Communication and Collaboration

Throughout this master's program, I have felt a sense of collaboration and effective communication.  It first began with our professors, the leaders.  Everyone has been welcoming, respectful, understanding, and has taken a great deal of effort in helping to build trust among all colleagues.  The discussion boards have had a focus or goal where each one of us has contributed suggestions, knowledge, and comments that have made us more knowledgeable in the early childhood profession. 

Being open-minded and willing to learn new things will indeed make us stronger individuals in our own personal lives and professional careers.  At times, and especially with certain individuals, all of the information learned about putting our biases aside, effective communication, and collaboration can be difficult.  However, taking this course has moved me forward and helped me to become an effective communicator and collaborator with children, families, colleagues, the community, and my own family and friends.

I wish you all the best in your specilization and career path.

Amanda

Adjourning

When high performing groups depart, good-byes may be difficult.  There is a lot of time and effort put into developing high quality groups.  Trust is built, respect is communicated, and goals and visions are met through team work.  Friendships are also most likely to form as groups interact with one another for an extended period of time. 

Two years ago, I was a mentor for our agency, which received a grant to hire 2 mentors for the program.  I left my lead teacher position, briefly, to take on the position and returned to the classroom at the end of last year.  The other mentor teacher was also a lead teacher, but one that I have never worked with.  Our relationship built over time and we were responsible for 10 teachers each to mentor, trainings, ordering resources, etc.  At the end of the program it was difficult to leave the teachers, with who you really got to know and built a relationship, and also the other mentor.  We were able to put together an end of the year mentor celebration which was a wonderful time to eat, share what was beneficial from the program, and if the program were to return, what teachers would like to see happen.  It was a nice closure to a 1 1/2 year program.

Since this is an online program, I feel a connection as far as professional development is concerned.  Because of the lack of face-to-face interactions, I feel that friendships have not been developed like would have if it were a class where we met.  I certainly am going to miss the discussions.  I have learned so much from everyone's background and their knowledge.  It is nice to communicate with others that have the same goal and vision.

I believe that adjourning is a time to celebrate all the accomplishments.  It is great to know that, as a team, you are able to work towards a goal and accomplish what you set out to do. 

Conflict Management

A disagreement that my husband and I often argue about is how "rowdy" our boys can be inside the house.  It may seem like a simple, not that big of a deal issue, however, it leads to frustration on my part, confusion on the boys, and who knows what with my husband!  My husband has a high level of tolerance for noise and active play, where I have a much lower tolerance and tell them to go outside.  My perspective is that they can play without being so loud and rough, I have school work to do, bills to organize, work that at times is brought home, etc. that requires a degree of quietness.  My husband, on the other hand, leaves work at work and does not have the other household responsibilities (besides helping with cleaning and the kids, which I greatly appreciate, but those don't require quietness!). 

I believe that the best strategy, which we have already discussed, would be to negotiate a routine that allows for both rough and rowdy play and also a time when that kind of play is finished for the night.  I listened to the boys and him when they talked about being at school all day and work, especially since my oldest son is diagnosed with ADHD and I truly believe my husband has it too!!!!  LOL  We have put into place a win-win situation where if I have work to finish, I may stay at work 1/2 hour later and complete it there rather than bringing it home.  Honestly, I loved that idea, it is nice to not have to worry about work at family time.  We also keep the TV off, not even as background noise, until 7pm, which is when everyone gets ready for bed and settles in with TV or electronics until bed.  After the kids are settled, I am them able to start the house responsibilities with little distractions. 

This certainly has decreased the frustration and confusion for all.  I would like to ask colleagues, however, what do you do when the other person is not willing to put into place the communication/conflict resolution strategies?  I believe that both sides need to be flexible, open, and willing to give, but we all have met people that are truly "stuck in their ways" and will not budge.  Then what?  Do you just give in?  Ignore them and choose not to communicate with them as much as possible?  Since taking these courses, I truly have been observing people and find myself getting frustrated with those in my family that are so set in their ways and no matter how much you use questioning, try for them to see other sides, or for them to accept true facts, they don't budge.  HELP!!!!!!  Not that I lose sleep over it, but it does get annoying at times.

