My Passionate Hope

My most passionate hope for my future as an early childhood professional and the children and families whom I serve is that every child and family member that I come in contact with will know that I am an advocate for them.  My passion of working with children extends both to my professional and personal life.  I want children to know that I am in their corner and will work diligently to make sure that they are treated with respect and dignity.  I want them to feel safe and protected and know that they are unique individuals with creativity and imagination.  I want them to be able to face the world with motivation and know that they are valued and loved no matter what obstacles they may come against.

To my colleagues and professor, I say thank you for sharing your experiences and life lessons.  I have grown so much in my profession during this course.  I have learned many strategies that I will be able to use as I continue my journey in early childhood.  Merry Christmas and Happy New Year to all of you!

IMPACTS ON EARLY EMOTIONAL DEVELOPMENT

The innocence of childhood is being taken away from children all over the world.  Violence, child abuse, terrorism, disease, natural disasters, and many other horrific tragedies are affecting children of all ages.  These tragedies may have devasting, lasting affects on a child's emotional stability.  As professionals in early childhood education it is important that we are aware of the challenges that face not only the children in our immediate reach but all children. 

The region I choose to study is South Asia.  I choose this area of the world because I knew little about the lives of the children there.  Some of the challenges that face the children living in South Asia includes child marriages, children being traded to settle disputes and debts, malnutrition, and poor access to education and health services.  Child marriage is a human rights violation and has an impact on all aspects of a girl's life.  It denies a girl of her childhood, disrupts her education, limits her opportunities, increases her risks of violence and abuse as well as jeopardizes her health (UNICEF, 2012).  Child marriage is most common in South Asia where about 1/3 of women ages 20-24 years old were married as children. Another challenge facing children in South Asia is being traded from their families in order to settle disputes and debts between warring families.  Children, especially daughters, who are traded experience violence and abuse on a regular basis.  Children are also facing malnutrition and poor access to education and health services.  Conflict, political turmoil, natural disasters and economic instability have posed major challenges to the well-being of children and women in Pakistan in recent years (UNICEF, 2012). 

UNICEF and its partners support the mapping and assessment of child protection systems. This work helps build consensus among government and civil society on the goals and components of such systems, their strengths, weaknesses and priorities upon which to act. This then translates into improved laws, policies, regulations, standards and services protecting all children. It also leads to the strengthening of these systems with the financial and human resources necessary to deliver results for children.  Over the past decade, UNICEF has also supported the informed understanding of social norms that result in violence, exploitation and abuse and has promoted change in a number of countries. To promote positive norms to bring about an end to harmful practices, UNICEF engages in advocacy and awareness raising and supports discussions, education programs and communication for development strategies at community and national levels (UNICEF, 2012).

As I continue my journey in the field of early childhood education, I am constantly reminded how precious a healthy stable life is for the development of children and adults.  It is very important that we, as professionals, advocate for children all over the world.  We must continue to support programs and projects that seek justice and equality for all children.  Personally, I am committed to contining my prayers and giving through my religious connections for children all over the world.

 
Reference:

UNICEF. (2012). Retrieved from http://www.unicef.org/rosa

THE SEXUALIZATION OF EARLY CHILDHOOD

The sexualization of children is a major problem in our society today.  Television, magazines, stores, and video games (just to name a few)  all entice children by stereotyping what is appropriate for girls or boys and what you need to have in order to be successful (Derman-Sparks & Edwards, 2010).  The information that children are receiving from society as a whole doesn’t really focus on what is needed to nurture a successful, productive, healthy lifestyle, but instead what the media and the social culture deems is necessary to be popular or “cool”.  To me as an educator, this type of mis-communication is very damaging to the self-esteem or self-motivation of young children.  I have witnessed young boys being told that if they cry or whine they are acting like “sissies”.  Does this child grow up feeling that only girls should cry if they are hurt physically or emotionally?  How does this type of statement affect what the child thinks of his identity?  I have also watched young girls in my family dress in their female relatives’ high heels and say that they are now pretty.  Does this mean that they were not pretty before?  It is very important that we send our children the right messages.  They do not need objects to make them pretty or popular.  We have to nurture their spirits and let them know that beauty and strength comes from within.  We must help them develop a wide range of behaviors that go beyond the stereotypes that they may face each day (Derman-Sparks & Edwards, 2010).  Communicating with parents, as well as helping children understand what they may see or hear in their environment is important also.  Connecting with parents to find out where they stand on toys that are chosen for their children, or what they child is allowed to watch on television will enable the child care provider to enforce the same in the classroom if it is appropriate.  It is also a way to give parents positive ideas of how to face the sexualization that may occur in society if they have any questions.

Reference:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Evaluating Impacts on Professional Practice

Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “-ism(s)” in your own life.  Include specific examples either those you have and/or are experiencing or ones you would anticipate.

An ism is the attitude and actions that surround institutional advantages and disadvantages people experience due to their membership in certain social identity groups (Derman-Sparks & Edwards, 2010).  The ism that I have experienced most of my life is racism.  My earliest recollection is from primary school while riding a bus that carried predominantly Caucasian children to school.  I was ridiculed for being African American on a weekly basis.  As I grew older, I began to feel that our world was ruled by what was known as “White America”.  I felt this is why my father insisted that all of his children do well in school and go to college to get a good education.  We were told that knowledge was something that could never be taken away from you and could take you places.  So we did as we were told…my siblings and I all went to college, graduated, and got pretty good jobs.  However, I can tell you that there are some who live in our society that believe education, respectfulness, and human courtesy does not count for anything.  If you ever thought that racism was dead, I am here to tell you that it is alive and kicking!

 I was hired two weeks ago as a first grade teacher at a primary school.  The school serves a predominately African American population with a poverty ratio of about 80%.  Because of the number of children in the first grade classes, the Principal was allocated money for an additional teacher.  A parent of one of the children who will be transferred to my class wanted to know if I was Black.  She was told that I was an experienced teacher with 16 years teaching young children and taught previously in a District that was known for receiving excellent marks on the state report card.  She was also told that I came highly recommended for the position from my previous supervisor.  However, the parent was only concerned about her Caucasian child being taught by an African American teacher.  She also went as far to say that the only reason her child was attending this school was because most of the teachers were Caucasian.  When the Principal first told me of the situation I felt as if I had been slapped in the face.  Here we are in 2012 and it doesn’t matter how well you do your job, how you nurture and inspire children to learn, but what matters to some is what race you are.  After I got past the initial shock of what I was hearing, I knew that God put me in this position for a reason.  Will she and her son be treated any differently?  The answer is no.  I have always bent over backwards to communicate with all of my parents and worked 150% for all the children I serve.  Her child will get the same love and nurturing that all of my students receive.  As I do with all my parents, I will ask her to attend conferences and school functions and see me with any concerns that she may have about her child.  I have already sent a welcome home letter to all the parents letting them know how important it is for us to work together.   Racism continues to divide people and produce social and emotional turmoil.  As an anti-bias educator my goal is to embrace diversity within my classroom by making my students and families aware that we are all different, but we are all equally important to society, our classroom, and each other.

