Hopes and Goals

In thinking about my hopes for working with diverse families, I hope that first and foremost, every student and their family feel accepted and loved when they walk through the doors of my classroom.  I have realized that this takes a great deal of work, but it is worthwhile.  All children need to be recognized in my class, and the dominant culture does not need to be the only culture expressed and represented.  I am working on this in my own class, and this course has helped me learn how I can use self-reflection to aid me in this. Another key component in this is education.  Sometimes educating families and myself on issues of diversity is needed.

  A goal I have is for those in the field to “keep on keeping on” as sometimes the passion diminishes.  Teachers need time for self-reflection to see how their contributions are aiding in the quest for anti-bias education.  Burnout often occurs, and I think that self-reflection would aid in the rekindling of passion.  To help with this goal, I think there needs to be more support from other colleagues, to know that you are not in this alone.  Having collaborative groups that meet to discuss issues, topics, and solutions, in a safe environment, could also assist in this.

I want to thank each of you for aiding my understanding of diversity in this course.  I have grown personally and professionally because of your contributions.  Thanks for your questions that caused me to think.  Tammy, thank you for navigating us through this course, and for your wealth of resources you shared.  This has been an awesome class and I look forward to more with you all!   Best wishes!

Welcome, Friends!

I learned today that I would be getting a new student from the country of Pakistan.  I have heard of this country on the news, but my knowledge of the country is limited.  To better inform myself about this country, I first did research to aid me in my understanding of the country. I learned that Urdu is the official language of Pakistan, the religion of the country is primarily Muslim, agriculture is of importance, and textiles are important exports, and additionally, television is government controlled (CIA, n.d.).   I also learned that because of the Muslim religion, pork is prohibited in the diet; in family structures, women typically stay at home, while the men work (Countries and Their Culture, 2012). 

The next thing I would do would be to write a letter to the family in the native language of Urdu.  I will type the letter in English and use www.freetranslation.com to aid me in the translation.  Communication with the family will continue in the native language weekly.  I will also include the English version as well in case there are translation difficulties.

Next I will inspect every center and ensure that the Pakistani culture is represented.  I will try to get baby dolls that look similar, books that have pictures that reflect these individuals, dress up clothing, and pictures posted in the classroom.

The cafeteria will be informed of no pork in the diet.  We will offer meal substitutes and allow the student meal alternatives.

I will also ask the family about holidays and observances.  We will learn about these in the classroom and discuss them at length.

The family will be asked to share food samples from Pakistan, and come in to discuss their culture with the students if they feel comfortable doing so.

The student will also be asked to bring something, should they choose, from Pakistan that can be left in the classroom as a source of comfort for the student.

If I know ahead of time that the student will begin my class on a given date, I can discuss some of the cultural differences ahead of time.

In doing these things, I hope that the family will feel welcomed and not ostracized.  I also hope that the family can feel that we are a team, and that I am interested in their student, just as I am interested in all the others.  I also feel that in doing the research, I can deal with any biases ahead of time, and that if my information is incorrect, the family can help me learn the correct information.

References

Central Intelligence Agency. (n.d.). The world fact book: Pakistan.  Retrieved December 16, 2012 from https://www.cia.gov/library/publications/the-world-factbook/geos/pk.html

Countries and their cultures.  (2012).  Pakistan.  Retrieved December 16, 2012 from http://www.everyculture.com/No-Sa/Pakistan.html

Personally Speaking

As I have shared with you all, my family was on the poorer side of the economic spectrum growing up. When I was in college, my Dad got a really good paying job, and Mom was working at a local retail store, so their financial status began looking up. I remember an incident that happened when I was in college, though, where there was bias exhibited.  My Dad worked in a machine shop and wore old clothes.  Even when they were clean, he would sometimes choose to wear those to go out shopping.  So, one afternoon when I was home for Christmas break, he said, “Let’s go to the jewelry store and get your Mom’s Christmas present.”  He wanted to get her some diamond earrings, and he was dressed in his “comfortable” clothes. 

When we walked into the local jewelry store, we were not immediately sought out by the salespeople.  In fact, we had to ask for help.  When Dad told the lady what he wanted, she said, “Well, honey, have you thought about cubic zirconia?”  My Dad was a littler patient than I was, but I said, “Um, ma’am, he said DIAMONDS.”  She then led him to a case that had tiny little diamond chips in it.  I was SO mad, that I wanted to leave, but my Dad really wanted some for my Mom, so he continued the sale.  He told the saleslady that he wanted something a little bigger.  Again, she led him to a sale counter that was less than what Dad wanted.  He finally found what he was looking for, and when he paid in CASH I thought the lady’s eyes were going to pop out of her head.

I learned that people sometimes act in ignorance.  Stereotypes are often hard to overcome and affect interactions with others.  As an ECE professional, I try to look past outward appearances.  I have learned that this does not equal economic status.  In these tough times, someone could be dressed to the nines, clad in the best that money has, and be struggling financially.  On the flip side, someone may look less than perfect, and be well off.