Similaritites and Differences in Communication

I was quite surprised by the results of this assignment.  I chose to ask my manager and husband to evaluate me in communication, listening, and verbal aggression.  To my surprise we all came up with the same results, only varying slightly with numbers.  I was especially surprised at my husband's results.  I thought for sure that I would have rated higher in the verbal aggression category in his eyes!  Even though we had similar results, verbal aggression is something that I would like to work on with him.  For now, I do not see much improvement, however, once I am finished with school in the summer I hope to be less stressed.  As with many others, I am sure that the more stress that is in our lives, the less effective we are with communication, listening, and verbal aggression.  So for now, bear with me hubby!!!!

Insights that I have gained this week are the many concepts that are involved in how we perceive ourselves.  From self-concept, self-esteem, and self-efficacy I never realized how important each of these are in the way we perceive others and communicate.  I have also realized that for the most part, I believe that my competence level would be that of self-actualization.  I strive in communicating as well as possible, and this week has given me the terms necessary to identify myself.  Of course, the feeling of self-adequacy is also present, which I was able to identify this week and work towards more of a self-actualization in these areas.

I would suggest others to take these tests and give them to other people as well to complete.  It is an eye opener.

Culture and Communication

I definately find myself communicating differently with people from different group and cultures.  Friends and family members that I have known for a long time, have built positve relationships with, and accept each other's differences are those groups that I tend to be less formal with and can share opinions and be honest with without having to worry about offending anyone.  This comes much more naturally than does with co-workers, families, and other professionals.  It is with this group that more time and energy is put into not expressing cultural myopia and many times remembering the Platinum Rule.  Being aware of those nonverbal communication styles is much more prevalent with the second group than with friends and family.  Not that the Platinum Rule and not expressing cultural myopia is not important with family and friends, I just think that those individuals are much better at accepting who we are as a person and are more willing to discuss situations that may be uncomfortable, where as the second group, professionals, co-workers, and families may view you differently and not as accepting.

One strategy that I would like to try is to value the Platinum Rule more with family and friends.  Even though they are accepting and do not judge, so I feel, I would like to see how our relationships become with more empathy.  I tend to be a very independent person and sometimes I do not have patience for "drama".  I am not a spoon feeder when it comes to adults.  But would love to work on this perspective.

Another strategy I would like to use is to immerse myself with many people of different cultures, beliefs, and values.  Getting to know and understand different cultures will help in lessoning culture myopia, which I am sure we all have at one time or another.   This theory is similar to one way that Dr. Sue (2011) mentions about preventing microagression, interact with diverse individuals. 

Lastly, learning about what motivates individuals can help to when communicating effectively in the professional field.  If we understand what others need and desire, we are much more able to put into place the Platinum Rule with most individuals.

Laureate Education, Inc. (Executive Producer). (2011). Microaggressions in everyday life

            [Webcast]. Baltimore, MD: Author.

Communication is Not Always Straightforward

Last night I watched an episode of Friends.  Always see it on T.V., however, I am not a big T.V. watcher so I never saw the show.  Watching the show without sound lead me to believe that a man was trying to help a woman learn how to ride a bike.  She begins to pedal and he let's go and then she falls.  Her non verbal language, stiff, red faced, and arm shaking, lead me to believe that she was not happy at all.  As she walked away other people around gave them man a stare.  At this time I was unsure of their relationship, possibly friends.  Later, as I find out they live together, the man goes to her room with a sad look, most likely apologizing.  She smiles and nods her head "yes" and then rolls her eyes.  With the roll of her eyes, it is difficult to know if she truly is happy about trying to ride again or if she is only trying to please the man.

After watching the show with sounds, I found out that, yes, the man is trying to help her ride, but says that he promises he won't let go.  After letting go and she falls, I could definately see why her and everyone else seemed so upset with him!  The comfort in his voice and listening to how the woman speaks forgivingly leads me to believe that she honestly does want to try the bike again.

During another portion of the show, there is a group of people outside of a home.  Inside a woman looks like she is quickly trying to finish making candy.  I am lead to believe that the people outside have ordered candy and are becoming impatient as they wait.  As the people become more impatient the husband abruptly opens the door, shaking his hands and opening his mouth wide (yelling).  The people outside have angry looks and arms crossed.  However, after watching with sound, I found out that the people are all new neighbors and that the woman has invited them over for candy.  The man and woman then go inside the home and hug and kiss, which I assumed they were husband and wife without sound.

