^rd grade that had her stumped. She struggled with it for 2 hours before finally breaking down. My sister looked on helplessly as her daughter sobbed over her inability to solve one problem. She was finally able to get her daughter to explain why she was so upset. Her daughter replied “Because I need to know it for THE TEST! If I don’t pass THE TEST I will never get into a good college!!!!! I remind you, she’s in 3^rd grade!

This is what we have done to our students. We have placed so much pressure on them to pass “the test” that they suffer from extreme anxiety. Experts, backed by research, tell us that children need to learn by PLAYING, by DOING, by EXPERIENCING, and that using standardized testing is counterproductive, but instead of phasing it out, we are adding even MORE tests! At a time when quality education is desperately in short supply, talented and experienced teachers are leaving the field in record numbers, leaving educating to the inexperienced and the substandard.

Other countries, such as New Zealand, have realized that using uniform standards of achievement for children is a mistake. Their curriculum emphasizes each student’s unique needs, and encourages them to become lifelong learners.

I have heard the best description of our educational system come from comedienne Wanda Sykes. She correctly stated that students cram information into their brains long enough to pass the test, and then, just like shaking an Etch-A-Sketch, the information is just gone. There is no comprehension, no understanding, just facts to be regurgitated on a test paper, and forgotten immediately afterwards. If this weren’t true, shows like “Are You Smarter Than A 5^th Grader?” would not succeed, because all of the contestants would indeed be smarter than a 5^th grader.

Asthma and childhood

                In 1974, at the age of 6, I was diagnosed with severe asthma. The initial result was that I spent a good portion of first grade at home rather than in school. I had a friend who lived down the street who would get off the bus, come to my house, and pick up my completed work and drop off new assignments. At that time, the convenient portable inhalers and nebulizers were not available. Each asthma attack meant a rushed trip to the emergency room to spend time in an oxygen tent. The doctors were also unclear about what was triggering my attacks, so a great deal of time that year was spent eliminating certain foods from my diets, testing my reactions to things like extreme hot and cold, pets, and plants.  It was finally determined that my particular triggers were pet hair, pollen, bee stings, and extremely cold air. For years, my mother did everything she could to keep me inside and “safe” where she could watch me. This meant I wasn’t allowed to play any sports, go out in the snow, have a pet, or basically have a normal childhood. I was rarely allowed to visit the homes of classmates, because they might have a pet or something else that would make ne wheeze. I even spent recesses inside most of the time because of the fear of something triggering an attack. These severe restrictions made developing friendships difficult. I stopped getting invited places because I was so rarely allowed to go. My playmates were my siblings and the few kids who stuck by me.

                As I got older, the attacks became less frequent and less severe. This, combined with the availability of portable medications that I could administer myself meant that many of the restrictions on my life were lifted. By the time I reached junior high, I was allowed to join a swim team and enjoy outdoor activities. I tried out for softball, basketball, and cheerleading, but I never made the cut because I lacked the skills that I should have developed when I was younger. Since I lacked the skills for sports, I decided to pursue other activities. I joined the school chorus and youth folk group in my church. I began teaching the music program in my church’s religious education program as well. I joined the yearbook staff, and became the editor by my senior year.

                Yes, my condition played havoc with my development of gross motor and social skills, but I learned to adapt. In time, I caught up to my peers socially, although I tend to be clumsy and not coordinated enough for sporting games.

                Asthma continued to be a serious medical threat for children around the world. In fact, the threat seems to be getting worse in some areas, while others have taken steps to try and reduce the risk by working to reduce air pollution—a big factor in asthma.  In addition, the science community is realizing that they don’t understand how asthma works as well as they thought they did. They are realizing that standard practices intended to increase health worldwide may in fact be making the problem worse instead of better.

Health and Early Childhood Education

In today's society, families are faced with a host of health issues. Rising poverty rates have lead to increased numbers of children suffering from malnutrition. The AIDS epidemic has shown no sign of being eradicated. An unacceptable number of children die each year of SIDS (although, science has made progress in reducing this number). Families, afraid of vaccinating their children, leave their children exposed to a great number of diseases once thought to be extinct. Overuse of antibiotics has left thousands immune to them, allowing illness to go untreatable.

One issue which has had a great impact on my classroom this year is mental health issues, both in children, and how parents who are mentally ill affect their children. According to the website www.zerotothree.org, infant mental health is defined as "the healthy social and emotional development of a child from birth to 3 years". Unfortunately, many children are born into families which make this type of healthy development difficult, if not impossible.