 

Reference: 

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and

ourselves. Washington, DC: NAEYC.

 

Observing Communication

Young people have real ideas and opinions to share.  They are very curious and ask many questions on their own.  Our role as parents, teachers, adults, and the community as a whole is to guide their ideas as we instill in them positive concepts (Derman-Sparks & Edwards, 2010).

My observation for this assignment took place during a short Veteran's Day Service at my church.  Three small children between the ages of four and six came in with two of their Aunts.  When the program was over the three little girls walked down the center aisle to where a visiting Pastor was standing.  She spoke to them and asked them their names.  After each little girl said her name, they told the Pastor that they wanted to sing a song for her.  She immediately sat down and began to listen as they sang "The Itsy Bitsy Spider".  As they were singing, the Pastor performed the hand movements that go along with the song.  She praised them for their singing and then asked them if they knew a song about Jesus.  One of their Aunts told them to sing the song "Jesus Loves the Little Children."  Even though the congregation was waiting on the Pastor in the rear of the Church, she sat up front listening and praising these three little girls whose faces were lit up with smiles. 

As I watched this exchange of communication through a few words, song, and laughter, I was reminded of  the statement made by Ms. Kolbeck (Lareaute Education, Inc., 2011) that children must feel that you are listening to them and valuing what they are saying or doing.  Children communicate in all different ways.  These girls definitely loved singing and wanted to share what they knew with these person that they had never seen before, but for some reason, they were drawn to her.  This spoke volumes to me about her presence and how the children must have felt very safe and comfortable with this presence.  As educators, I think that it is very important that our children feel safe enough around us to show us their creative side.  We must in turn listen and support them in the things that they do.

References:

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and             ourselves. Washington, DC: NAEYC.

Laureate Education, Inc. (Executive Producer). (2011). Communication with young children [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

LEARNING ENVIRONMENTS

Creating Affirming Environments

Child care reaches thousands of children each day.  It may be a licensed childcare center or a licensed family childcare home.  Therefore it is imperative that those who operate these facilities make sure that they honor diversity among the children and families that they serve (Pelo, 2008).  An environment rich in anti-bias education promotes creative discovery and supports the fact that every child deserves the right to develop to his or her fullest potential (Derman-Sparks & Edwards, 2010). 

 

In my Family Child Care Center it would be vital for the families of my students to be an intricate part of our program.  One of the ideas I would include that came from the Anti-Bias Learning Video (Laureate Education, Inc., 2011) would be a welcome and greeting room where I could greet my students and families each morning.  In the room I would make sure that I had a schedule of our activities for the day.  The room would also contain photographs of our children and their families.  It is a part of our professional vision and responsibility to integrate families as valuable and indispensable partners in the learning community (Derman-Sparks & Edwards, 2010).  I would also instill a volunteer program where family members could come in and volunteer at the school throughout the day.  Including a star student/family corner which highlights a different student each week along with items from their home would give the children the benefit of seeing both their home and their early childhood program as equally welcoming and loving place. 

 

My literature area would include many genres of books who main characters or illustrations reflect diversity.  If my center included Hispanic children or children who knew a second language, it would be important to have books that contained that language in the literature area.  There would also be an area rug so that volunteers could come and read to small groups of children.  Books (especially big books) are a great tool for engaging small children and leading discussions into other subjects.

 

Adriana Castillo’s Family Child Care Home (Laureate Education, Inc., 2011) also showed a center where skin tone materials were placed.  Children could connect with these items because they showed a reflection of themselves.  My Art center would definitely contain paper and paint of various skin/earth tones so that children could include variations of themselves and their families in their art projects and paintings. 

Puzzles, Legos, etch-a-sketches, and blocks would also be kept in an area to promote critical thinking and promote motor skills.  Center areas would also include housekeeping, dramatic play, and puppetry.  Finally, images of different children and families would be placed throughout the facility.  This gives children a connection with society as a whole.  The photographs could facilitate discussions about families around the world.

 

References:

 

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and

ourselves. Washington, DC: NAEYC.

 

Laureate Education, Inc. (Executive Producer). (2011). Welcome to an anti-bias learning community [video]. Strategies for Working with Diverse Children. Baltimore, MD: Author.

 

Pelo, A. (Ed.) (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking

Schools.

 

 

 

WHAT I HAVE LEARNED

When I think about diversity and families, I think about the unique individuals that come to my classroom each year.  I think about the creativity that I will help to foster and the seeds of love that I will plant into each child.  Each year I express to my parents the need for us to be in constant communication about their child.  I express to them how important it is for their child and our class as a whole that the parents be an intregal part of our classroom community.  My hope is that parents and educators everywhere understand that it takes a village to raise a child.  As early childhood professionals, we are there to care and nurture your child during those hours they spend with us each day.  The better the relationship we have with the families, the better the connection will be between the child and the teacher.

One goal that I would like to set for the early childhood field that is related to diversity, equity, and social justice is to continue to offer resources for professionals to network to continue developing strategies for promtoing diversity and equity.  Continue providing opportunities for advocacy when it comes to the healthy development of all children.  These opportunities are extremely valuable for families and also the professional growth of individuals working with children and their families.

To my colleagues, I want to thank you for the opportunity to learn from and be inspired by your thoughts and experiences.  As we continue our journey of anti-biased work and supporting children and families all over the world, let's remember that equity and equality work hand in hand.  We must become involved and stay involved to ensure that strategies and policies are in place for our most precious gifts...children!