If this were a show I knew, I would have been able to distinguish the relationships between the people and their personality.  I would have been able to know that the second couple were getting new neighbors and that the candy may have been a kind gesture rather than a candy sale.   

After completing this assignment, I have realized the importance of knowing and listening to families and individuals, not only in the workplace, but also on a personal level.  Without understanding and listening, we are left to assumptions that may not always be the correct assumptions.

Competent Communication

When I think of someone who demonstrates competent communication, I think of the director of Early Education, Head Start programs where I am currently employed.  She has a balance of communication techniques that make you feel valued and that what you have to say or what questions you have are important.  She definately possesses behavioral flexibility, the willingness to use different communication behaviors in different situations (O'Hair & Wiemann, 2012).  She is able to know what situation require questioning to help a person discover the best answer on their own.  She is able to know when to be direct and respond clearly and concisely.  She knows when a person just needs someone to listen to and allows that person the time without interruptions or bias.  She is able to effectively adjust her communication technique instantly.

I would like to model some of these communication behaviors.  For myself, I tend to have a difficult time responding effectively immediately, on the spot.  I do much better reflecting on conversations when I have time to reflect and think of the best way to approach a situation.  The one communication style that I would not like to model from the person described above is that at times she does more reflective questioning for my taste!  There are times when I am unsure and would just like a straight forward suggestion or idea. 

Professional Hopes and Goals

One hope that I have when thinking about working with children and families who come from diverse backgrounds is that they will be able to feel comfortable and respected being who they are, not what society wants or expects them to be. 

One goal I would like to set for the early childhood filed related to diversity, equity, and social justice is that all children and families will have equal opportunities to live, learn, and work in a society that accepts them for who they are and will not make judgments based on race, culture, sexuality, gender, etc.

This has been an amazing course.  You all have certainly educated me through your thoughtful discussions and posts.  All of our perspectives about diversity and equity and the new information gathered will be a great benefit to the children and families we work with or may work with in the future.  Good luck in future courses.

Amanda

Welcoming families from Around the World

Before this course, I really did not understand how important knowing about a person's country of origin was.  So, I could probably pick any country because I never took a tremendous amount of time to truly prepare myself to be culturally responsive.  Let's pick Haiti for this assignment.

To prepare myself and my classroom to be culturally responsive, I would research as much information as possible about the country.  Learning the language fluently would be impossible in such a short amount of time, but learning a few common words and phrases would be beneficial and most likely make the family feel welcomed.  Scheduling a home visit with the family before the child started in the classroom would also help to gain knowledge about the family, their culture, and their child.  Observing how the family interacts with one another and the child, as well as continuing to observe the child in the classroom would help to gain a lot of information about how the family functions, what they find important, their interests, and the child's temperament.  Talking with other colleagues may help to gain information about the country and/or ways to help the child and family be successful.  And lastly, bringing as much of the child's culture into the classroom, along with every other child's culture. 

These preparations would help build positive communications between the child and their family.  A bit of trust and comfort may come from the home visit as well as the effort put into learning a few common words/phrases in their language.  Bringing the child's culture into the classroom and helping all children understand their own culture and that of others will help to build a positive self-identity.  For myself, the preparation and continued observations will build my knowledge of diversity and continued learning.

                       

The Personal Side of Bias, Prejudice, and Oppression

A recent example of bias that I came across was in a book my son is reading for Middle School.  As the family was sitting around the table eating dinner the daughter asked her father how many square feet in an acre.  And later in the conversation then asked her mother for a stamp, an envelope, and a piece of paper.  As dinnertime continued, the mother made the comment, "Speaking of gender issues, why did you ask your father about the number of square feet in a n acre?  Why not your mother?"  The daughter replied, "I thought acres was men's stuff".  After asking for the stamp, envelope, and a piece of paper, her mother replied, "Ask your father, he's the stamp, envelope, and paper person".  The girl threw her hands up and said, "I give up.  I'll never figure out this gender business".  Although these statements were made in a joking manner, it goes to show that even young children have learned bias/gender behaviors.

This type of bias diminishes that equity for men and women are not seen as equal in our society.  That often times men's roles and women's roles are based on traditions beliefs and values.  In this example, the female is the one considered to take care of the "writing" aspect and the male is the math expert. 