I remember the anger and frustration I felt with this experience.  I remember sharing this with EVERYONE and I still do not like going into this place of business.  If everyone was treated equally, this would not have happened.

Awareness of Microaggressions

This week, I heard a five year old girl, while playing, discuss the size of toy trucks.  She stated, “The smaller trucks are for the girls, and the bigger ones are for the boys.”  She was told that the size of the trucks have nothing to do with gender.  When she was asked why she said this, she replied that boys are stronger than girls; therefore they get the bigger trucks.  The message conveyed here was that boys are stronger than girls.

I am from the south, and have a Southern twang.  I was once a bit ashamed of this, but now I draw my words out with pride!  I was once told, “You talk funny!  Are you sure you have a college degree? Weren’t you taught how to speak correctly?”  The implication was that I was dumb because I was Southern and spoke differently, even though it was proper English, just a little slower than others!  This made me feel ashamed, and for a while, I tried to make my spoken language in public appear less than Southern, which was uncomfortable and unnatural.  Now, I am proud of this, and I feel that I can express myself freely.

Thinking about these microaggressions made me reflect on how these often unintended messages have lasting impacts.  I also have learned that it is important to empower children, families, and ourselves with the ability to combat microaggressions.  Education is a tool for this, as well as direct confrontation when microaggressions occur.

Definitions of Culture and Diversity

I asked several people their definition of culture and diversity, and only received four replies.

Here are the replies I received.

“Culture is a set of attitudes, rules of behavior and beliefs held commonly within a society. Diversity is the extent to which things differ.”

“Culture is defined as developing or improving the mind by education or training.  Diversity is accepting others for their differences.”

 “Culture has two meanings.  The first is refined, steeped in proper etiquette and good manners...as in "Scarlett O'Hara (Gone with the Wind) was a very cultured southern woman.
The second definition is the area and family in which you were raised that taught you a particular set of values...as in "He was raised in a good Catholic family and was taught to go to Mass every week and to be respectful of his elders."  Diversity was defined as, “Usually used in the context of a population that is different from one another...as in, "The town I grew up in had a lower, middle-class group of working-class, blue-collar kind of people as well as an upper-middle class group of professional people. Also, diversity can be thought as a wide-ranging group of ideas...as in "During our brainstorming session, we came up with a diverse amount of ideas for solving the problem." (*Suggested looking up definition in dictionary)

The last person looked up the definition in a dictionary and did not give their personal definition of culture and diversity.  It was interesting to compare and contrast the dictionary definition to the other definitions that were given.  I am not sure if this is from Webster’s or another online dictionary, but it reads, “Culture is the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations b : the customary beliefs, social forms, and material traits of a racial, religious, or social group ; also: the characteristic features of everyday existence (as diversions or a way of life; shared by people in a place or time ‹popular ~› ‹southern ~› c : the set of shared attitudes, values, goals, and practices that characterizes an institution or organization ‹a corporate ~ focused on the bottom line› d : the set of values, conventions, or social practices associated with a particular field, activity, or societal characteristic. 

I found it interesting that one person defined culture and diversity with a dictionary, and another suggested I research this myself in a dictionary, and these were the two oldest people I asked.  I found it interesting that the definitions were very broad and some included identities that some may associate with (i.e. religious affiliation, geographical location, and social class).  I did see an expression of the dominant culture, when working class was referenced.   

I think a working definition of surface culture is represented, not deep culture.  If you used these definitions to get to know someone, this would be surface level, and not really know about traditions, values, expressions of emotions, relationships, etc. 

Prior to this class, I would have defined culture and diversity in a very broad sense as well.  I think having such a broad definition of culture often limits us as we work with children, because we only apply surface level thinking, and do not go deep into the student’s culture.  I have decided to make every effort to go deep into the culture, not just scratch the surface.

Items of Importance

If I received word that I would be evacuating from my country, I would first choose my Bible.  I would explain that this is where I draw my strength from, and that I need it to help instruct my daughter in the Christian faith, as well as help feed myself spiritually.  I also have family events chronicled in the front of the Bible, and this could serve as a reminder of important family events (births, deaths, mission trips, spiritual decisions). 

The next item I would take would be a quilt that my Grandmother made me that I have now passed down to my daughter.  It has seen a lot of my life, and holds many precious memories!  My grandmother was a very important woman in my life, and I still feel her influence.  Taking a quilt made by her would help me feel secure with all the changes that might take place in a new country.

The third item I would take would be family photos.  My husband and I both enjoy telling family history to our daughter, and this is a great way to share that history.  I would also like to take wedding photos and other photos of importance.

Wow!  What a difficult question in regards to what one item I would take with me.  After careful consideration, I would have to say that I would keep my Bible.  This is where I go for a source of comfort and words that I want my daughter to know and aid her in her spiritual growth.  I also can read guidance about being a mother and wife in the pages of God’s word.