Creating Art: The Meaning of Diversity

>Can Anybody Hear Me? My world is spinning out of control Can you hear me…Can you help? Is there anybody out there… Rejected, Neglected, why not Protected? But there’s hope, everyone will not let me down. There is a better place. A world living in love, peace, and harmony A world where I am not judged by society because of the way I look But a world where my needs are met, my life is valued, and my spirit is free. Can Anybody Hear Me? Throughout this course we have learned that diversity means accepting others for their differences. We should move away from biases and stereotypes that threathened to tear us down as a people. We should be willing to build up each other so that society can prosper and benefit those who live in it. I wrote the poem above from the perspective of a child who needs our voice, our love, and our advocacy as early childhood caregivers to make a difference in his/her life.

SEEING DIVERSITY IN SOCIETY

What children ask, say, or do about any aspect of their own or other's identities and differences are wonderful "teachable moments" of anti-bias education for their parents or the adults with them (Derman-Sparks & Edwards, 2010). *Name a time when you witnessed an adult(or yourself) reprimad or silence a child after he or she pointed out someone they saw as different. This past week I took my neice to McDonalds. Our cashier was a young lady who had a form of Dwarftism. In her appearance she was extremely short and her heart was larger than her body. My neice didn't say anything while we were in McDonalds she just stared at her. When we got to the car she was telling my son about the cashier and she started laughing about her head being bigger than her body. I told her that it was not nice to laugh at other people. I also told her that the young lady was very nice and had good manners which is the most important thing when you are serving others. I explained how we are all different and God did not make everyone to look the same way. *What messages might have been communicated to this child by the adult's response? The message that I wanted her to remember is that just because you are different does not mean that you should be laughed at or teased. The way you carry yourself and respond to others is much more important. We are all different but beautiful in our own way. *What might an anti-biased educator have said to support the child's understanding? I have witnessed children blurt out things about the people around them on many instances. Parents or the adults with them usually shhh them or tell them to be quiet without any explanation. Many times the children will ask or say the same thing again because they want an answer to their question. Anti-biased educators know that these are "teachable moments" where we can correct any stereotypes or biased understandings that children have at that very moment. This will enable them to begin thinking in a "new light" about others who are different. Reference: Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Gender, Gender Identity, and Sexual Orientation

Gender identity develops very early. It includes both gender anatomy and gender role (Derman-Sparks & Edwards, 2010). Our environment teaches us about male and female expectations...meaning how we are supposed to behave. Our experiences will also influence how we understand and display our gender roles. As early childhood educators, we must support children in their development to their fullest potential. Learning environments that are equally gender based put this principle into practice (Derman-Sparks & Edwards, 2010). The approach that I would take when responding to parents and families who have issues with transgenders or homosexual caring or educating/interacting with their child would be one of support for their beliefs/opinons but also one that promotes diversity and equality for all at our facility. I would stress that our staff is hired based on their professional ability to provide an academic and nurturing environment for their child. Also that we are embracing diversity with our staff just as our children are diversed and from unique families. It is important to build strong partnerships with families so their would be an open door policy for parental visitations. I do believe that it is very important to represent all types of families so that children can make a connection with home and school. Literature depicting gay or lesbian individuals such as same-sex partnered families would allow children to perhaps see their own families represented in books. Representation of children's families should also be seen in photographs displayed in the classroom. Reference: Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC

Thank You Team!

To all of the members of the Communicating & Collaborating in the Early Childhood Field Course, I would first like to say thank you for your thought provoking discussions, compliments, and suggestions. This course has truly taught me a lot about effective communication and how to successfully collaborate with others. I wish for all you wonderful success as you continue your journey in the field of Education. Never forget that our most treasured possessions--our children, are counting on us to be the voice that will help them reach their fullest potential!

Team Development

Group dynamics is very important when working together. The Forming and Storming Stages of a group are very important in determining how well the group will function with each other. I have been a member of groups that have worked well together and groups that have not worked well together at all. I have found that when a group is unable to communicate with each other effectively or complete assignments because of behaviors and attitudes of group members, adjourning from these groups is not very hard at all. However, when true bonds of friendship have been formed and the group works harmoniously together to get the goals of the group accomplished, adjourning is a sort of celebration for a job well done. It also allows for future rapport that can continue the building of positive interactions. Reference: O'- Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin's.

CONFLICT RESOLUTIONS

I have learned many skills and strategies this week that may be useful when dealing with conflict. The two that I think will be the most beneficial to me are the Win/Win Approach and showing Appropriate Assertivenss. The Win/Win Approach from the Conflict Resolution Network gives both sides the opportunity to benefit from the conflict because needs are being met for everyone. Opponents quickly become partners and learn to work together. In this form of resolution the problem is attacked and not the people. Appropriate Assertiveness is a conflict resolution skill that I think I need to use more when involved in conflict. I am usually not a very assertive person and I think this fact makes me seem more of a push over. I have learned that a key aspect of solving conflict is to make sure that both sides are clearly represented. References: Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3

Assessing My Styles as a Communicator

I have truly learned a lot about communicating with others since beginning the course Communicating and Collaborating in the Early Childhood Field. I never really thought about the complexity of communicating with others. How often do we just wave to others or talk to them without even thinking about the consequences of our words or actions. Communication helps to establish and build relationships with others. It enables us to make connections with those we love and those whom we have just met. My communication assessments were completed by my husband and a co-worker. They both scored me as a people-oriented person. This did not surprise me because I have always been a very empathetic person who tends to be very trusting of others. I believe that in the field of education you have to be a people-oriented person in order to relate to students and their families. They both said that I am moderate in the area of being respectful when disagreeing with others by not attacking the person, but by disagreeing with the topic or facts being stated. I will work on bringing that down lower to be gentler with those I disagree with. Everyone agreed that I really do not show much anxiety when communicating with others. I think the only time I really feel anxious is when I have to speak to a large group of people in a public place. As I begin advocating for children and families, it is very important to me that I become less anxious as I collaborate with others in the field of early childhood education.

COMMUNICATION AND CULTURAL DIVERSITY

In our world today people from all walks of life learn how to work, play, and live together. We interact and communicate with people of varying cultural and ethnic backgrounds, lifestyles, and abilities (O’Hair & Wiemann, 2009). Communication helps you to establish and maintain relationships with these people on a personal and professional level. In order to communicate effectively and appropriately in our world today, you must possess an understanding and appreciation for people who look differently, think differently, and perceive differently than you do. It is also important to understand the way your own background affects your perceptions (O’Hair & Wiemann, 2009). Successful intercultural communication requires mindfulness, being respectful of others, and maintaining an accurate perception of the situation (O’Hair & Wiemann, 2009). I try to remember this when communicating with my colleagues, my religious organizations, and people I have met socially. I also listen carefully to their responses and watch their nonverbal behaviors. You can tell a lot about what a person is thinking and how they are feeling from their nonverbal behaviors (O’Hair & Wiemann, 2009). I find communication with my family much easier because of the culture and connections that we share. Therefore I have expanded my perspectives, modified schemas, and initiated a third culture with others outside of my race, religious affiliations, and political view to establish relationships that have become like family in order to continue my passion of working with children and families (Beebe, Beebe, & Redmond, 2011). References: Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon. O'- Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin's.

