Hopes and Goals

One hope that I have when I think about working with children from diverse backgrounds is that we work closer with families to truly determine how their families culture and traditions can be represented in the classroom.  Rather than stock our classrooms with things and approaches that we determine represent their diversity that we take all of our cues from the family.

One goal I would like to set is that I as an early childhood professional can create more opportunities for families to get involved in the classroom.  Parents are a child's first teacher, however so many of the families that we work with don't believe this to be true.  I want to work to empower them to feel like a strong and able voice at the table.


Dear Colleagues,

Thank you for a wonderful 8 weeks.  This has been a challenging and at times exhausting course.  As we near this special Holiday may each of you be blessed and full of Joy.  I am wishing you well in your future studies and hope to bump in to you in future course work.

Sincerely,

Heather Merrill

Being responsive to culture in the classroom

The country of origin I chose is Kazakhstan, previously part of the Soviet Republic and situated in Central Asia and Eastern Europe.  Still and communist country and working on a balanced foreign policy.

5 ways that I will be culturally responsive to the family:

*  I will research information about the culture of their origin
*  I will work to bridge the gap between home and school, through my homevisit
*  I will use my gathered information to adapt my teaching style
*  I will bring things representing the families culture in to the classroom ie. pictures, dramatic play items, food, books, etc.
*  I will ask parents to share stories and traditions with the class

My goal is to create a learning environment that brings all of the children's cultures in to the classroom.  By researching information about a families culture I can become more sensitive and mindful.  I intend for each of my students to bring their home culture to school with them, offering feelings of safety and comfort.  The connection between parents and teachers is vital and can enhance a child's learning.

Prejudice

When I first returned to the United States, after 4 years of living in Monterrey, Mexico, I entered in to a conversation with an older man.  He inquired as to why I had been living in Mexico and as we began to talk I knew that it might possibly end badly.  He felt he had found an outlet to voice his disgust for the hispanic families living in the United States.  He spoke openly about other nationalities working and living in the U.S. as he felt a level of pride that entitled him to live here but no one of differing cultures.  He felt that if they were unable to speak english they did not belong.  I openly shared my opininions of embracing others and showing each individual respect.  If our world functioned under the same feelings and opinions that this man did, no one of differing languages and traditions would be welcome in this country.  His feelings of ownership wouldn't allow any equity amongst the differing groups.  I was truly enraged by this conversation and recognized how far we have to go, as a country, to reach equality and equity.  Laws, employers, educators and society at large would have to change to allow for equity for immigrants.  We need to embrace and celebrate difference in order to gain compassion.

Micro aggression

Just this week I had an exchange with a stranger, who approached me, to ask me about my 4 year old daughter.  She is adopted and biracial.  She mentioned how cute she was and asked if she was mine.  I said yes and she said, "adopted"?  After replying that she was indeed adopted the woman made a statement that was intended to praise my "good deed" of adopting as well as to discriminate against the african american race.  Her comments illuded that my daughter would be better off with me, because "they" can't seem to take care of their kids.  Unknown to this woman, who intended to sing my praise, I value my daughters heritage.  I celebrate who she is and recognize that without her biological parents she wouldn't be here.  Unfotunate circumstance and poor choices can happen to anyone and categorizing it by race was very dimeening. 

With each exchange similar to the above mentioned I feel more and more irritated.  My faith in God helps create my view of others.  In God's eyes we are all created for a purpose and He doesn't see us as a certain color or status. 

Culture and DIversity

Culture-
1.  The richness of a people group.  The deep rooted places and traditions of a place.
2.  A group of people's way of seeing and interpreting the world.
3.  The ethnicity of social groups.


Diversity-
1.  Differences between people..  What seperates people from one another.
2.  Having different types of people making up a larger group.
3.  Different qualities in people.


There are some similarities in what we have studied and the above given definitions.  There is deep roots in culture, far past food, music or race.  We too have found that a people group's culture affects how they see and interpret the world.

One thing not mentioned is social identities.  How culture and diversity are represented in a persons identity, unique to them.  Culture and diversity is created by the many groups that make up our social identities.

As I looked at the definitions I was given I realized that there is a surface understanding found in each definition.  As we continue to better understand our own social identities we will move past the surface understanding of other's culture and diversity.  This is a great opportunity for us to become fully aware of our own surroundings and how each of us interact with the world.

My Family Culture

If I was evacuated to another country I would take:

1.  Bible...this represents my faith and the core of my beliefs
2.  Photo album representing the history of my life thus far
3.  Some U.S. credential that represents my identity.

Trying to communicate the meaning behind my items I would first attempt with verbal language and gestures.  My emotions and actions could carry some of the feelings and meanings behind the items. 

If made to choose only one item I would, without doubt, keep my Bible.  It is the source of strength and faith that I would need at a time such as that.