I realized in doing this that most of my culture is closely tied to non-materialistic items.  I would not choose money over memories.  I also reflected on the importance of family in my life, and how our culture is meaningful to us.  

Reflections

Coming into this course, I was pretty much a novice at research.  I had never really studied this much beyond science class where hypotheses were tested as part of a lab course.  Taking this class has opened my eyes to the world of research.  I imagined research to be carried out by people in white lab coats, and while some may do this, this course helped me see that research is possible for everyone.  As I soaked up the knowledge in EDUC 6163, I began to see that research can be carried out by everyday professionals.

Most of the terms to me were new, so I had to really grapple for understanding at times.  However, I believe that I am much more prepared to conduct research, but really I am much more prepared to READ research.  Through this course I learned the importance and technique of conducting a literature review.  I guess I really gained a greater understanding of the research process.  I had no idea that quantitative and qualitative research existed (using those terms to define) and the mixed methods approach was new to me as well. 

I learned that there are many steps involved in a research project. I never realized the number of hours that a single project could take.  I also learned that above all, ethics must be maintained in all facets of the research. 

One of the biggest challenges for me was understanding the difference between dependent and independent variables.  I had to read and reread the examples, and read some other examples as well.  I think I have a better understanding of these terms.  Since most of this information was new to me, I really had to keep an open mind and seek to find the answers to my questions.  I think that the charts we completed really aided my understanding.

I will no longer see researchers as those mad scientists wearing lab coats.  I now see that research is an extensive process that individuals can accomplish and participate in. 

A big thank you goes out to all of you, as you have aided my understanding in this class!  Your thoughts and insights have been extremely valuable.  Thank you, Dr. Walker for seeing us through the end of the course!

International Website

For this blog assignment, I visited the Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) website.  This website gave general information regarding early childhood programs in Sub-Sahara Africa.  The goal is to create strong leadership in the Early Childhood Education (ECE) field by aiding those in the field with support. 

I found that a vast amount of research has been conducted.  On the ECDVUSSA website, there is a link to publications.  I found that research topics from several African countries are listed.  I saw topics ranging from the role of fathers in ECE in Nigeria, to the importance and ways of strengthening the role of grandparents as parents in Uganda. 

In looking at the topics that have been researched, I see that the concerns of children in other areas of the world are similar to those of other countries.  It seems that a desire to aid families in empowering through education is alive.  I also found in skimming a couple of the research articles that there was a sense that researchers were not trying to implement new practices, but strengthen existing ones, but at the same time tried to provide education to empower. 

Option Two

For this assignment, I chose option two.

To imagine no restrictions for a research project gave me a chance to really think about my passions in the field.  If I could research any topic, I would want to research family involvement in Appalachia and the benefits of being involved in children’s educative process.  I would design pilot programs that families could learn skills for helping their children succeed.  I know that research shows the positive benefits of family involvement.  However, being from Appalachia, I would be interested in researching how a program with family education, a family academy, if you will, positively affects graduation rates and college/vocational school attendance.  I think that families often do not know the resources available to them and beginning at an early age would help them not feel so boxed in, if you will, and know early on the options that can be given to them.  In doing this research, families would be empowered to help their children, know available resources, and serve as an encouragement to their children.  In doing this, I would hope to see that graduation rates and college attendance would increase.

Research Simulation Topic

For some reason, for as long as I can remember, I have always had a difficult time narrowing my focus of topics.  As I read the text this week, I knew my topic was too broad, and it needed narrowed!  I knew I wanted to focus on the positive effects of play. Therefore, after much consideration, I have decided to narrow the focus of my topic, and thus, I want to research the role of play in aiding socio-emotional development in Pre-School aged children.  I feel very passionate about this topic, and I feel that learning more about play in relation to socio-emotional development will aid me as I advocate.  Just this week, I had a meeting with my supervisor and principal, both of whom are in defense of play, and are open to learning more about the positives of it (my supervisor was adamant about making sure we are getting in the substantial portion of the day in relation to play).  Researching this will also give me resources to give to families and others who may question why we have play for substantial portion of the day.  

 In the coming days, I know that I will need to decide if I plan to use an inductive or deductive method for gathering information.  Do any of you have any suggestions regarding this?  I know from your posts last week that some of you have research experience.  Any tips would be appreciated!

Also, do you have any research articles or information that you would be willing to share about play?  I look forward to hearing from you!

Thanks!

 

In conclusion...

To say that my horizons were broadened in this course would be an understatement!  As we have explored the issues that ECE educators face on a daily basis worldwide, I have certainly come away feeling that there is much work to be accomplished in our field!