I will give the example of a set of twins who joined my classroom in mid-March. They were referred by a child service agency, having been dismissed from their prior center. It soon became apparent why they had been removed. Their mother has a chemical imbalance, and their father is an alcoholic who, at the time, was incarcerated for the 4th time. Their mother is argumentative, refusing to follow center policies and verbally attacks the staff pretty much every time she enters the center. Since it is part of my job to see that policies are followed, she has taken a special dislike of me! She has little interest in her twins, nor their older sister. The family has been associated with the agency which brought them to us for the last two years, since the twins (aged 2) were found wandering around the neighborhood alone. At a meeting this week with their caseworker, I was informed that this is the longest the boys have lasted at ANY center (keep in mind they have been with me for only 2 months)!

Due to the mother's mental health issues (which she refuses to accept treatment for), the father's alcoholism and frequent incarceration, the level of poverty at which they live, and the basic neglect they are exposed to, the boys are suffering on many levels. Academically, they are behind. They cannot correctly identify any letters or number , cannot correctly hold a pencil, use scissors, or follow even the simplest of directions. Socially, they are also behind. They cannot interact with their peers or teachers appropriately, and they continually fight with each other, both by yelling at each other and by striking each other. They have shown up at school on one more than one occasion with cuts or bruises they said were caused by each other. We had to dismiss the TS worker assigned to them, as it quickly became apparent that one of the reasons they were fighting was to gain his attention. Unfortunately, they will celebrate their 5th birthday this summer, at which point state funding will no longer be available for them to continue to attend my class, and instead they will be placed into a kindergarten classroom they are not developmentally ready for. I have only 2 more months to work with them, and still meet the needs of the rest of my students. We have made progress, but we still have so much more to accomplish before they are ready to be immersed in a classroom of their peers and hold their own. These boys are lucky in that the school district they are entering is a good one, and they have a good chance of continuing to have teachers who can address their many needs.

According to the Convention on the Rights of Children, all children with disabilities have the same rights as all other children. Among those are the right to a developmentally appropriate education. According to my research, the view across the US as well as worldwide is pretty universal: early intervention is essential, and must be accessible and affordable, meaning that most services must be provided at little or no cost. But what do we do when the family refuses to follow the recommendations provided? Or when the children no longer qualify for services because they are too old? Or when the children aren't the only ones in need of services, but the parent(s) are as well? Or when the parents ARE the issue? Unfortunately, I do not have all the answers. I can only hope and pray that in time, someone will.

Birthing Experiences

As I begin my next class, I want to welcome my new followers, and wish my fellow classmates well in their next step of this journey!

This week's assignment was to describe a birthing experience .I chose to write about my own experiences, as I have been through this experience three times, and have four lovely children to show for it. Each time the experience was special, but different from the others.

When having my daughter, I was 19 years old and unmarried, giving birth in a Catholic hospital (the only game in town). I was treated horribly once the staff realized that I was not married (this was 27 years ago--public opinion has changed since then). They were rude to me, ignoring my questions and yelling at me for crying out in pain. They even went so far as to refuse to list the father's name on the birth certificate, even though he stayed with me for the birthing process.

A few years later, I gave birth to my twins (I was married by this point--to the same man who fathered my daughter). Same hospital, but the attitude of the staff had done a complete turnaround. They were friendly and supportive. Since one of the nurses graduated HS with my husband, she took extra-special care of me. I was in labor for 3 days (both kids wanted out at the same time and neither one was willing to move away from the birth canal. I literally had to SHOVE one of them out of the way to avoid a C-section). Because multiple births are high-risk, in conjunction with the fact that they were coming 3 weeks early AND I had been in an automobile accident during my first trimester, the delivery room was CROWDED! Delivery team. C-section team standing by, just in case. Two neo-natal teams. And a class of student doctors and nurses who just wanted to see twins born!

By the time I had my youngest, I was more experienced as to what to expect. The labor was shorter (a mere 8 hours), and the only people present were me and my husband, my doctor, and the nurse who had taken such good care of me when I was having my twins (Kudos Bonnie!!!)

In all 3 cases, I was extremely lucky. My children were born without the need for C-sections, and all were born with birth weights between 5 and 6.5 lbs. (on the low side, but within acceptable ranges. With the exception of a little jaundice in one twin, all were born healthy and able to come home with me right way. Each time, my hospital stay was only a few days. I was fortunate to have a large family close by who were willing to help in any and every way possible to allow me to recover and adapt to the changes in our home,

In reading about birthing in other parts of the world, I was shocked to realize how many births occur at home. While some choose this method, others are forced to deliver at home because they do not have access to a medical facility, or cannot afford to go to one. While I understand that "giving birth is one of the most natural things in the world" and "women have been giving birth for thousands of years", I also realize that things can and do go wrong. The presence of someone with knowledge of the experience can greatly reduce to possibility of a tragic and painful result. Although the number of infant deaths and deaths of women in childbirth are dropping, there are areas of the world where the numbers are still unacceptably high.

Each time I gave birth, I may not have been treated with courtesy, but at least I had people there who knew what to do should an emergency arise, Too many women in the world do not have that piece of mind!