Blending cultures can require us to adapt in a way that forces us to leave behind important parts of our lives.  This exercise encourages me to work harder to show value to each family's culture and differences.  Working to include their culture can support their attempts to maintain their own heritage, beliefs and traditions.

Thank You

Thank you colleagues for challenging me and keeping me encouraged when this course took its many many turns..  Mrs Walker thank you for helping each of us to finish strong!!

My New Perspective on Research:

*  I have found through my own research identified topic that it is really important to narrow down your question.  To remain focused on a specific question when deducing down the topic to the subtopic(s)
*  When looking at variables and quantitative vs. qualitative research I have come to understand that there are many ways to conduct resarch.  It is important to determine what is the most approprate approach to looking at the chosen question.

*  Looking at these steps helps me remain on task:

“How research is to be designed and undertaken depends on the specific focus of the investigation”, (Mac Naughton, Rolfe & Sirj-Blatchford, 2001).

1.      Identify the topic

2.      Refine the general topic

3.      Create the hypothesis

4.      Choose an experimental design

5.      Select Participants

 

 

*  I have felt overwhelmed when lookig at the opportuntiies I have in research.  There are so many options in approach and outcomes that choosing just the right model can be difficult. 

Important Research text:

Experimental design-  Research conducted where a chosen independent variable directly affect the dependent variable.  (other variables do not play in to the outcome).  Known as a “true experiment”.  (Lepuschitz, 2011)

Quantitative research is research that considers all variables within an area or chosen topic.  Variables affect one another, therefore causing a change.

 Through out these eight weeks I have ad the pleasure to learn from my colleagues and I thhank youf for that.

 “Quantitative research consists primarily of investigating relationships between variables”, (Lepuschitz, 2011

Early Childhood Australia

Current Issues:
 Media Release – Children deserve bipartisan support for quality early education and care

“We need to see bipartisan support for improving the quality of early childhood education and care for the sake of the 1.5 million Australian children in these services,” said ECA chief executive Samantha Page.
“The main consideration in the development of these reforms was that quality standards at servicer were not at the level they should have been. These reforms will ultimately see great improvements in this area.
“Every child deserves access to quality early education and care services. These reforms will ensure a nationally consistent standard for services that will provide benefits for children and peace of mind for parents.”

Concern for quality appears universal.  Equity is a necessity for full reform.

New Idea:  Research in Practice Series

This amazing resource is available to anyone working in the field.  It acts as the best practice series available to specialists to childcare providers.

The Research in Practice Series is a practical, easy-to-read resource, offering effective new approaches for those challenging issues which arise in the care and education of young children. Early Childhood Australia's Research in Practice Series is an essential resource for those involved in the early childhood field. The books are idea-rich and to-the-point. The Research in Practice Series focuses on the practical, 'hands-on' aspects of early childhood – making them ideally suited to early childhood workers.However, the wide range of topics covered throughout the series offers something to anyone interested in children's early years. Other News:  Early Years Workforce Strategy THis appears to be a universal approach.  Just as the U.S. focuses on early childhood services as a means for a future stronger economy, so does Australia. The Strategy is an important document which sets out for the first time how all governments will support the early childhood education and care workforce to gain the skills they need to continue to provide Australian children with the best start to life. It reflects a commitment by governments to address the immediate priorities for the early childhood education and care workforce, while at the same time working towards a broader long-term strategy with a focus on supporting more integrated ways of working across the early childhood development sector. The Strategy supports the workforce for all early childhood education and care services including long day care, family day care, in home care, occasional care and preschools whether stand alone or operating within schools.

Preschool and Grade Retention/Graduation Rates

Recently released results of a longitudanal study conducted by Highscope Educational Research Foundation on behalf of the Michigan Department of Ed.  The study was intended to target control groups of children who attended the State Funded preschool, known as GSRP, as well as a group of children who were not a part of a preschool experience.  The research time period was 1995-2011 and the target research was Grade Retention and Graduation.  Below there is a summary of the findings. 
As a result of these findings the state department has received an increase in funding, allowing more children to have a State Funded preschool experience.  Talks continue and the department anticipates continued growth in funding.  School Readiness is a focus of the previous and current administration and research drives how funding is allocated.

 
Summary of Great Start Readiness Program Evaluation Findings 1995-2011


 Kindergarten teachers consistently rated GSRP graduates as more advanced in imagination and creativity, demonstrating initiative, retaining learning, completing assignments and as having good attendance (Florian, et al., 1997).

 Second grade teachers rated GSRP graduates higher on being
ready to learn, able to retain learning, maintaining good attendance and having an interest in school (Xiang & Schweinhart, 2002).

 A
higher percentage of 4th grade GSRP graduates passed the MEAP compared to non-GSRP students (Xiang & Schweinhart, 2002).