From the podcasts, I have learned that even among terrible situations, there are those who are courageous to provide education for children.  Individuals such as Meridas Eka Yora and Maysoun Chehab have worked hard to educate children in the midst of destruction and war.  Personally, as I reflect on the contribution by these individuals, I ask myself, “What is my excuse?”  I am not faced by tragedy, destruction, or natural disaster.  I feel that I need to go above status quo, and make the effort to get to know the personal battles that my children may be facing.  Even though we have not been affected in my district by events such as these, each child probably has their own personal war, and I feel that I need to strive to provide them with the best education they can get, and give them the tools to cope with these battles.

I have never been much of a statistics person, as I am not a very good analytical thinker.  However, as we have visited websites in this course, and reviewed statistics about children in poverty, I must admit that I have been moved by the numbers.  In visiting the Global Fund for Children’s website, I was amazed at the number of children worldwide who are working (around 215 million).  Some of the jobs are harsh, and to say the least, children are being robbed of their childhood.  In America, I know that there are labor laws that protect children, but I also feel that I need to protect childhood for my students.  I have decided that one way I can do this is to advocate for the power of play in ECE.

I have always felt that I am no stranger to poverty.  As we have examined poverty worldwide, and the devastating effects, I must say that I am reminded how blessed I am.  I have often felt convicted as I read the information on websites regarding the ways children grow up.  I have always had a passion for abolishing poverty, and as I visited two countries in years ago, I was moved to do something for poverty worldwide.  The farther removed from those visits to China and Haiti that I am, the easier it became to get back in my comfort zone.  I’ve never forgotten what it was like in the two countries, but at home in my comfort zone, in my air conditioning with a well stocked pantry, I must admit that my passion had waned.  However, in visiting sites like UNESCO, and seeing what is being done for children in poverty, I have been moved to once again become involved.  I do not have a clear direction yet, but I cannot just sit back.    

As I have read postings from each of you, I have grown.  I want to thank you for all your contributions and comments, as they have helped me see the global impact ECE is making.  Also, I wish you the best on your journey, and maybe our paths will cross again!

:)  Kristi

UNESCO

I have become a stronger advocate of early childhood education.  I always knew that this was an empowering force in the lives of children, and I must admit that I sometimes only looked at this country, and thought about the lives of children here.  While this is important, I know that it is of equal importance to look at the children of the world.

In visiting the UNESCO website, I was interested in the section that dealt with poverty reduction (http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/poverty-reduction/).  By 2015, there are goals that hope to be met that are targeted at reducing poverty and reducing death rates for mothers and children.  In reading information about this, I followed a link to the United Nations, and one of the links led to me the status of this.  If projected trends continue, many of the countries that need assistance will not meet these goals by 2015 (http://www.un.org/millenniumgoals/pdf/2012_Progress_E.pdf).  There is much work to do.  I think that advocating for those in poverty gives a voice to the voiceless.  I was surprised to discover that there is a plan in place for helping worldwide poverty.

Further, UNESCO offers Technical and Vocation Education Training (TVET) for groups of people by teaching job skills and learning skills.  A database that gives information about countries and the work of TVET is available.  Out of curiosity, I looked at this, which can be found at http://www.unevoc.unesco.org/worldtvetdatabase.php .  I looked at some of the information about the countries and found it refreshing that there are things being done to grow the workforce and abolish poverty.

Last, I was moved by the push for “Education for All,” as I view education as a tool of empowerment.  At the World Education Forum, 164 countries decided to make advances toward reaching this goal.  Six goals are to be met by 2015.  Education is so important that everyone deserves this, I feel!

For the podcast, I listened to Barbara Jones.  She is the founder of Pine Grove School in Falmouth, Maine.  As a student in college, she felt that alternative education means were for her.  She traveled to California, first, and began learning the Montessori approach.    She was there for two years and decided to complete the Montessori training.  In Falmouth, she decided that she would begin a program in an old building, a former schoolhouse, and began the wait for the building to be sold.  She opened the program in 1984, and has been working for 25 years in her program.  I was inspired by her apparent passion.  You could hear her beaming as she discussed her work!  I think also that I was inspired by her tenacity-to try to reach your dreams wherever they may lead you!

Sharing Web Resources

As I explored the global Fund for Children website further, I decided to look at the “Get Involved” tab.  Being an avid reader, I was interested in the “Bookstore” section.  I further clicked and read about resources, and discovered several links.  I visited one in particular that gave an annotated bibliography for children’s books that celebrate crafts from other parts of the world, all with the motive of teaching children about being a global citizen.  There are other books that discuss religious diversity and environmental concerns, as well as a listing of periodicals.  The website link is https://www.globalfundforchildren.org/store/resources/

While further exploring this portion of the website, there was a section that was titled “Online Resources.”  I looked at this section extensively, as there were several links.  Topics included The Best of the Best Online, Activism and Service Learning, Games and Kid Friendly Websites, Global Citizenship and Stewardship, and Tolerance, Anti-Bias, and Diversity Education.  I decided to look in depth at the Global Citizenship and Stewardship section.  I particularly enjoyed the Oxfam Education link.  This highlights four children from around the world and children can compare and contrast their life to that of other children.  (http://www.oxfam.org.uk/education/resources/your_world_my_world/?2)

