EDUC 6990 Capstone WK 2

For this week's assignment I am to share local or state communities of practice, as well as job opportunities that may interest me.

I decided to start with PennAEYC, the state affiliate of NAEYC. Their website can be found at this link:

http://www.pennaeyc.com/Pages/default.aspx

I chose this website because, frankly, NAEYC is the ultimate source in early childhood education. If I want to know what is new in Pennsylvania, or what the next big thing in ECE is going to be, this is the first site I check. They have the most up-to-date information pertaining to the newest NAEYC finding and how they apply in Pennsylvania.

I then chose PA Keys. Their link is:

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

I didn't really have to explore it because I am so familiar with it already. This is the site on which PA teachers record their professional development record, submit PD goals for the upcoming year, and see PD requirements for their positions. It is also where teachers can register for PD classes and apply for funding. PA Keys is the place to go to find learning standards and core knowledge competencies, as well as available communities within the Commonwealth. PA Keys provides teachers with contact information for people who can provide assistance or answer questions one may have with regards to early childhood education in PA.

The third site I chose was Pre-K for PA. The link is as follows:

http://www.prekforpa.org/

This organization is quite new, having been established in 2014. The previous governor made massive and crippling cuts to educational funding. Pre-K for PA was developed as a response to the budget cuts. They focus on highlighting the benefits of providing quality early childhood education for all children, and work towards making this possible. I have been keeping a close watch on this site lately because not only are there battles with the 2016 budget, PA has not yet passed a budget for 2015! I know this is difficult to believe, seeing as how we are well into 2016, but it is true. Our new Governor supports increasing funding for education, but many state lawmakers are fighting him.  In fact, I was asked to accept a massive pay cut in Sept. Funding to Rising STARS was delayed, causing me to temporarily withdraw from Walden University. In late December, the state agreed to release SOME funding for state programs, and I was able to get my back pay and resume my education. But the funding they released is running out and I am once again faced with a pay cut or possibly seeing my center shut down. This particular website has become one of my top-visited sites, as I am anxious for a budget to be passed and funding to early childhood education to be restored.

As one of the requirements of the grant I received to continue my education, I have committed to teach in a state ranked early childhood classroom for a minimum of two years following the completion of my studies. As I really love what I do and where I work, this is not really a hardship for me. However, with the lack of state funding, I do need to be informed as to other job opportunities should I find myself in the position of needing employment elsewhere.

Unfortunately, job searches for my area are dismal. There are very few positions available, and the ones that are have starting salaries near minimum wage. I am quite sure that the budget crisis in PA is largely at fault for this, as there are numerous centers which were forced to close their doors, leaving many ECE teachers unemployed. The centers that remain open are hesitant about hiring, as future funding is uncertain. Many centers are forced to run with the bare minimum number of staff members. I will continue to pursue my professional development, and advocate for quality early childhood education for all, but I also know in my heart of hearts that, at some point, it may become necessary for me to look for employment outside my field. This is a thought that breaks my heart, and I hope it never becomes reality, but unfortunately it is always in the back of my mind.

EDUC 6358 WK 8 Reflect on Learning

As this class draws to a close I would like to offer my heartfelt thanks to those who have supported me on this journey: first and foremost, to my family who has picked up the slack because I was busy with classwork, to my friends who have realized that I am not trying to ignore them but just have a lot of demands on my time, and to my classmates, who have offered feedback and encouragement along the way. I wish you all much success as you move forward from this point.

It is my sincere hope that one day, all classrooms will be anti-biased--that every person is loved, valued, and appreciated for the person that they are without judgement, without fear, without hatred. Maybe one day, all people will live their lives just accepting and valuing all the people around them--not just the ones who look or sound the same as them. Maybe one day, it will not be necessary to make a conscious effort to develop anti-biased classrooms, because they will be the norm. One day....

EDUC 6358 WK 7 Impacts on Early Emotional Development

For this week's assignment, we were to use the UNICEF website to explore challenges to the healthy emotional development for children specific to the part of the world in which they live. I originally chose Belize, but I quickly realized that it didn't really matter where I chose. Children world wide are suffering in many of the same ways.

Poverty is present everywhere. No matter where you look, there are children living in the streets or makeshift homes, lacking electricity and clean running water. They do not have enough food to eat, nor do they have clean clothes to wear. They do not have regular access to showers. They do not see doctors, sometimes even in emergency situations.