 GSRP boys
took more 7th grade math courses than non-GSRP boys (Malofeeva et al., 2007).

 GSRP
children of color took more 8th grade math courses (Malofeeva et al., 2007).

 Significantly
fewer GSRP participants were retained in grade than non-GSRP students between 2nd and 12th grades (36.5% versus 49.2% in 12th grade) (HighScope, 2011).

 Significantly
fewer GSRP children of color were retained for two or more grades than their non-GSRP counterparts by the 12th grade (14.3% versus 28.1% in 12th grade) (HighScope, 2011).

 More GSRP students
graduated on time from high school than non-GSRP participants (58.3% versus 43.0%) (HighScope, 2011).

 More
GSRP children of color graduated on time from high school than non-GSRP participants (59.7% vs. 36.5%) (HighScope, 2011).

The findings provide evidence of both the short- and long-term impact of GSRP attendance on student outcomes

http://bridgemi.com/wp-content/uploads/2012/06/GSRP-evaluation-may-21-12.pdf

How Advocacy Creates Equity In Wages Across The Early Childhood Field

Advocating for equity in wages and quality will both educate our legislators to consider policy change as well as create an informed public. 
"Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development, (NAEYC, n.d.)".  Having access to this research allows us, as professionals, the confindence to advocate for change.

The lack of equity in wages doesn't create a professionalism nor a true understanding of the importance of the work.  Advocating for wages to match the work will assist with the quality.
Creating quality within a field that is underfunded and underpaid can be difficult. 

I'm truly enjoying the research of my topic choice.  Do you have any additional insights or opinions that can assist me in my search?


NAEYC; n.d. Early Years Are Learning Years.  A Call for Excellence In Early Childhood Education.  Retrieved on September 15, 2012 from http://www.naeyc.org/policy/excellence.

INTERNAIONAL ISSUES

I have had the opportunity to follow a blog and here area  few of the postings:

Early childhood education: an international development issue

by Ian Whitman
Head of the Programme for Co-operation with Non Member Economies, OECD Directorate for Education

Quality, quality, quality – that’s what matters most. This was the overwhelming cry at the international conference I  attended in Beijing this week on early childhood development, “Child Leads, Equity Counts”. Feng Xiaoxia, the Former President of the Chinese National Society of Early Childhood Education went as far as to say that without quality (in early childhood education and care), access doesn’t much matter.

Evidence bears the importance of quality out, as we find in Investing in high-quality early childhood education and care (ECEC):

Early childhood education and care (ECEC) has become a policy priority in many countries. A growing body of research recognises that ECEC brings a wide range of benefits, including social and economic benefits; better child well-being and learning outcomes; more equitable outcomes and reduction of poverty; increased intergenerational social mobility; higher female labour market participation and gender equality; increased fertility rates; and better social and economic development for society at large.
These positive benefits are directly related to the “quality” of ECEC. Steered by the OECD Network on ECEC, the project “Encouraging Quality in Early Childhood Education and Care” investigates what defines quality, which policies can promote and enhance quality, and how such policies can be effectively put in place. This project draws on the publications Starting Strong I and Starting Strong II .


OECD Network on Early Childhood Education and Care The Network upholds the mandate of the Education Policy Committee to assist countries to develop effective and efficient policies for education and learning to meet individual, social, cultural and economic objectives. The Network meets bi-annually, and the theme of each meeting is determined according to the policy priorities of Network members.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care (OECD, 2012)
This new publication focuses on quality issues: it aims to define quality and outlines five policy levers that can enhance it in ECEC. In addition, it provides busy policy makers with practical tools such as research briefs, international comparisons, country examples, self-reflection sheets, etc., in order to successfully implement these policy levers.
Starting Strong III: A Quality Toolbox for ECEC – online version
The online version of the Quality Toolbox presents the five policy levers found to enhance quality in ECEC and contains several components not found in the publication, including a web page that compiles a sample of approaches used by governments to improve ECEC within their country. Links to websites, reports, frameworks, guides, training videos, brochures, etc. have been categorised by the five levers of the toolbox.

3 Consequences in learning about international early childhood education and care:

*  I discovered that the same issues whether in service or policy are the same (above links provide examples of this)

*  I discovered that quality is the single most discussed topic in the world

*  There is a global understanding about early childhood brain development and the future of our communities and economy
(http://www.who.int/social_determinants/resources/ecd.pdf)

GOALS:

1.  To create a framework or system for early childhood programs

2.  To bring professionalism to the field and work together to create a strong voice for our field

"A surprisingly large number of countries are engaging in implementing or finalizing ‘frameworks’ for early child

development. This trend to organize early services into a coherent national policy is encouraging, (Neugebaur & Goodeve, 2009)"

Resource: 

http://www.childcareexchange.com/library/5018734.pdf


 

New Insights

Education for sustainable development – preserving linguistic and cultural diversity

Preserving language is a part of valuing culture and diversity.  "Among the 6,000 languages ​​and dialects of the world, 50 percent of them are threatened" (UNESCO, 2012).
Language is part of a culture and represents how or why we live like we do.  The loss of a language changes generations of people and can often effect the environment.