I visited the GFC’s blog for a recent entry.  I found an interesting entry about how sports are bringing equity to children in Tanzania.  For children living in extreme poverty, with below standard schools, a group called Future Stars Academy seeks to teach children how to become model citizens and try to inspire them to rise above poverty.  Children in poverty are not the only ones served.  Affluent children participate as well.  Participating in sports has been an equalizer for them. In short, this group inspires children to dream!  By participating in sports, children have not reaped only physical benefits, but they also learn life skills and are more likely to stay  in school, as they have a “No school, no play” policy. (https://www.globalfundforchildren.org/empowering-youth-through-sports/)

The Global Fund for Children seeks to create equity in education, by sponsoring grass root organizations that equalize opportunities for children.  Some organizations provide schooling for girls rather than them becoming a slave or on the streets.  Some organizations provide housing.  In reading more of what they strive to do, I guess I am inspired to dream about the impact that can be made if one person takes a chance.  I also realize that this world is large, and equity is a global issue.  (I know that may seem a little strange, but I tend to get caught up in my little corner of the world without focusing on global issues).  I guess you could say that my eyes continue to be opened.

International Contacts Part 2

            Since I have not heard back from any of the international contact attempts, I listened to a podcast on the World Forum Radio.  This week, I chose to listen to Maysoun Chehab discuss her work as a Regional Early Childhood Care and Development Program Coordinator at the Arab Resource Collective in Beirut, Lebanon.  Her work there is non-government related.  She works with early childhood practitioners, policymakers, and the community to give information regarding children’s rights, best practices, and other relevant information.  Much of the information is in Arabic and seeks to target communities about issues in ECE. 

            Maysoun Chehab has been with this organization since 2005.  After the 33 day war on Lebanon, she worked on a project (beginning July 2006) that would give psychosocial support to children.  She related that many were affected by this war, as 126 primary schools were completely destroyed.  She said that families and children needed support post war to work on the emotional and social reactions the war had aroused.  Her work began with families first, because she felt if the adults did not have support, they could not adequately support the children.  After six days of intensive training, the adults were better equipped to help the children. 

            I also visited Harvard’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/activities/global_initiative/).  As we know, the first, earliest years of life are some of the most important in the development of children.  The Center at Harvard is promoting the mission of the importance of ECE all across the globe.  To do this, research is key, coupled with education.

            In Brazil, the Center is collaborating with Brazilian experts and beginning a program called “Núcleo Ciência Pela Infância.”  This seeks to take knowledge about child development and health and create better policies for children.  Policymakers, politicians, and leaders came together to discuss early childhood development.  I found this interesting as they all wanted to learn more to advance early childhood education.

            I found the biography of Gunther Fink to be inspiring.  He was a professor of international health economics at Harvard and began assessing the effect that malaria had in the country of Zambia.  There is no malaria vaccine available, and this and HIV is the leading cause of death in children under the age of five.  He began to ponder ways that this could be changed.  With measures such as treated bed mosquito nets, mosquito spray, and anti-malaria medication, the effects have been positive.  The death rate has declined.

            I was surprised at the global work of the Harvard based Center.  I learned the importance of advocating for children globally!

A Further Look at Global Fund for Children

As I continue to read the information on the Global Fund for Children, I am struck by how this organization seeks to use a grassroots movement to aid people around the world overcome some harsh circumstances.  As I read about the efforts and programs of the GFC, I cannot help but think how important it is to advocate for children and their families right where I am.  For instance, at my school, we have 3 Pre-K classes and 6 Kindergarten classes.  Many families do not come to Pre-K simply because they do not have transportation.  A reasonable solution, in my eyes, is to provide an age appropriate bus within safety guidelines for children to travel to school.  I plan to speak to my supervisors about this during the week.

Also, the GFC works to “advance the dignity of children worldwide” (GFC, 2012, para. 2).  I am impressed that the organization works to preserve the dignity of children.  So many programs I have seen have wonderful missions, but the dignity of humans is not preserved. 

I decided to turn to the blog this week to see what information was presented there.  I did not really see anything that was controversial to me.  I did find the report on human trafficking to be eye opening.  According to a report prepared by Secretary of State Hillary Clinton, “27 million people around the world are considered victims of modern-day slavery or human trafficking” (http://www.globalfundforchildren.org/the-promise-of-freedom/).  Wow!  This blog definitely opens my eyes to issues that occur worldwide.  The author of the blog, Alexandra Torrealba reminds the readers that all children are entitled to an environment where they can learn and grow up to be productive citizens.

I think my eyes continue to be opened as I read the stories from around the world and the impact GFC is making.  It is easy for me to sometimes get caught up in my own little world and forget about the lives and plight of others worldwide.  I am moved to have a stronger urgency for advocacy.