Natural disasters can and do strike all areas of the globe. Earthquakes, hurricanes, wild fires, tornadoes--all have the potential for death, injury, and utter destruction of everything in their paths. Children all over the world can and do fall victim to Mother Nature.

There is no where on the planet that is immune to acts of terrorists or war. Children attending a nice elementary school in New England are no safer from gunmen than children living in a war zone.

Too many children are growing up in a world where they do not have enough food to eat, do not have safe homes, cannot bathe regularly, and are afraid of harm coming to them every single day. Even children who live in nice houses with their basic needs met are taking part in "active shooter" drills in school. The impact on emotional development in these children is unimaginable.

EDUC 6358 WK 6 The Sexualization of Early Childhood

I must say that I agree that the world today is much more sexualized that it was in generations past. Children are exposed to images, words, and ideas that they are totally inappropriate for their developmental levels. They do not have the maturity and life experiences to make sense of this input. Many of these children haven't even mastered tying their shoes yet!

One doesn't have to look very far to find examples of the sexualization of young children. Take, for example, the Disney Princesses. The original Princesses wore full length or nearly full length gowns.

Today's princesses, however, feature a lot of exposed skin, skimpy outfits which barely cover the breasts, and heavy make up.

Little girls all over the world idolize these characters. They want to dress and act like them. There is one scene in Aladdin in which Jasmine attempts to "seduce" Jafar to save Aladdin in a highly sexual manner. These are the role models for children today by Disney standards--which is quite tame compared to some others I have seen!

Children's clothing also reflects this sexualization. I have 4 and 5 year old students coming to school in outfits that would make me embarrassed to wear, and shirts with suggestive slogans. My daughter refused to shop in the girl's departments while growing up because she complained that the shirts were too tight, too low cut, too short and usually transparent. Trying to find jeans or pants that actually covered her backside was a nightmare, as most rode low on the hips and exposed quite a bit if she bent over. Today, at age 28, she still rebels against the look she is expected by society to have. She wears no make-up other than lip balm, doesn't have her ears pierced, wears no jewelry or perfume, and only owns one pair of "dress" shoes--and they have NO heels. She owns one skirt and sweater that she wears any time that she absolutely has to be really dressed up and could care less that everyone has already seen it numerous times. She does, however, own about a dozen pairs of sneakers and even more pairs of work boots. Most days she wears jeans and oversized hoodies, and her work clothes consist of her paramedic's uniform or her turn out gear.

My daughter Panda and her boyfriend JD.

Television shows are also exposing children to highly sexual content around the clock. When I was a kid, daytime programing was pretty wholesome, and prime time shows were tame. You had to stay up past 10 PM to see anything even remotely "dirty" The sexiest thing I remember seeing was Bo Duke wearing no shirt and his sister Daisy wearing short shorts--but no one ever did anything more than innocent kisses on the Dukes of Hazard. Today, however, sex is on display round the clock, and since more children than ever are left unsupervised in front of the "electronic babysitter", more children are exposed to language, acts, and situations that they are unprepared to deal with. While typing this blog, I am watching The Year Without A Santa Claus--a children's Christmas special about believing in Santa Claus on ABC Family. During the commercial break, I viewed an ad for a show called Recovery Road, which showed a teenager passed out drunk in the yard, partying heavily, and going into rehab. It's 3:15 on a Saturday afternoon, and this show is being promoted to young children! During the same commercial break there was a shampoo ad in which a woman strutted around in a tight white dress and a perfume commercial during which a woman ran away from her wedding, ripped off her wedding gown and got picked up by a helicopter and flew away while Janis Joplin played in the background.

Children cannot be protected from everything unless we lock them away from the real world. However, there are steps people can take to greatly reduce children's exposure to sexual content. For starters, parents need to enable the parental controls on their televisions, and block children from viewing inappropriate shows. They can use the "On Demand" feature to allow children to watch appropriate shows without viewing inappropriate ads. They can turn off the radio in the car and listen to prerecorded, appropriate music. They can refuse to allow their children to wear inappropriate clothing. They can monitor what their children are reading, listening to, and watching. It takes times, and parents will need to step up and set limits which will make them unpopular with their children.

This week's topic was not a new idea to me--as the mother of four I have been keenly aware of how sexualized children have become for quite some time. My kids were not thrilled with me when I refused to let them see inappropriate shows on TV, or listen to inappropriate music, or wear clothing with sexual references. In fact, there were times when they claimed they hated me and that I was ruining their lives. But, they got over it and life went on. It is long past time for children to be allowed to remain children.