An example:

CARE is an international humanitarian organization fighting for all children everywhere to have access to quality education to gain confidence and skills they will need throughout their lives. In Peru, a large percentage of the population speaks Quechua or Aymara as their mother tongue, yet the teaching is still done in Spanish. Primary school children face difficulties to learn how to read and communicate, and those who manage to finish primary school does not generally have acquired basic Spanish skills in reading, writing texts, and mathematical reasoning.

Quality

©UNESCO/Niamh Burke

Early childhood care and education programmes should emphasise the child’s holistic development and extend beyond assisting the child’s transition to formal schooling. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness.

There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction. Where appropriate curricula exist, there can be problems with implementation with the emphasis remaining on early primary education and preparation for formal schooling due to pressure from parents and the fact that it is easier for teachers than child-centred learning.

SUSTAINABILITY

The question "education for what?" is increasingly coming to the forefront, focusing on the quality and relevance of education, on its content and pedagogical methods, notably in the perspective of sustainable development. The United Nations Decade of Education for Sustainable Development (2005-2014) led by UNESCO aims, among others, to transform the how and why of learning by encouraging countries to reorient their education systems. A holistic understanding of sustainable development has been developed around three key areas: society, environment and economy; with culture as an underlying dimension

Learning programs and environments must better promote theunderstanding of oneself, of others, and of the world around us.

"Development and economic prosperity depend on the ability of countries to educate all members of their societies and offer them lifelong learning. An innovative society prepares its people not only to embrace and adapt to change but also to manage and influence it. Education enriches cultures, creates mutual understanding and underpins peaceful societies. UNESCO is guided by upholding education as a human right and as an essential element for the full development of human potential." UNESCO Medium Term Strategy 2008-2013 (Para. 32)

Using Pre-K to Advance Education Reform

HIGHLIGHT: Increasingly, pre-kindergarten—which provides a publicly funded, standards-based education for three and four year olds—is recognized as an entry point for public education because of its proven effectiveness in closing achievement gaps and improving school performance



Many states are only now beginning to create strong connections among pre-k, Councils, and education reform. Cultivating such connections makes sense. Within the birth-to-five continuum, pre-k—as an organized, educational program tied to explicit learning standards and teacher qualifications—has a distinct connection to schools and public education systems. Therefore, even though Councils are multi-stakeholder groups with representatives from across the early childhood spectrum, they are well positioned to influence their states’ school improvement activities by strengthening linkages between pre-k programs and education reform agendas.


This idea of pre-k as an educational entry point is proven over and over again by creating highly academic Kindergarten standards.  As kindergarten moves away from early childhood developmental approaches there becomes a new and necessary entry point.  An entry point with play at the center and discovery a necessary.

http://www.pewstates.org/uploadedFiles/PCS_Assets/2011/ECAC_brief_FINAL.pdf



Opportunities for Using Pre-K to Strengthen and Advance State Education Reform Efforts

On a broad policy level, Councils can provide a forum for informing state public education leaders about the array of early learning programs that can undergird reform efforts.

Councils should connect early learning with elementary schools, taking into account children’s learning experiences prior to pre-k, as well as in kindergarten and the primary grades
Connections between early learning and public education can vary from one community to another, and Councils can help communities find the linkages that work best for them.

POLICY REFORM IS KEY:
The ability to position pre-k as a starting point for public education depends on the maturity and effectiveness of a state’s program. States with a well established and successful pre-k should think about how changes in education policy connect to early learning, with pre-k serving not only as an important element of reform but also as a key connection point between kindergarten and programs serving younger children. States with less mature programs may want to focus on how expanding and evaluating the long-term impact of pre-k could support reform efforts.

Early Childhood Care and Education: Worldwide

Challenges and Progresses
Volume 11 / 2009

(rev 11/2009)

ISSN 1523-1615
Available at http://www.tc.edu/cice

"The consensus seems to be that early exposure to learning experiences

in a stimulating environment will lead children to perform better in primary schools. In time

these individuals become more productive, healthier citizens in democratic society. Researchers

have determined that the long-term effect of early learning and education can be observed in all

children with varying abilities, including those with or at risk of developmental delay (CICE, 2009)".

This movement in education has been almost universal.

Many developed countries have begunto turn their attention to “very early” education of children from birth to

pre-primary ages.