International Contacts Week 3

Although I sent out multiple e-mails, my attempt to make an international contact has so far proven to be unsuccessful.  I keep hoping… Congratulations to those who made contacts!

For this blog assignment, I visited the World Forum Radio and listened to an archived podcast.  I chose to listen to Meridas Eka Yora from Indonesia.  He related his efforts at establishing three boarding schools for those that were orphaned during the 2004 tsunami in Aceh, a territory that was closest to the epicenter of this natural disaster.  There were 500,000 people left homeless during the tsunami.

Meridas Eka Yora related that he and his staff trained teachers for the children who lost so much during the disaster, telling the teachers that they must be both mother and father.  He also discussed how they had many psychologists during this difficult time, but the teachers were best at helping the children, as they would get up in the night with the children, and the teachers tended to the needs of the whole child.  His goal was to create a family feeling.  For those who expected that their families may return, he took them into his own home. It seems as if he truly cares for the needs of these orphaned children, and also tries to encourage them.

I visited The Childhood Poverty Research and Policy Centre’s (CHIP) website.  The website describes poverty as a denier of opportunities.  I agree with this!  Poverty can be a cycle, and that is why education is so vital! Further, effects of poverty early in life, such as malnutrition, can be devastating.

I decided to read about CHIP’s involvement in China, as I have a personal interest in this country.   China has seen a reduction in poverty over the years, as a result of economic growth.  I was surprised to find that life expectancy is 71 (I imagined it lower), and that 85 percent of the population over 15 is literate.  CHIP cautions that the figures vary by region (rural versus urban).

In 1997, a minimum living standard was begun, called the diabo system.  This is for families that have no work and no savings.  Over the last few years, the government has shown more interest in reaching out to the poor.

I did not know there was government aid to families.  I am glad to see that there is discussion among officials as to what can be done to help break the poverty cycle.

Web Resources Week 2

Having an interest in international education, I chose the Global Fund for Children organization.  The link to the website is http://www.globalfundforchildren.org/

I was compelled by the vision of the organization.  According to the vision statement, this organization seeks to provide “a world where all children have the opportunity to learn, grow, and thrive” (Global Fund for Children, 2012, para.1).  I too want this for the students I teach, many of whom come from poverty and other harsh situations. 

I also like how this organization is community based, relying on the strength of the communities it serves.  The organization works with communities all over world, including the United States.

The summer newsletter featured an article about child labor.  I was struck by the fact that over 215 million children worldwide are laborers.  These children do not go to school and are victimized at such an early age.  They are robbed of the innocence of childhood that many experience.  A featured article dealt with a lady named Josefa Condori Quispe who had been a child laborer, but escaped, and now is working with other young ladies through this organization, to help them reclaim their life and basic rights. 

References:

Global Fund for Children. (2012).  About us.  Retrieved July 7, 2012 from http://www.globalfundforchildren.org/about-us/

Establishing Contact

For our blog assignment, I have attempted establishing contact with several of the NAEYC international listings, as well as a few from the UNICEF list.  E-mails that I sent to China (Hong Kong) and Ghana have been returned.  I have e-mailed someone from Kazakhstan, Singapore, and through UNICEF, Nicaragua and China.  I am anxiously awaiting a response. I will give this until mid-week, and then explore the alternative assignment.  

                                            

For part two of the blog assignment, I visited the Global Fund for Children website, and signed up for the newsletter. I was impressed with the grassroots efforts of the organization.

My Supports

I began this assignment by thinking about a typical day.  I have the emotional support of my husband and daughter.  As I have embarked on this journey of furthering my education, my four year old has even said, in my last course, “Mama is it time for us to do our child development?”  Even this simple statement was an encouragement to me.  My husband is always there for me and knows me so well that he knows what I need, when I need it. He is a great supporter, as he helps me in every way he can.  I often get off task, like when I am cleaning, and he will help me complete the task, while listening to me talk. I have the emotional support of my parents, and extended family as well.  At work, I feel that my principal backs what I do, and believes in the power of early childhood education.  She is open to new ideas and is always positive. In addition, at school, my assistant teacher is an emotional and a physical support.  She helps me stay on task and accomplish goals we have set for our children.  She helps me finish our tasks, and carry through our plans.

            Another support in my environment is my cell phone. This is a must have for me!  Whatever did I do before I had an electronic contact list, camera, and texting all at my fingertips? I use my phone as a means of communicating with others, and keeping in touch.  Add to this list of electronic supports the Internet.  Without it, how could I further my education at my convenience?

            I also must rely upon the support of my glasses.  I have worn them since first grade-for 31 years now!  I cannot see without them!  They are the first things I put on and the last thing I take off.

            In my classroom, my lesson plans are a practical support for me.  Without them, I am not as effective.  I know that they are a guide, but well thought out plans ensure that I am meeting my goals, and prepare the needed materials.   I could muddle through a day without a lesson plan, but having this guide is crucial to me.  I can sometimes tend to veer off course, and having the plans helps me steer straight.