EDUC 6358 WK 5 Evaluating Impacts on Professional Practice

No matter how hard one tries, it is impossible to completely separate one's personal and professional lives. Worries, annoyances, illness--it all bleeds through. If an educational professional is experiencing one or more -isms in their personal life, this is bound to effect interactions with coworkers, families, and students.

One stereotype that most professionals in the field of early childhood education is that we are nothing more than glorified babysitters and that we aren't "real" teachers. I am faced with this attitude by at least one parent almost every single year. When faced with this attitude now, I simply pull out my professional development record log (held in an overstuffed 3" ringed binder) and explain the extensive amount of education I have achieved, including the progress towards my advanced degree. A few years ago, however, it was no so easy to brush such prejudice aside, especially since the center for which I was working didn't value their teachers any more than the parents did. It seemed as though nearly all of the parents viewed the teaching staff as servants and treated us as such. This attitude was picked up by the children, who showed no respect for anyone or anything.  I found myself resenting the parents who treated my so unfairly, and resenting their children as well. It got so bad that I dreaded going to work each day, and it took a serious toll on my health. In fact, I seriously considered leaving the field altogether.

My husband saw what this was doing to me and he insisted that I leave that job and take a much-needed break instead. It took several months for me to work up the courage to try teaching again. That was five years ago. Although I still struggle with my blood pressure, I have eliminated the other health issues caused by the extreme stress I was under. I am in a center that is challenging  but supportive and respectful. While I still encounter the occasional prejudiced parent, they are not the majority,and I have the full support of my co-workers and director. Because I no longer have to deal with that "-ism", I can focus my talents and attentions on my students.

EDUC 6358 WK 3 observing communication

As a teacher of young children, I find that I instinctively observe children throughout the day--regardless of where I am of if I even know the child. Sometimes what I see and hear is entertaining. Sometimes it is bewildering. Sometimes what I observe makes me scared and angry, and on more than one occasion, afraid for the safety of the child.

For this week's assignment, I was to observe communications between adults and children and reflect upon what I observed. I decided to use morning drop-off at the center where I work as an opportunity to see many such observations.

In several instances, the children were in a rush to talk to their friends--the parents barely had a chance to say goodbye and most got a quick wave or "Bye" in return before the children were off to begin their day. These children, for the most part, were children who had been coming to the center for quite some time. They were used to the routine, familiar with the staff and the other children, and for the most part school-aged, meaning already enrolled in kindergarten or above.

One conversation which caught my attention was between a preschooler and his mother. The boy was having a hard time separating from his mother--he was crying, begging for another kiss, and complaining of a stomach ache. His mother responded that he probably had a stomach ache because his "no-good father probably let him eat too much junk, as usual." The mother then turned to a teacher and said "He has a stomach ache thanks to his idiot father. If you are going to make me come back for him, I am just going to take him home now." The child began crying louder. The teacher squatted down so as to be on eye level with the child. She felt his forehead and asked where he hurt. He shrugged and looked down at the floor. The teacher suggested that he go to the bathroom and wash his face and that maybe he would feel better, and asked another teacher to take him. While the child was in the restroom, the teacher walked the mother to the door and assured her that her son would be fine, and that we would call her to come back only if the child were seriously ill. By the time the child returned to the room he had calmed down and was able to join his friends who were playing in the block area.

At breakfast, I made a point of sitting near this child. I asked the group at the table how their mornings were, and asked them to tell me about what they had done before they came to school. One child said he watched TV, another said she took a shower. The little boy who had been so upset said that he made his mother mad at his daddy. I asked the child to tell me what has happened. He said that he left his jacket at his daddy's house, and his mommy was mad at his daddy for not bringing it. He said she yelled at daddy on the phone on the ride to school and said she wasn't going to let him stay at daddy's house anymore. The child then said that he didn't mean to forget his coat and make his mommy mad but he forgot. He said he was scared that they were going to have to move again because he was bad. I assured the child that sometimes mommies and daddies get angry and say things they don't mean, but that none of it was his fault. I spoke to this child's teacher as well as the director about the conversation I had with the child, as well as what I had witnessed earlier in the day. I found out that the mother had just broken it off with her boyfriend and moved out, taking the children with her. She was currently living with a family member, but that it wasn't going well. The mother did not have a job and the father was looking into filing for sole custody.