"Focused development of early childhood education programs is now in demand. The general

disposition is that the age-scope of early childhood education should be extended from preschool

and pre-primary ages to all young children from birth (Gallagher, Clifford, & Maxwell, 2004)."

While the concern for early childhood development is universal each geographic location may have varying concerns and barriers.  Often these barriers create inequity and possibly a lack of quality.

Many nations mentioned in the article have high poverty rates and experience a lack of funding to have proper and adequate materials and quality staff.  Some classrooms are only partially furnished, often only having some of the text books.  This creates an inequity in service and doesn't place all children on the same level for learning.  Struggles exist for all nations, to address policy change.  While the research is there to support the importance of early development it is crucial that policies are in place to help create a strong system that uses standards as a guide to curriculum and assessments of quality.

Center on the Developing Child: Harvard University

As part of its Global Children’s Initiative, the Center is launching Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, this project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil

NEW FINDINGS

NEW FINDINGS

The overview is just a taste of what evidence based research that they offer early childhood professionals:

OVERVIEW:

The Pew Center on the States completed its 10-year campaign to advance high-quality, voluntary pre-kindergarten for all three- and four-year-olds in 2011. Through its successes, Pre-K Now changed the national conversation about pre-k education, and in its final report, challenged the nation’s policy makers to transform public education by moving away from the current K-12 system to pre-K-12.

The article(s) Transforming Public Education  (Pre-k Now challenges our nation's policymakers to transform public education by moving from a K-12 to an evidence-based Pre-K-12 system) offers great information about the importance of good policy surrounding Pre-K.

Unbeknownst to me, “the 2007 Head Start Act reauthoriza­tion required creation of State Advisory Councils (Councils) to facilitate development of improved and comprehensive policies for a birth-to-five early childhood system, including state-funded pre-k.2 Yet many states are only now beginning to create strong connections among pre-k, Councils, and education reform, (Goffin, Regenstein, 2011)”.  The state of Michigan, my home state, started their approach to this mandate in 2006 and I’m thankful to be a part of it.

One of my favorite things about this website is that you can check updates based on State.

I was unaware of the Pew Children’s Dental Campaign which promotes cost-effective policies to expand access to dental care and ensure that more children receive the basic care they need to grow, learn, and lead healthy lives.

India & Poverty

With an estimated 1.03 billion citizens in 2001, India's population is second only to China's. With 260.2 million people living in poverty as of 1999-2000

Over the last five decades India has made systematic efforts to alleviate poverty through measures to increase economic growth

An estimated 400 million of the population are between 0-18 years.  Life for many of India's children is very hard. Almost half of all children (about 62 million) under the age of five are malnourished and 34 percent of new-borns are significantly underweight.  Important achievements have been made in health and education.  But India still accounts for 20 per cent of the world's out-of-school children. It has the largest numbers of working children in the world, with nearly a third of children below 16 years working

India's anti poverty programmes are mainly run by the central government.
There are three main types -
1) rural employment creation and infrastructure development programmes
2) self-employment
3) food subsidy programs.
 All three have been subject to reform in recent years to ensure better targeting and coverage


(Information provided by Childhood Poverty Research and Policy Centre)

PEW Center

I have received the PEW Center quarterly magazine for the last 2 years, it continues to be a source of inovation when it comes to the private and public sector funding, early childhood programs and their link to economic development. 

http://www.pewstates.org/projects/pre-k-now-328067

Sending Email…

Overview

The Pew Center on the States completed its 10-year campaign to advance high-quality, voluntary pre-kindergarten for all three- and four-year-olds in 2011. Through its successes, Pre-K Now changed the national conversation about pre-k education, and in its final report, challenged the nation’s policy makers to transform public education by moving away from the current K-12 system to pre-K-12.



Visit the Pew Home Visiting and Children's Dental Campaigns and the Families and Health issue sections of this website to learn more about critical programs for young children.

Current Information:

Early Childhood Contacts and Resources

I have sent personal emails to both the Global Alliance, South America and UNICEF, Mexico to establish early childhood contacts.  I have asked for a mentor or named contact to provide information and resource support over the next 8 weeks.  Thus far noone has responded to the requests.  My hope is to hear something over the next few days, before determining another route.

I chose the PEW Center as the organization to study.  I have been receiving materials from the PEW center over this last year, related to early childhood programs and building our economy.  I wanted to spend some to looking at other resources they offered.  What I found was, research based and supported projects that address the needs of families and children.  The PEW center's mission, "People expect government to work. At the Pew Center on the States, we develop policy solutions that make government more effective and deliver results for states and the public good."