I imagined myself as having a speech difficulty, with limited hearing.  I would need many supports for this.  First and foremost, I would need the support of my family.  They would need to learn sign language to communicate with me and tolerance for interpreting my speech.  I would need their love and encouragement on a daily basis. I would need the support of professionals such as physicians and speech pathologists to aid me in my journey.  Teachers would provide support as I learned sign language and academic skills. A physical support would be a hearing aid.  Perhaps in some situations paper and pencil would be necessary if I was not understood.  If I was in school, I may a need a teaching assistant with me to help sign what teachers are saying. If I were attending Walden, I would need to utilize the closed captioning on the videos to aid me.  Without these supports, life would be difficult.  The supports are invaluable and needed for daily life.

My Connections to Play

“Play is the highest form of research.” --- Albert Einstein

“We don’t stop playing because we grow old; we grow old because we stop playing.” ---George Bernard Shaw

 

“Play helps children weave together all the elements of life as they experience it. It is an outlet for the fullness of their creativity, and it is an absolutely critical part of their childhood.”---Joan Almon

At my parents house, there was a large old oak tree that I loved playing at.  The trunk was partially out of the ground and it made a great place to sit and play.  There were countless times my cousins and I would dig around the tree, look for objects, and make up stories.  This was also a place to go for comfort for me.  It also made a great place to play hide and seek.

I loved playing with Barbie dolls as a child. I did not have many of them, but my cousin did.  We role played with them and had a great time dressing them and pretended to be fashion designers.  

This is a picture of Norris Lake. My Dad and I spent lots of time fishing here and I loved playing in the dirt and rocks.  

And I could not forget my loom loops! I was a major crafter as a child. Every adult in my life received a potholder during my fourth grade year!

      As a child, I always played. Whether on summer vacation or Saturday, I was always involved in play.  I did not have the latest, greatest toys, but I was always involved in some sort of play.  I remember imagining many situations, and reading lots of books.  I remember not being busy or shuffled to the next activity. I had the experience of play and time to explore.I was always encouraged to play by family members.  It was a way of life.  I also remember playing in kindergarten, a now lost art.  Even in school, my teachers supported play by allowing creativity.

      I believe play is different now.  For one thing, there are safety concerns for outdoor play.  I am not comfortable allowing my own daughter outside by herself for any length of time. Therefore,her play schedule for outdoors must revolve around our schedule. I also think that families are just so busy that the art of play is being lost.  I would love to engage children in a variety of experiences in which they can be expressive and creative.  In the school setting, I would love to see more play implemented into the day.

     Play is important to me even now.  I have a sewing machine that I had to play around with to learn how to use it.  I also engage in fun activities with my family as a time of bonding.  Also, I have to have an outlet for stress, so what better way can I have this than to play? 

Relationship Reflection

            From my English literature courses, I remember what the poet John Donne stated in Meditation XVII, “No man is an island” (quote taken from http://www.online-literature.com/donne/409/).  I believe this to be true.  We are all part of the human race and our actions, or sometimes lack thereof, affect our relationships.  I believe that relationships are crucial in our lives. 

            In my own life I have many important relationships.  The first relationship that is of importance is that with my husband.  We have been married for eight years, and he is the love that I waited for!  He is different from me-outspoken and analytical.  I think this is what makes our relationship so fun.  He compensates for me in my weak areas and I in his.  The biggest barrier we have faced is quality time together.  He works from home now as a medical transcriptionist, and has a flexible schedule.  He used to work in retail on the weekends, and attend college, so our time was limited.  Now I am the one attending college and working full time.  He is creative in the ways we get to spend quality time together.  I must say he is a blessing to me.

            Next is the relationship with my daughter.  She is four years old and is constantly coming up with cute things.  I am a bit biased, but I believe that she is very smart.  She is analytical like her daddy.  Again, one of the challenges we face is quality time.  I have to remind myself that these days with her will never come again, and I need to enjoy every minute of her childhood.  I try to cultivate our relationship by spending time with her and doing things of interest to her.  I am trying to teach her some of the lessons passed down to me by my grandparents and parents.  She is truly a joy-we waited so long for her.

            My parents are a continuing influence in my life.  I do not always agree with everything that they say and do, but I do try to respect them.  I believe that having a respect for them has helped our relationship flourish over the years, even during those hard teenage years.  They have always encouraged me and have given me support even now.  For example I once told them that I was not sure I was going to continue my graduate courses.  Both parents have said, “Go for it!”  and they have always had that attitude.  I always felt accepted and loved by my parents.

            Work relationships are also important to me.  I have a great group of co-workers this year.  We truly are a team.  Our relationship extends beyond school and we are friends.  It is sometimes hard to be honest with others, and I have learned that even when I get mad, it is better to be open and honest rather than let feelings fester.  In thinking about work relationships, my assistant teacher is a very important one to me.  She is very creative and hard working.  I try to listen to her ideas, and implement them as appropriate.  She is also a friend and we have shared many joys and sorrows together.