COMMUNICATION IN ACTION

The Cat in the Hat: “Dress Up Day” I chose an animated television show to observe for this assignment. As I began watching the show without the sound I immediately understood why children are drawn to animated television shows. The Cat in the Hat Series features a very lively and colorful cast of characters. You have the Cat in the Hat who is a very big black and white stripped cat with a big red and white stripped top hat. He jumps and flips and flies around while laughing and making all sorts of other things appear and disappear. The children in the show were known as Nick and Sally. Nick and Sally laughed continuously and communicated throughout the program with gestures and nonverbal clues such as eye contact, pointing, jumping, clapping, and hugging. The plot included the children trying to find a costume for Dress up Day and taking an adventure with the Cat in the Hat when Sally needs silk to mend her princess costume. Throughout the program the animals portrayed human like qualities of smiling, frowning, talking, laughing, and helping each other as friends. I believe that because this was an animated children’s show, you could very easy understand what was happening even though there was no sound at first. The animals which included a cat, fish, a silk worm, and a moth all explicitly portrayed nonverbal cues and expressions that enabled me to clearly figure out what was happening. Watching this show reminded me of something my husband and sisters have always said to me. They told me that I have the perfect job of working with children because of my ability to be dramatic and animated. I view that as a compliment because I am able to make children laugh while they are learning! Reference: Ardiel, B. (Writer). Collingwood, T. (Director). (1995-2012). Cat in the Hat [Television Series]. Stroud, H. & Stall, J. (Producer). New York, NY: PBS.

A Great Communicator

To communicate effectively, we need to be thoughtful, be able to use listening skills and symbols as well as have the ability to influence others (O'Hair & Wiemann, 2009). When I think about a competent communicator I think of Steve Harvey. Steve Harvey is a comedian who has his own syndicated radio show that is broadcast all over the world. I believe that he is an effective communicator because he is able to make you laugh as well as give you genuine advice about life. He has a real down to earth personality even though he is rich and famous. Through his radio show he is able to inspire millions with his motivational segment. You may also call in for advice or just to get a laugh. He communicates love and giving through his charitable contributions and mentoring program. His influence is widespread and has a lasting impression. The behaviors that I would like to pattern after Mr. Harvey include the ability to make people smile or laugh. I believe a place of laughter is a happy place. As I work in the field of early childhood education, I would also like to be an excellent listerner and motivator for the children and families that I serve. Reference: O’Hair, D., & Wiemann, M. (2009). Real communication: An introduction. New York: Bedford/St. Martin’s.

PROFESSIONAL HOPES AND GOALS

The course Perspectives on Diversity and Equity have taught me how to better prepare myself for working with children and families. I have learned how important it is to reach each child and family through their culture and how deep connections play a vital role in educating the children. My hope for myself is that I will continue to make a difference in the lives of children and families with a renewing faith that each child and family is unique and deserves to be treated with deep respect. I hope that my voice and my activism on the behalf of children and families advocates for the social justice that we so desperately need in our society today. A goal for the early childhood field is that each institution realizes how vital diversity and equity is in the lives of children. Courses on diversity, equity, and social justice should be offered in the study of early childhood education. School Districts should also have workshops and training on these topics yearly. Finally, I would like to say thank you to my colleagues for your comments and support throughout these eight weeks. Your discussions have provided me with a plethora of knowledge that I can pull from as I continue my professional journey.

Welcoming Families From Around the World

I have recently learned that a family from the country of Oman will be moving into the neighborhood across from our early childhood learning center. They have five children who will be enrolled in several schools in our district. Their youngest daughter Nadia is four and she will attend our child care center. In preparation for their arrival I have shown the students some pictures of the land of Oman. We have also talked about the clothing they wear, games they like to play, and some of the foods that they like to eat. Outside of the classroom I have studied traditions and customs of the land of Oman. I have listened to tapes of the Arabic language and studied the religion of Islam since the Omani culture has its roots firmly in the Islamic Religion. I have also sent the family a welcome letter with a picture of our staff and students. I have learned and taught the students how to say hello and welcome to our school in Arabic. The students and I are very excited about Nadia and her family’s arrival. We hope that they will be excited to learn about the United States just as much as we are to learn about Oman. We have tried to learn some facts about their country and the things that their family likes to do. We hope that this will help to make them feel welcomed and comfortable at our school. References: http://www.omanet.om/english/culture/overview.asp?cat=cult