While developing policy doesn't exactly get the average early childhood educator excited it is exactly what needs to happen to bring the validity and focus to our work.  Policy that is in favor of universal access to early childhood services, for all families, will move us forward.  The Pew center creates project based focus on research that not only supports families, but our communities.  They have centered on areas that show great return, such as homevisiting and dental initiatives.  They have worked to educate the business community on their role in turning the economy through a future, educated work force.  They have taken the work of individual State policy and programs and highlighted them, showing their benefit, in hopes to have others adopt similar ideas and plans. 

My Supports

My supports consist of my husband, my children, my parents, my girlfriends, my coworkers, my children's teachers, the bussing system.....
My husband not only is my partner in parenting, but my best friend.  He provides the emotional support that I need to be a wife, a mom to 5 kids, a daughter, sister, daughter-in-law, a full time employee and a student.  He makes life fun, funny and full of perspective.  He helps to care for our family, our children, our physical property, and my emotional needs.  cate my children, p
My children help me enjoy the life i've been given.  They are a piece of me and live along side me.  They continue our legacy and we are privelidged to be a part of a life that keeps moving. 
My parents continue to support me and my family.  They provide the help that I need to be the person(s) that I am.  Not only would it be difficult to physically 'do it' without them, it would be less satisfying.  They are a great part of my kid's lives.  They provide emotional support to my children and offer their wisdom to a younger generation. 
My girlfriends, there's nothing like girlfriends.... They offer a female perspective, listen to my concerns and support my parenting.  When I want a pep-talk I call a friend, life wouldn't be nearly as exciting without them.  My friends give me a sense of belonging, a sense of unity and of sisterhood.
Coworkers help to support my work, encourage me, and create a larger vision for my work. 
Teachers and bussing systems educate my children and provide access to greater things.  Without these supports my daily routine would look different.  Educators provide new perspective, instruction, and opportunities.  Bussing allows my family the freedom to participate in other activities.
Considering the importance of relationships and connections is necessary,  you realize the truth behind the statement, "it takes a community to raise a childe".

My Connections to Play

"There's nothing like a day in the backyard to make a really nasty bathtub ring"

Author: Dee Ann Stewart from "What Spock Forgot"

"Grandparents and grandchildren are God's gift to each other."

Author: Unknown

 

 

 

 

 

I spent many hours, days, weeks, months, and years on my bike.  Trips to the corner store, down to neighbors and just riding up and down the big hill.  It didn't matter the color of the bike nor the brand.

 

 

When I wasn't on my bike I was working on our 'fort', made of scrap wood, decorated with homemade curtains and stump benches.  It was a place that we imagined as our second home.  So much creativity went in to that one-of-a-kind space that the memories are stored forever.

 

*  My play was supported by my parents, both encouraging me to 'be outside' and the neighbors who knocked on my door each day.

*  My parents set simple guidelines that encouraged my creativity in play.  They didn't come up with my plans, they didn't monitor every move I made, nor did they fill all of my time with extra curricular activities. 

*  Living in a community where all of the families seemed to grasp the same concept that my own parents did, one that allowed children to be children.  To be dirty, out after dark, and building something meant it was a good day in the neighborhood.

 

 

 

Play today looks so much different, the culture has changed.  Is it better or worse?  I'm not sure that it's that simple.  Lets look at some realities: more parents work(both), technology has skyrocketed, organized activities have increased, etc.  Just these few named differences can account for our disconnected and hectic lives.  Free time seems to be reduced at all turns, whether school or home.  In our schools, specials as they are called, are the first to go.  There seemed to be a time when 'specials' where a part of the bigger picture.  Now we need to have a  movement, such as, the fight against obesity to teach physical activity. 

 

Some of my fondest memories are the many hours that I spent in the woods behind my house, on the farm at my grandmas, and at the neighbors field with a mit in my hand.  All of these moments created, by Heather......

The best way to keep children home is to make the home atmosphere pleasant -- and let the air out of the tires.

This quote offers humor and truth.  Since my children were young I have worked to create a home that is both safe and fun.  First and foremost a home should offer a safe, physical environment and a place where a child can be themself.  Second a home should offer a fun atmosphere, a place where kids want to hang out and bring their friends.  I would prefer know the continous where-abouts of my children......

THANK YOU my fellow colleagues for a great 8 weeks.  I learned so much from each of you and really appreciate the time that you spent offering great insights and resources.

Assessing Young Children

Testing young children may be cruel, has not worked out well in the past, often provides unreliable scores and therefore invalid inferences about the abilities of children are made too often. Potentially more valid information, at least as reliable as the tests themselves, and unlikely to elicit anxiety on the part of teachers or students can be obtained from professional educators much quicker and for drastically less money. The funds saved, of course, in any sane world would be used to help the children that teachers identify as needing help......... Valerie Strauss

Considering any form of standardized testing for young children offers nothing more than stress on the children and their educators.  Developmentally inappropriate instructional practices, requirements of long periods of seatwork, high levels of stress, worksheets, placed many children at risk by setting standards for attention span, social maturity, and academic productivity that could not be met by many normal 5-year-olds.  Going from the early childhood world in to the Kindergarten classroom can set children up for failure.  With many early childhood programs assessing social emotional health, family dynamics and culture we have a more holistic view of the child.  Arriving at the kindergarten door you need to leave all of those external pieces behind and begin core standards and standardized testing. 