Adults often speak in the presence of children and forget that what they say and how they say it is being observed. In this instance, the parents are not getting along, and the child is being dragged into the middle of the conflict. He is fearful of upsetting his mother because he knows she will blame his father and that she will take him away from his father. The child is taking responsibility for his parents' anger and his emotions are taking their toll on him.The child has given off many cues as to how this is upsetting him--separation anxiety, tears, and stomach aches--but the signs are being ignored my his mother. When talking to children, it is important to remember that we need to pay attention to non-verbal as well as what is being said. Many times, children do not have the vocabulary to accurately express their emotions. The director said she would set up a meeting with both parents as quickly as possible to see what could be done to improve this situation.  Both parents need to understand that, while they may be fighting with each other, that their child is not part of the disagreement and needs to be left out of it. The child needs reassurances that they both still love him and that it is ok for him to love both of them, even if they don't love each other anymore.

EDUC 6358 WK 2 Blog--Creating Affirming Environments

This week I am to envision how I would personally set up my environment if I were to open a Family Child Care Home. Frankly, I imagine it would look very similar to the classroom I now teach in, since I have been given a pretty free rein as to how I would like the space set up.

To start with, I would have an area near the entrance for parents to sign in and out with individual cubbies for the children to store their belongings. I would encourage the families to hang family photographs in and around the cubbies or bring in items they wish to display (a family wall) so that the children can "see" their family at any time during the day, and also to allow visuals from which discussions about their families can be started. In this area I would post menus, calendars, announcements, and important information all translated into each family's home language, as well as a log in which parents and teachers could write notes to each other when they are unable to take the time to have a conversation . This space would also include comfortable seating to allow parents to sit with their child before leaving, making transition time easier on both child and parent.

I would have areas dedicated to different skill sets (art, blocks, large motor, etc.) well stocked with a variety of toys and learning materials representing many different cultures, abilities, jobs, family types and backgrounds. Dolls, puzzles, storybooks, props and dress up clothes representing many different skin colors, jobs, cultural backgrounds, and physical abilities would be available. Markers, crayons, paper, and paints representing a variety of skin tones would be available. Materials would be adapted to meet individual needs. Walkways and entrances would be wide enough to allow access for all. Furniture would be sized appropriately for the children. Materials would be stored on low, open shelves--labelled using photographs and words in each home language. Photographs of the children learning and playing would be displayed in each area, and posters and pictures of a diverse representation of people in non-stereotypical roles would be hung on the children's level.  Children need to be able to personally identify with the toys they are using. If they cannot draw a picture of themselves because there are no art supplies which represent them, or cannot go into a play area because their wheelchair will not fit through the entrance, or cannot operate a toy due to a physical challenge, they can become discouraged and develop negative self-images--something that is not acceptable in an anti-biased based learning center. The outdoor play area, much like the indoor play area, would offer a variety of challenges for the children to play and learn. Materials would be adapted to meet individual needs.

While the children would have a great deal of time in which to choose their activities, teachers would carefully plan what materials to offer based on the interests of the children, as well as the current theme being taught. Teachers would carefully observe the students at play, addressing any issues such as discrimination or lack of accessibility as needed. Teachers would also plan activities which challenge the children to learn and develop, but are not overly challenging. Students will not learn if they are prevented from succeeding.

My home center would also have an area in which all the children and staff could share their meals together. The furniture would be sized appropriately and accommodate different needs. The meals would be well-balanced and offer the opportunity for children to eat foods which are familiar to them as well as chances to try new foods from a variety of cultures. Special attention would be given to students with food allergies so as not to endanger a child's health. Dietary restrictions--regardless of whether they are medical, religious, or cultural in nature--would be honored.

An area dedicated to quiet play and resting would also be essential. Each child would have their own cot or crib available when they are tired and need to rest. Students would be encouraged to bring items from home that help them feel safe and comfortable when settling down, such as a favorite stuffed animal or blanket. Books, puzzles, and other quiet-time activities would be available for children who are not sleepy but need some down time. Again, these materials would represent different cultures, ages, abilities, and languages. Stereotypical materials would be avoided. Bathrooms would also feature appropriately-sized fixtures and be accessible to all.

Providing such a vast variety of materials can be costly. Flea markets and yard sales can allow teachers to stock their classrooms much more affordably, provided that the materials they find are safe and in good working order. Materials such as books, posters, games, and puzzles can be hand-made. Families are an excellent resource: many would be willing to make books, provide pictures, and make posters representing their own culture, job, family, and language. Having materials made by the students and their families is just one more way to insure that the children will feel comfortable, accepted, and valued.