PERSONAL SIDE OF BIAS, PREJUDICE & OPPRESSION

Several years ago I taught an African American female student who was removed from her home and placed with an aunt when her Mom become incarcerated. I will call her Ann. Ann had transferred to my school the year before as a first grader with about three weeks remaining in the school year. She had to repeat the first grade because of her averages from the previous school and I got her in my class for her second year of first grade. She didn’t always have the best of clothes and sometimes her hair wouldn’t be combed. On the days when this happened I or the nurse would help her with her hair and the nurse would always fix her clothing or give her something else to wear. She was very “street smart” but occasionally had a hard time getting along with the other students. This same year I have had a female Caucasian student who was experiencing her first year in a public school. I will call her Dawn. Dawn, like a few other students in my class, was a little apprehensive about being in a new school with new people. We spent the first few weeks’ role-playing and playing games about friends to help build an atmosphere of community in the classroom. Throughout the year, Ann received counseling and had visits from the Department of Social Services to see how she was getting along and to help her make an adjustment to her new surroundings at home and school. I eventually found out that she had been getting into trouble at home with her Aunt and that she was being treated differently than the other children in the home. Ann became a very angry and confused little girl. Sometimes the students would complain about her bothering them or being mean. We would discuss the problem between the students that were involved and we would work on building friendship strategies during our community meeting each morning as a class. Several times I met with the Ann’s Aunt, along with the guidance counselor, to try and find the best way to help Ann become a positive part of our room. Towards the end of the year, Dawn’s Mother informed me that Ann had made threatening remarks to Dawn several times during the year. I knew that Ann would try and take things away from children on the playground and that she would tell kids that they were not her friends, but I never knew that she had threatened to physically harm a student. Apparently Dawn didn’t tell her Mom until almost the end of the school year. I eventually found out from Ann that she didn’t like it whenever Dawn’s Mother would come and eat lunch with her, whenever she would go on a field trip with her, or whenever she would bring toys for show and tell. When I asked Ann why she acted that way towards Dawn (since other parents did the same thing as Dawn’s Mother as volunteers in my class) she replied to me that she didn’t like Dawn because she was a pretty white girl that had everything. At that moment I knew that I had failed Ann, Dawn, and their families. Somehow I had failed to nurture love between these two students and give each of them what they needed to support their emotional and social development. Ann was a victim of prejudice and the bias opinion that you have to be white in order to be pretty and have financial stability. She was also a victim of oppression because of her situation of being out of her own home, without her own mother, and being placed with family members who treated her differently than the other children in the family, and feeling inadequate in her own skin. Dawn was a victim of prejudice because she was viewed as the enemy just because of her race and her parents’ financial means. Neither one of these students received an equitable year of emotional or social development. When I spoke with Dawn she told me that there were several times when she did not feel safe at school because she didn’t know if Ann would try and hurt her. It took me a long time to forgive myself for not realizing that these two students needed me to provide them with the safeness and security of love that they needed while at school. I thought that what I was already doing in terms of building social skills, character skills, and friendship was enough. I learned from this incident that it is vital to teach, model, and re-teach positive self-awareness to children explicitly! Children must be aware of their individuality and how unique and special they are just the way they are. They do not need to change or look like others in order to be happy and fulfilled. It is also important to respect others who are different than we are. I also learned that children might bring with them preconceived biases/prejudices from their home life that can cause negative behavior and attitudes which can affect their entire view of society.

Practicing Awareness of Microaggressions

As I listened and watched others in my environment this past week, I was able to pick out forms of microaggressions. One of them happened on Wednesday by a member of my family. A group of students from one of the local high schools left campus for lunch to go and get something to eat. This is exam week and students were allowed to leave campus with permission if they did not have an exam. The students include four Caucasians and one African American. When the father of the African American found out that his son left campus without permission he was very livid. One of the comments he made when he was telling family members about it was…”now if they had stolen something while out there, my son would have been involved or could have been left holding the bag”(Personal Communication, 2012). I considered this to be a microaggression of gender and racial forms. It was immediately assumed that since the people involved were a group of young males they would probably be involved in something illegal or would break the law. Also, the father felt that his son would be left holding the bag because he was African American and the others were Caucasian. From his comment the father has provided verbal and behavior indignities based on what he perceives our culture to believe about young men. The thing that was more alarming to me when I heard the story was that many others felt the same way as he did (Laureate Education, 2010). In the article “Test Yourself for Hidden Bias” ( n.d. ), our willingness to examine our own possible biases is an important step in understanding the roots of stereotypes and prejudices in our society. I think we have to be more vigilant about changing how we perceive others in our society based on what has happened in the past. Reference: Laureate Education, Inc. (2010). Microaggressions in everyday life [video]. Perspectives on Diversity and Equity. Baltimore, MD: Walden University. Teaching Tolerance. (n.d.). Test yourself for hidden bias. Retrieved May 25, 2011, from http://www.tolerance.org/activity/test-yourself-hidden-bias.

PERSPECTIVES ON DIVERSITY AND CULTURE

It is always fascinating to learn how people perceive the world around them. The assignment this week included finding out how three people in my network of family, friends, or colleagues feel about diversity and culture in our society. The three people I chose are my husband (age 44), an African American male, a family friend (age 25), a Caucasian female educator, and an acquaintance (age 48), a female teacher’s assistant from Ecuador. Kenneth, my husband, gave the following definition of culture…”culture is your beliefs, your religion, your upbringing and all that your parents has taught you combined with the way that you present yourself in your community. Diversity is the differences between groups of people who live together. Some groups are treated better than other groups…they have power because they join together in certain situations. These groups receive certain privileges that other groups do not because they are thought less of in society “(personal communication, 2012). Amy, my friend, said,”your culture is your way of life. It defines who you are and what you believe in. It is how you relate to others in society. Diversity is making sure that you are aware of the differences between people so that everyone feels valued when living together” (personal communication, 2012). Sylvia, an acquaintance from Ecuador, said, “culture is your family and traditions. It’s the stuff that families do with each other. It is your heritage. America is much different than Ecuador…we do lots of family things together. Your weather is different…we only have two seasons in Ecuador. We have summer and winter. We have much delicious fruit and no humidity. Diversity is difference. Some of the children in this class have a hard time understanding me…I’m trying to learn the language. They do give me lots of hugs…they are so sweet. In Ecuador there is more school work…children work very hard to learn about English too” (personal communication, 2012) Each of the three interviews reinforced what I have learned about culture. Kenneth, Amy, and Sylvia all share the belief that culture portrays a valuable part of a person’s life. It encompasses what you believe in and what you have been taught through your family, your experiences, and your environment. Kenneth and Sylvia both agree that diversity mainly consists of the difference that is reflected in each individual. While I agree with both of them, my perspective is more closely related to Amy’s view that diversity is making sure that you are aware of those differences in order to successfully guide your own thoughts and views. Sylvia looks at diversity on a much larger scale. Many things that guide her perspective on diversity are things that I have never really thought that much about…the difference in the weather and the difference in an everyday occurrence like the amount of homework that children complete. This activity helps to reinforce my belief that culture and diversity are a vital part of every society and it defines who we are as a people.