Note of Thanks

Thank you to all who have been so supportive and provided helpful feedback during this new learning adventure! Best of luck to you all during your continued course of study!

Kathy

Code of Conduct

For this week's assignment, we are to choose 3 ideals that are significant to us and why. I have chosen mine from: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf.


1. I-1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
       This should be obvious. One cannot work in the field of early childhood education if they do not have the basic knowledge about what it means to be a teacher of young children. Currently, in many centers across the country, all you need to apply for a job as an ECE teacher is a high school diploma and a clean criminal background check. Organizations such as NAEYC are working to change this, encouraging further specialized education. Personally, I would like to see it taken further. I believe that all ECE teachers should have at minimum a 4 year teaching degree in ECE, and have successfully completed student teaching. Those with lesser educations, such as 2 year degrees, CDA's, etc. would be able to work only as assistant teachers.

2. I-1.6 To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
     There are a great deal of assessment tools available for use in the field of ECE. Some are better than others, some are downright bad. NAEYC is attempting to highlight some of the better program s available, thus eliminating the use of the really bad programs. In order for a teacher to use any assessment tool effectively, the teacher must be trained in how to use it correctly. Having worked with several systems, I have seen first hand that this is not always the case. Training usually consists of webinars, held during teaching hours (so the teacher is listening with half an ear at best), with spotty technology (usually there is a glitch with the sound, or getting the pages to display correctly, or other media issue), and no real in-depth understanding of how the program works. In addition, teachers who lack the training in observation cannot use assessment tools effectively. Even the best of programs will not work if the person using it does not understand it.

3. I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
     Teachers want their students to be able to actively engage in all activities. This means that teachers must be ever watchful of things which may hinder a child's ability to fully participate. They need to be sure that all supplies are able to be used by all students, with adaptations made where necessary. They need to be sure all students can safely move throughout the center, both indoors and out. They need to be on constant lookout for areas in which a child could become injured, and corrections need to made immediately. Safety for all needs to be key!

Over the years, I have seen a great many changes in the area of ECE. However, we still have a long way to go. We must always looks for ways to make the systems better, for the sake of our children.

Resource Directory

The following is a collection of resources for early childhood education. Some have been provided by my Professor at Walden University. Others I have added. Please feel free to use this list!

Course Resources

·         Position Statements and Influential Practices

·         NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap

·         NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

·         NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

·         NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

·         NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

·         NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

·         Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

·         FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

·         Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.
Retrieved from the Walden Library databases.

 

·         Global Support for Children's Rights and Well-Being

·         Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf

·         Websites:

·          

o    World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage

o    World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission.

o    Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements

 

·         Selected Early Childhood Organizations

·         National Association for the Education of Young Children
http://www.naeyc.org/

·         The Division for Early Childhood
http://www.dec-sped.org/

·         Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

·         WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

·         Harvard Education Letter
http://www.hepg.org/hel/topic/85

·         FPG Child Development Institute
http://www.fpg.unc.edu/

·         Administration for Children and Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

·         HighScope
http://www.highscope.org/

·         Children's Defense Fund
http://www.childrensdefense.org/

·         Center for Child Care Workforce
http://www.ccw.org/

·         Council for Exceptional Children
http://www.cec.sped.org/

·         Institute for Women's Policy Research
http://www.iwpr.org/

·         National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/

·         National Child Care Association
http://www.nccanet.org/

·         National Institute for Early Education Research
http://nieer.org/

·         Pre[K]Now
http://www.pewstates.org/projects/pre-k-now-328067

·         Voices for America's Children
http://www.voices.org/

·         The Erikson Institute
http://www.erikson.edu/

 

·         Selected Professional Journals Available in the Walden Library

Tip: Use the Journal option under Search & Find on the library website to find journals by title.

·         YC Young Children

·         Childhood

·         Journal of Child & Family Studies

·         Child Study Journal

·         Multicultural Education

·         Early Childhood Education Journal

·         Journal of Early Childhood Research

·         International Journal of Early Childhood

·         Early Childhood Research Quarterly

·         Developmental Psychology

·         Social Studies

·         Maternal & Child Health Journal

·         International Journal of Early Years Education

 

 

 

Some personal suggestions:

 

Penn State Better Kid Care (extension of Penn State University)

http://extension.psu.edu/youth/betterkidcare

 

Pennsylvania Early Learning: Keystone Stars

http://www.pakeys.org/pages/get.aspx?page=Programs_STARS

 

Scholastic, Inc.

http://teacher.scholastic.com/products/ect/resources.htm

 

Fred Rogers Center

http://ele.fredrogerscenter.org/

 

Education Week

http://blogs.edweek.org/edweek/early_years/

 

Smithsonian Institute

http://www.si.edu/seec/resources