In West Germany, education is the responsibility of the states, rather than the national government. Standardized tests are not used on a population-wide basis, and the use of standardized tests is largely restricted to counseling centers and similar specialists in the schools. Neither achievement nor intelligence tests are often used in the schools. The Netherlands created a national curriculum development center in 1975 and has created national examinations, although they are not yet widely used. Achievement tests are used by teachers only, and intelligence test use is similar to that in West Germany. In Sweden, national standardized tests based on objective techniques are used above the primary levels. In summary, it was generally found that teachers do not use standardized tests of their own accord, mostly because tests are not tailor-made for what the teachers have been teaching. (Education Resource Information Center)

Readiness testing also raises serious  concerns. We assess all children the same and don't consider the influences of each child's past opportunity to learn, many poor and minority children tagged as unready and are identified as behavioral concerns.  Changing a curriculum that doesn't meet their needs is never considered.  Many of those same children haven't had a preschool experience and parental support and are given the same support as other children, when something more is needed. 

Living in Poverty in Mexico

Poverty, something I’ve never experienced, but have had the opportunity to spend time in the midst of.  When working with orphaned and abandoned children in Mexico there seem to be this reoccurring theme.  Many of the children who found themselves living in an orphanage were there due to the family’s lack of ability to provide.  One sweet girl, Angelica, arrived when she was five years old.  Then meeting her for the first time at age 11, she described herself as a girl with dreams and desires.  Her smile was like any other child’s smile, but her story very different than many others.  At age four her mom left her and her brother with their father.  For more than a year her father tried to provide and care for the children.  His conflict was one that many in poverty face, how to provide and care for the family.  He worked 6 days a week, 12 hour shifts.  The government of Mexico provides no supplemental support system to assist families who find themselves in great need.  This father found himself forced to choose.  Out of love for his children he took them to a nearby orphanage, where he knew that shelter and food would be acquired. 

The stressors of leaving your home, living with 100 other children in a slightly institutional setting would alter her developmental formation greatly. 

The government has yet to make a shift in policy in order to better support families in need.  Many churches and United States non profit organizations continue to focus on the needs of orphaned children and those living in extreme poverty.  Provisions made by these various groups include; clothing, educational materials, faith based materials, summer camps, food supplemental, financial donations and most importantly time.

Studies of children adopted from overseas orphanages revealed developmental delays in 50% to 90% at initial evaluation, with a significant proportion showing delays in multiple areas (commonly, language and motor skills). Children who lived in orphanages longer, and who had medical problems, exhibited a greater degree of delay.  (2012 Valley Health System)

Resource

Valley Health System, New Jersey. The Impact of Early Orphanage Live on Developmentation (2012) http://www.valleyhealth.com/Adoption.aspx?id=178

 Studies of children adopted from overseas orphanages revealed developmental delays in 50% to 90% at initial evaluation, with a significant proportion showing delays in multiple areas (commonly, language and motor skills). Children who lived in orphanages longer, and

Healthy Water Crisis

Water, something that we access without a second thought.  A nice warm shower, a cup of coffee, cooked pasta and formula for a baby.  These are just a few things that require water, clean water.  I turn on my tap and out it pours; hot, warm, cold, fast, slow.....without considering that 884 million people access unsafe drinking water sources yearly.  Inadequate amounts of water and unsafe drinking water kills and sickens thousands of children every day.  It is reported that 1.6 million children, under the age of 5,  die from diarrhoel diseases caused by contaminated water each year. 
There seems to be a universal understanding that clean water is a human right.  While partnerships throughout the world, some including UNICEF, Clean Water Action, Clean Water State Revolving Fund, ministry groups, private organizations, etc., work together to improve water supplies and sanitary conditions, the death toll of 4000 children, daily, continues. 
Proposed article 31 pushes forward the fight to include a 31st article in the Universal Declaration of Human Rights, which states that the access of clean water is a human right.  This call to the United Nations is to make a revision to the originally established declaration, formed in 1948. 
Additional information and research reveals the increase in secondary illness' due to dirty water, which causes a reduction in school attendance and academic growth.  "Without access to water, education is almost impossible.   Dirty water leads to a cycle of disease, missed school days, and high drop-out rates - especially for girls", states The Water Project.  Communities that find a shortage of clean water experience great obstacles to helping oneself. They can't grow food, or go to school or work.  The overall community continues in a cycle of poverty. 
While it is hard for me to imagine the depths of despair that these communities, families and children experience I would like to consider how it relates to the children I work with.  I am always considering new opportunities to introduce healthy habits to my children.  I recognize that in many homes today children are not as active as they once were, they don't have access to fruits and vegetables and they may be surrounded by additionally harmful environments.  Good information and early teaching of healthy habits is an attempt to reduce illness and disease and to increase productivity.  Our physical health plays a role in our mental health and overall functioning, I believe it is my job to expose my children to the most preventative and holistic approaches, in order to create a healthy lifestyle.
Below you will find links to additional information regarding access to clean water and sanitation:
http://thewaterproject.org/schools/