MY FAMILY CULTURE

If my family and I were told that we had to leave our country and move to a different country that had a totally different culture, this would most certainly be very hard. If we could only take three items that would be even more difficult since there are so many things in our home that represent our culture. However, I'm sure that we would agree that the following things would defintely have to go along with us...our Bible, a small family album, and a USA pendant. The Bible represents our strong faith in Jesus Christ and the Christainity that we practice each day. It is a daily guide that tells us how we should live our lives in order to be healthy and prosperous. The family album is a remainder of the family that has taught us values and what we strive to instill in our own children and grandchildren. It is a collection of memories from two families united as one. The USA pendant that was given to me by one of my students many years ago. It represents the country that we had a chance to live in that provides us with rights and privileges that others may not have because of the country that they live in. It also represents the love that a child feels for someone who has inspired them in life. If we were sent to a different country where the culture was different and once we got there we were told that we could only keep one of the three above items we would be heartbroken to say the least. The one item that we would keep would be our Bible. We have always been taught through our faith that you must be steadfast and hold on to your believe in Christ even when the way seems dark and all others around you fail. The Bible would enable us to continue reading and studying God's word which is the one thing that shall truly never fail. Our family memories we would have to hold in our hearts along with our love for the USA. This assignment really made me think about what is truly important in my life. There were so many things I would want to take with me that remind me of all that I have experienced and been taught. It also made me thing about people who have had to come to America against their will or because their homes have been destroyed.

When I Think of Research...

Research has provided the field of early childhood with valuable theories and ideas about how to work with children and their families. When I think of research I think about the emergence of new information that can be used to help someone's child or children. It could be medical, educational, or social. The fact is that research enables us to make our lives and world better.

From this course I have learned about the different methods of completing research. I never knew that there were so many methods or types of designs out there. I have gained an understanding that research is definitely worthwhile, but we must keep in the front of our minds the steps involved with conducting research in the right way and above all else the ethical side of doing research.

The biggest challenge for me is actually realizing that I can be a participant in different styles of research. The projects and studies that I have participated in while working in school districts is all a part of research studies. The observations, interviews, checklists, and records that I have had to participate in were all part of a study that was used to benefit the education of a child.

The Building Research Competencies Course has enabled us to become active participates in research on our own. It is up to us to go out and put into action the knowledge that we have gained from our reading material, our professor, and each other. Good Luck to all of you as we uncover new possibilities for our children and families.

Research Around the World

I chose to learn more about the Early Childhood Australia website located at www.earlychildhoodaustralia.org. It is very similar to the National Association of Education for Young Children of the United States because it seeks to provide provision for the high-quality services for all young children from birth to eight years of age, along with their families. It supports parents and the roles that they play in the lives of their children. Early Childhood Australia is focusing research on some of the same issues that are facing children in the states...issues of good health, respecting diversity in the education system, bullying, young children and aggression, engaging families, and types of assessment. These were just a few of the research topics that were described in their Research In Practice Series which is a collection of practical and easy to read resources that offer effective new approaches for anyone facing challenges that affect the early childhood field. One of the topics that really caught my attention was the use of portfolios as a way of assessing children in kindergarten. A portfolio is a collection of organized, purposeful information about the individual student that provides insights and an overview of their learning and development over time. What is so great about the portfolio is that the student, as well as teachers and parents, can place things in the portfolio and discuss why it was placed there. From this website I have learned that portfolios provide a valuable way to strengthen the communication between the children, their parents, and the school. Finding ways to create strong partnerships with all those involved in a child's live builds a child's capacity for learning and development.

Reference:

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

RESEARCH THAT BENEFITS CHILDREN AND FAMILIES

As a first grade teacher, I was disheartened at the beginning of each year when I received records for students from kindergarten that included children who were extremely below level, but they were sent to first grade anyway. It was beyond me how the administration expected me to “work a miracle” and get these children ready for 2nd grade when they had not even mastered kindergarten material. That is why the article “Holding Back: Retention Won’t Cure What Ails Students…” caught my attention.

Since the 1970s studies have demonstrated that retention does not have positive effects for most low-achieving students. Recent students have indicated that grade retention does not improve students’ chances for educational success down the road. In fact, research shows that retention is often harmful to academic development. Sometimes retention is suggested for nonacademic reasons…the student may not be mature enough or lacks social skills. Also children who are retained may not do better academically later in life. A study of 1, 539 Chicago school children who graduated from public kindergartens in 1986 indicate that children who are retained do not improve their academic performance as compared to other students their age or the other students in their grade. It was found that over time the students fall further and further behind. Grade retention also has the unintended consequence of contributing to the dropout rate.
Present research shows that retaining students greatly increased the likelihood of their dropping out of school. When comparing students with similar academic profiles in the early grades, it was found that 30 percent of those in the sample who were retained had dropped out of school by age 17. Only 21 percent of students who were not retained had dropped out by the same age. However, promoting low achieving students is not the answer either. School districts and administrators have to come up with creative ways of providing a long lasting quality education for its students. An example of a successful alternative strategy is the Chicago public schools’ Child Parent Center and Expansion Program. This program is over 30 years old and is a comprehensive intervention program for students in preschool to third grade. It emphasizes basic skills, parent involvement, and small class sizes. The good thing is that students who participate in this program are less likely to be candidates for retention.

In the experiences that I have witnessed, most of the parents have never truly agreed with retention and viewed it as a negative alternative. A few have just gone along with it because of not knowing what else to do. This article provides a positive outcome to an otherwise sad situation. No parent wants to hear that their child is behind and is not making adequate progress. However, if they have positive alternatives like summer tutoring or enrichment programs instead of retention for the next year, they may be more apt to listen to what the school has to say.

Reference:

Reynolds, A., Temple, J. & McCoy A. (October, 1997). Holding back: Retention won’t cure what ails students : North sports final edition. Chicago Tribune. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.proquest.com.ezp.waldenulibrary.org/docview/418337227?accountid=14872.

MY RESEARCH JOURNEY

Our course text(Mac Naughton, Rolfe, & Siraj-Blatchford, 2010) states that when you are choosing a research project you first need to choose a topic that interests you personally. Immediately I knew that I wanted to learn more about educating children with special needs/learning difficulties while incorporating music/poetry and parental connections. My last three years of teaching have left me perplexed about how our high functioning autistic children are being educated in the public school system. I also want to learn more about the different types of learning disabilities as well because I always had students who did not qualify for any type of special education services but could not function day to day in a regular education classroom. Americans have always put their faith in the power of education to enrich the lives of children and make our nation stronger. One of the biggest challenges facing education today is providing the best, most effective education possible for children and youth with special needs or learning problems. For many years pull-out programs have been the approach to serving these children. In many instances these programs have failed to meet their educational, and social needs (Will, 1986). This week I have found many articles and websites that support the idea of inclusion teaching methods. What I have found out through my own personal experience is that inclusion works only if all parties involved...teachers, administrators, parents, and students know what is expected daily and what the ending goals are.