            I could go on about important relationships (but I won’t since this is getting wordy!).  I feel that having relationships helps us weather the storms of life together, and celebrate the triumphs!  In thinking how relationships impact the role of an early childhood educator, I believe one of the biggest things I have learned from my relationships is respect and quality.  I may not always agree with a parent, but if I have a relationship, I can respectfully disagree.  Respect carries over to the work environment as well.  Additionally, I believe that quality is important.  Taking the time to get to know my students and their families is beneficial. I must take the time to develop quality relationships.

Thanks!

This video has two of my all time favorite songs- "Somewhere Over the Rainbow" and "What a Wonderful World."  I chose these two songs because I think children see the world as a wonderful place, full of excitement and possibilities.  Children also have dreams and wishes.  As an early childhood educator, I think it is important to find the good in the world, and in each child, and encourage exploration.  For those children who do not have strong support from family, I feel it is my job to teach and show them that someone cares, and that this world can be a wonderful place, and that they should dare to dream.  In this course, I have learned so much from each of you.  This journey has been enriched by each one of you, and I thank you for all your input and hard work!  Thanks, Dr. Kien for your guidance and support!  May each of you be blessed in your future endeavors.
Somewhere Over the Rainbow - Israel Kamakawiwo'Ole

Achievement Tests

In my home state of Tennessee, children are formally assessed on achievement tests in third through fifth grade, taking the Tennessee Comprehensive Achievement Test (TCAP).  This test is based on state standards, testing Reading, Language Arts, Math, Social Studies, and Science.  In fifth, eighth, and eleventh grade, students take a writing exam.  (They are given a writing prompt, write, and are scored based on a rubric).  (Tennessee Department of Education, n.d.) Students also take end of the year exams in courses such as English, Biology, and Algebra.   This year, in my district, 15% of the end of year grade will come from the TCAP test at the elementary level. 

Having taught in a tested grade, I know that this test is very stressful for students and teachers.  I do think that teachers should be held accountable for the job they do, but I believe that this stress is kind of a trickle-down effect.  School districts do not want to have poor scores; therefore they put stress on the principals to raise test scores.  Principals then come down on teachers, and teachers come down on students, pushing the test.  Job performance in the past has been evaluated by test scores.  Little time is left for anything but test preparation. 

Now I teach in a non-tested grade.  To evaluate my students we administer the Brigance at the beginning and end of the year.  I have time to teach students life skills like sharing, getting along with others, cooperation, and appreciation for diversity.  We do not have other formal assessments. 

I think that standardized tests have a place.  I do think that students need assessed but I think it would be remarkable if there were tests to measure other parts of development such as emotional growth and cooperation.  If students are to take the ACT and SAT tests, there needs to be tests such as the TCAP to “practice.”  However, I think too much emphasis has been placed on achievement tests.

These tests do not take parent accountability into consideration.  If a child is neglected, abused, or does not have someone at home to help them with school because of limited resources, how can they be expected to make tremendous gains on a test?  I know that a child can do wonders based on a positive teacher, but sometimes all we do cannot make up for deficiencies outside of the school environment. 

I decided to research testing in China.  Chinese students take tests at the end of their junior high years for placement in a good high school.  At the end of the high school years, a test is administered for entrance into a university (Pham, 2010).   “Failure or low scores on the test send many students back to high school for one more year” (Pham, 2010, para.12).  According to Pham, students spend time focusing on test scores, which does not allow time for using imagination and creativity.  I found an interesting comparison and analysis of Chinese and American education systems in an article published by Pearson Education, Incorporated.  In this article, Betty Case (2005) states, “Chinese assessments focus on the whole child, including academic growth, student learning styles, emotional health, values, fine arts and

confidence” (p. 5).  She further states that in the United States, summative assessments are used, but in China, “both formative and summative assessments are used” (Case, 2005, p.6).

When I was in China twelve years ago, I had many junior high and high school aged students.  They were driven to perform well on their tests at their schools because they felt that scoring well helped them get better placements in universities and better job choices.  In researching the testing practices, I think they are right in assessing the whole child.  All of us have strengths and weaknesses, and I do not think that the achievement tests in the United States do a good job at assessing the whole child.

 

Pearson Education, Inc.  (2005).  The age of accountability.  Retrieved April 1, 2012 from http://www.pearsonassessments.com/NR/rdonlyres/9B951F2F-37A6-4508-A656-3EF8FE346B19/0/AgeofAccountability.pdf

Pham, S.  (2010, December).  High test scores, but China education flawed.  Retrieved April 1, 2012 from http://abcnews.go.com/Politics/chinas-education-prepares-students-tests/story?id=12348599#.T4DUF9ksFfK

Tennessee Department of Education.  (n.d.)  Office of Assessment Logistics.  Retrieved April 7, 2012 from http://www.tn.gov/education/assessment/index.shtml