http://thewaterproject.org/poverty.asp

http://www.unicef.org/wash/index_wes_related.html

http://article31.org/

http://www.unicefusa.org/work/water/

My Birth Expierence vs. A Birth Experience in Mexico

I had my first daughter in 1999, she was a planned pregnancy.  I had been married for 5 years prior to her birth and was surrounded by a supporting husband and extended family.  My pregnancy was a dream, no morning sickness, a weight gain of 29 pounds and lots of energy.  I worked up until 1 week before she was born and enjoyed each day of my pregnancy.  My husband and I took birthing classes and had determined that I would not opt for pain medications. We attended every prenatal appointment together and shared great joy during our ultra sound.  We carried a type of insurance that covered the entire prenatal care and birth at 100%.   I had been a long distance runner and felt that I had mastered the art of breathing and could apply it to the labor.  The due date came and went and I was eventually induced 7 days later.  I met the doctor at the hospital at 7:00 a.m. on Friday, July 14, 1999.  They decided to start an induction by vaginal placement rather than I.V., allowing my body to adjust over time.  I walked the halls most of that day.  They broke my water at 5:15 p.m. and she was born at 6:00 p.m.  After my water was broke I went in to full labor, fast and furious.  The nursing staff and doctor provided wonderful care and my husband stood by my side every moment.  Somewhere around 5:45 I decided it was crazy that I hadn't taken any pain medication, but it was too late to rectify the situation.  Born on that day was a beautiful 7lb 11.5 oz, 21.5 inch long baby girl, Jenna Evelyn.  It was the most beautiful experience.
In contrast to my birthing story I would like share a quote from an article, The Plight of Mexico's Indigenous Women, by Samuel Loewenberg.  He states, " Medically, the problem begins with a lack of prenatal visits, and then peaks catastrophically with the difficulty in accessing surgical care when complications occur during birth and in the days and weeks afterwards.

But the real culprits are poverty, insufficient education, poor transportation infrastructure, and a lack of medical staff. Overall, Mexico has made substantial progress in cutting its rate of maternal death. As a study in The Lancet recently noted, nationally maternal mortality has declined from 124 deaths per 100 000 livebirths in 1980, to 52 deaths per 100 000 by 2008. But the national numbers mask glaring inequalities, which continue to divide Mexico along lines of class, ethnicity, and geography."  Considering all that I have made available to me and my family it is most concerning the experiences that others, particularly the poor living in 2nd and 3rd world countries, have or don't have.  I had the priveledge of living a rural part of Mexico for 4 years,  while many of the rural areas have access to high quality health care facilities it is still only the wealthy that have access.  Universal healthcare is available to all, however the facilities that provide the care are often sub-par and/or dangerous.  Many of the families that I worked with during that time frame opted for minimal care during pregnancy due to transportation issues or lack of availability of care.  Many of the public health care centers provide care on a first come first serve basis, making a check up a 6-8 hour experience.  Culturally this has become a way of life for them, their experiences are part of a norm, however as a non resident of Mexico I realized the severe differences in care made available to U.S. residents.

Thank you fellow learners

I want to thank you all for the impact that you have had on my learning experience.  I feel very blessed to have spent these 8 weeks with you, this is a pivotel time for me, determining to go back to school was hard and each of you had a hand in making it a little bit easier....May your futures be greatly blessed!

Important Early Childhood Ideals

* We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child’s
culture, language, ethnicity, and family structure. NAEYC. (2005, April).   (There is great importance in offering children a social and emotional setting that encourages age appropraite development.  It is crucial that we take a holistic approach and consider the WHOLE child, to include their outside environment--Heather)

* We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children’s learning and development.  NAEYC. (2005, April). (Using assessment tools that are proven to be age appropriate and that require anecdotal noting can provide a developmental continuum needed to track growth and to allow teachers to adjust lesson planning accordingly--Heather)

* We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives. The Division for Early Childhood. (2000, August). (There is great importance in integration at a young age, early childhood professionals need to understand the possiblity of collaborative programs and braided funding in order to serve all young children in the least restrictive settings--Heather)