References:

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

Will, M.C., (February, 1986). Educating children with learning problems:a shared responsibility. Exceptional Children. Retrieved from http://eden.rutgers.edu/-nork/SNS/Educating%20Children%20with%20learning%20problems.pdf.

Collaborative Learning Community

Reviewing the Children’s Defense Fund and the United Nations Educational Scientific and Cultural Organization (UNESCO) Websites have shown me that children all around the world are being affected by the plight of low achievement, poverty, homelessness, and illiteracy. I am also now aware of the multitude of people who are working together to help our children. I have learned about the resources that are being offered in other countries and their connections to the United States. Making connections between countries allows for collaboration of ideas and resources. It also allows for diversity of learning among its participants. UNESCO promotes a holistic view of lifelong learning that includes early childhood, primary, secondary, and higher education for all of those involved. Through the Children’s Defense Fund I am made aware of national conferences and workshops that are being offered to bring awareness to the problems facing children and families today. This organization has a wealth of materials that can be utilized to reach children of all ages. It also provides an additional resource for me to view current issues and trends affecting children around the world.

As we continue with our journey in early childhood education through Walden, one of our goals should be to continue to try and make connections internationally with early childhood professionals. This will give us a broader sense of the diversity among children and demographics. This will also allow us the opportunity to develop relationships with other professionals in order to discover creative teaching styles and methods.

References:
Children’s Defense Fund. (2012). Retrieved from http://www.childrensdefense.org.
UNESCO. (2012). “Early Childhood Care and Education”. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/.

International Contacts: Part 3

I have still not received any other response from my international contact since the second week of class, therefore I visited the UNESCO website. The United Nations Educational, Scientific & Cultural Organization(UNESCO) seeks to build peace by ending poverty, sustaining development, and making intercultural contact through education, the sciences, culture, communication, and information. Through these sectors of society they are able to reach children in the early childhood, primary, and secondary fields of education. One of may professional goals is to establish connections with other early childhood advocates around the world in order to learn more about the plight of children. Through my connections I want to be able to provide mission relief efforts through my church. I am hoping this website will be able to help me full fill this goal. Their approach encompasses the entire well being of children....health, nutrition, security, and learning. Another goal I have is to one day open my own child care center. Studying information from National Organizations such as UNESCO enables me to see the big picture of how children are treated in other countries...not just in the US. It also enables countries to collaborate and work together to provide for the healthy development of children in the world. I enjoyed being able to learn how the sectors of natural, social services, and cultural all affect our children. Being able to utilize information from a variety of resources enables me to be a more effective early childhood advocate.

Reference:

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

SHARING WEB RESOURCES

The Website I have been researching is the Childrens Defense Fund: www.childrensdefense.org

I have found their policy priorities section to be very informative. I found their Achievement Gap Symposium this year to be extremely interesting. "A Strong Start":Positioning Young Black Boys for Educational Success was devoted to the issues facing African American boys in their early years. My husband and I are raising two teenage boys, my son and my nephew. We give them support academically, emotionally, and spiritually as well as financially. However, we still worry about their future in a society where African American men are not valued. During the Symposium, several speakers talked about the disparities facing young African American males which includes underachievement compared to their peers, growing up in single parent families, mothers working multiple jobs to provide enough food, and depression. Oscar Barbarin of Tulane University said that families must be invested in each other. He discussed his 3x's of parenting...expose, expand, and explain. Parents must expose their children to positive influences, expand on the knowledge they gain, and explain or provide interpretations for questions that they may have. Families, especially those of African American boys, must connect with their children by providing access to literature, expose them to positive male role models, connect with the schools where the children attend, and promote spirituality.
Society must change the way we think of African American males. Resources must be provided to promote their academic and socio-emotional needs. If we improve things for them, then we will improve things for everybody.

The Childrens Defense Website also provides a link to Youtube videos. These videos consist of people and students who have overcome obstacles to become leaders in their communities. They have each made a short video about their lives and the people who have helped them to be where they are today.

The Early Childhood Education and Care section discusses how the investments that have been made to early childhood education are still not enough to sufficiently support the thousands of children across the country who are still waiting to participate in quality early childhood programs. Additional funds released for the 2012 fiscal year have protected and expanded a number of early childhood programs and services. Among those programs is the Head Start program which received an increase of $424 million dollars. The challenge that we now face in this election year is that we must remember that our children do not get a vote. It is up to the families and educators to make the needs of children our priority and choose politicians who will provide for their education and well being.

Reference:

www.childrendefense.org

International contacts-part 2

Since I have not heard any other response from my international contact, I reviewed the Global Children's Initiative of The Center on the Developing Child of Harvard University's website.


The Center on the Developing Child of Harvard University has launched The Global Children’s Initiative as the center of its global child health and development program. The Initiative focuses on three domains of healthy development for children: The Early Childhood Development, Child Mental Health, and Children and Crisis. The three insights that I have gained include their willingness to work abroad in Brazil and Chile to bring healthy development to the children and families there, the role that mental health and natural disasters play in the development of children, and the support that has been given to early childhood development through the work of global influences of scientific research and global policymakers.

Through the Global Children’s Initiative, the center is working in collaboration with Brazilian policy makers to provide stronger policies and larger investments into the early care and development for children and their families. This will inevitably provide a stronger, more prosperous and sustainable society in the future. Un Buen Comienzo (UBC), which means “A Good Start”, is a collaborative project in Chile, which strives to improve early childhood education through the professional development of teachers. The idea here is to improve the attendance, language development, and social-emotional development of children ages four to six years of age. Family involvement is a crucial component of this project, which helps to aid in the healthy development of children. In the mental health field, there is an immediate need to identify problems and services between the countries that are related to the research, education and public awareness of children’s mental health issues and its effect on society as a whole. Projects in this area will assess services in China, Rwanda, and the Caribbean nations of Barbados, the Republic of Trinidad and Tobago.

The Center on the Developing Child of Harvard University believes that the healthy and successful development of children in early childhood will help to foster a prosperous, responsible, and productive society. The use of scientific research to enhance the well-being of children through policy and practice is crucial in providing a society that puts its children and families as first.

The InBrief video entitled “The Foundations of Lifelong Health” found on this website gave value information from medical doctors and professors about the necessary contributions to enforce lifelong healthy development in early in the life of children. Lifelong healthy development is formed by a combination of educational achievement and economic productivity from having good physical and mental health. Lifelong health is also influenced by the interaction of genes and experiences of children, and by stable relationships, safe/supportive environments, appropriate nutrition, and the policies that may provide for public health care.


Reference:

Harvard University. (2012). Global Children’s Initiative. Center on the Developing Child. Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/

Web Resources

One of the major topics from the Children’s Defense Fund website and January newsletter that caught my attention is the debate about Full Day Kindergarten. Since I have taught first grade for over 8 years, I have seen first hand what happens when children enter the first grade not ready academically, socially, or emotionally because they either did not go to kindergarten or they attended one that was not of high quality.
Many states do not even require full day kindergarten. I see this as a major concern since
so many children are entering grade school not ready. As educators, families, and lawmakers continue to advocate for children’s rights this is one area that deserves immediate attention.


In December, the House of Representatives and Senate negotiators agreed on a spending bill for the fiscal year of 2012 which helps to fund federal government money through September. For Early childhood advocates, children and families this funding will give additional money for childhood programs and services. In additional slots for Head Start and Early Head Start were maintained. In this election year it is vital that we continue to speak up for the rights of children and focus our attention on the candidates who will place children as a priority in their campaigns. Ending poverty is a number one concern when more than 1 out of 5 children are poor. Minorities lead this crisis. Every year our nation loses half a trillion dollars in lost productivity, poor health and increased crime. Health care also needs to be a priority for families, especially women and children.

I have enjoyed learning about the outreach programs that the Children’s Defense Fund sponsors for children and youth. Their Freedom Schools, Cradle to Prison Pipeline, and Youth Development and Leadership programs enables children to continue serving in their community once they have become stable and capable of helping others. Internships are also available in the CDF’s national and state offices. This is a very experience for the intern and also a valuable resource for CDF because many of theses interns have gone up to become leaders nationally and internationally and help to change the lives of many children.


References:

Children’s Defense Fund. (2012). Retrieved from http://www.childrensdefense.org.

INTERNATIONAL CONTACTS

Poverty is defined as a lack of money or material possessions. I believe the word poverty goes much deeper than that. When we think of the well being of children, we must think about the "whole child"...is the child receiving social and emotional stability as well as getting their basic needs of food, clothes, and shelter. For a child to not receive the social and emotional support from a nurturing source for their healthy development to me is living in poverty just as well as if they lacked money or material possessions. The organization known as Whole Child International works in existing children's institutions to improve the quality of care and help that prevents children from having a desolate future. Meghan Lopez is the country director of the Nicaragua Whole Child International organization. Their goal is to ensure that all people who care for young children understand their need for attachment, know that they can effectively provide it in their existing settings, and that they are able and empowered to make it happen. Most recently in Nicaragua the organization has made improvements to the environments in one of its centers by adding play area spaces and sandboxes. Environments are very crucial because they can either serve to support an nurturing attachment between caregiver and child or make one more difficult. The children from infant age to 13 years of age have really enjoyed the investigating the sandbox that has been placed in one of the centers. What is more exciting is the fact that the caregivers at the centers have gotten into the sandbox with the children and have been able to build on their relationships with the children through strong and loving bonds. Secure attachments are at the core of a child's emotional health and well being. I look forward to continuing my conversation with Ms. Lopez and learning more about Whole Child International.

Reference:

Whole Child International. (2011). Retrieved from http://www.wholechild.org/home.html.

SHARING WEB RESOURCES

Children's Defense Fund
http://www.childrensdefense.org/index-1.html

Every 33 seconds in America a baby is born into poverty.
Every 18 minutes a baby dies before his 1st birthday.
Every 6 hours a child is killed by abuse or neglect.

Do these statistics alarm you? When I first saw them, I had to read them again to make sure that I read them correctly. As a member of a United Methodist Church, one of the ministries that I work with is the United Methodist Women Organization. Each year as a part of our campaign for children we participate in Children's Sabbath which is celebrated in October. This is how I became aware of the Children's Defense Fund. Through this organization my church orders material to distribute to our congregation about the plight of children around the world. Using that material we develop our mission project for the next year. This year we are working on a mission project for the children and families in Haiti.

The Children's Defense Fund (CDF) is a non-profit child advocacy organization that begin in 1973 under the leadership of Ms. Marian Wright Edelman, a Civil Rights Leader. Its purpose is to ensure that children are taken out of poverty; protected from abuse and neglect; and ensured access to healh care and quality education with a moral and spiritual foundation. They are supported by foundation and coporate grants and individual donations. Ms. Marian Wright Edelman believes that we need to have a child movement because children SHOULD BE our number one priority in the world today. She believes that children should be empowered with good health and a high quality education. They need to feel confident and loved. They are our leaders of tomorrow.

Two of the many programs/campaigns that the CDF sponsors include the CDF Freedom Schools program and the Cradle to Prison Pipeline campaign. The Freedom Schools program focuses on providing summer and after school enrichment programs for literature to get children excited about reading while building their self esteem. The Cradle to Prison Pipeline campaign is designed to reduce the number of detention and incarceration of teens by increasing preventive supports and services to children in need. These programs caught my attention because I am a firm believer in being proactive. We must put measures into place that gives children positive consequences/alternatives before something happens. The Children's Defense Fund also adovocates full day kindergarten, home visiting with early childhood families, as well as impoving the quality rating of early childhood facilities.

Reference:

Children's Defense Fund. (2011). Retrieved from http://www.childrensdefense.org

ESTABLISHING PROFESSIONAL CONTACTS/EXPANDING RESOURCES

Establishing a relationship with other professionals around the world in the field of education is a great way to increase my awareness of the issues and trends in early childhood education. However, this task is easier said then done. I used the Global Alliance of NAEYC website to try and connect with professionals in Europe and Canada through my email. I did not receive a response from anyone. Since I am an active member of the United Methodist Women organization in my church and this is a world wide organization, I decided to try and use some of the UMW contacts to locate professionals who work with children. I did receive a response from Nicaragua. A missionary there has offered to try and make contact with colleagues who have expertise or work in the education field for me.

I have also registered with the National Children's Defense Fund to receive their newsletter and updates about this organization. Through my relgious affiliation, each year I have received information about celebrating Children's Sabbath in October from the Children's Defense Fund. This information is used in our local Sunday School at New Francis Brown United Methodist Church. I felt that selecting this organization would give me a chance to learn more about how they help children all over the world and how I can help children in my local community.