Feelings that this example had for me at first was a feeling of Wow!  There are books out there for children that actually do provide teachable moments based on gender bias.  I then had the feeling of understanding how our children do learn such bias from those around them and how it is our responsibility as adults, like the mother in the story, to use teachable moments with young children to help eliminate gender bias and encourage children to be involved in interactions opposite than what society expects.

Who would have to change?  Society as a whole.  Employers would have to revisit who they hire for what jobs.  Families would have to explore the daily duties of mother and father, toys and activities that boy and girls engage in.  Religions would have to take a look at their beliefs of what men are put on this earth to do as well as women.  And people need to be more educated on the impact that biases have on society as a whole.

Spinelli, J.  (1996).  Crash.  New York, NY:  First Scholastic printing.

Practicing Awareness of Microaggressions

This week, so far has been extremely hot and humid, which was a great time to spend time together at a waterpark/amusement park with my three children and cousins.  As I packed up our things, I thought about this blog assignment and put on my microaggression glasses.  Wasn't hard to immediately notice microaggressions around, including with my own family and even within myself (if thinking and becoming upset inside, rather than speaking outloud is a type of microaggression).  Let me explain the example of feelings within myself, that may have slipped out a little!  Before the park opens our National Anthem is played and the announcement is to please remove your hats out of respect for our country.  As I looked around I was appalled at the number of adults that chose to leave their hats on, not to mention the talking, people of all races.  So I motioned to a man across from me to take off his hat, he did and smiled.  My opinion is that someone shouldn't have to tell you to do that.  You should be proud of living here in the United States and respect our country.  I guess this may not be a form of microaggression, but rather peoples disrespect behavior towards our country.  Ok, enough of that situation that had me a bit fired up. 

Major microassault came from the mouth's of my cousins.  There was something to say about every race and ability there.  Such as "don't you know blacks can't swim?", "I couldn't even understand what he was saying".  The sad thing was that there 10 year old son makes similar comments about people to my son.  So, I had a talk with my son and mentioned that what he is saying is disrespectful and to walk away when he is making those comments.  Soon the boy got the hint and I didn't hear anything else.  The parents on the other hand finally got the hint when I did not respond to there comments. 

I truly believe that working with such a diverse group of individuals has made me accept and appreciate differences among people.  And to hear the blatant remarks that really were uncalled for (the victims were doing nothing harmful or disrespectful) really made me cringe.  Now I need to figure out how to address those making such microaggressions in a respectful but matter of fact way.

                                                                       

Perspecitves on Diversity and Culture

For this assignment I chose to ask a co-worker who has been in the early childhood field for at least 20 years, my husband, and my son, Trevor who is 11 years-old.  Below are their responses:

Culture-

"How a group, family behaves, what they believe, how they dress,eat, based on their ethnicity and the environment they live. Culture is driven by ethnicity but becomes absorbed and changes overtime as the people become a part of their environmental influences- A Arabic family may still eat typically ethnic food and speak their native language, but adapt to environmental influences regarding dress, social norms to become accepted while maintaining the values they deem important to their ethnicity."

"religion, ethics, morals, and beliefs"

"Everything around you.  Like your family, your house, your pets, your belongings.  The way families act, vehicles they ride, language and sign language."


Diversity-

"The differences within a group of people, culture, or ethnic group."

"Everybody has their own beliefs and are entitled to their own beliefs"

"Something that is different.  Diversity would be a good thing, but different.  Everybody is right, nobody is bad."

From the answers you could probably tell that the first response was the early childhood educator, the second my husband, and the third my son.  Between the three of them, they mostly hit deep culture elements.  My son may have been the closest with touching on surface culture, such as your house, pets, and belongings.   A few elements that were omitted by all three are gender roles, health care, and showing emotion. 

Their responses have made me realize that my family knows more about culture and diversity than I thought!!  And that it is not just surface culture that is being valued, but deep culture as well.  However, when I asked my son if they talk about culture in school, he said "no".  That for me was disheartening.  With our society becoming more and more diverse, culture and character education should be at the forefront of the Social Studies curriculum.  Time for a trip to see the principle!

My Family Culture

Three items that I hold dear and which I consider to represent my family culture are:



1.  My family scrapbook  
     The scrapbook is one that I have been working on since my first chid was born.  It holds memories of my children's births, family, friends, vacations, and many other activities our family and friends have enjoyed together.  Even today, our family often takes out the book and looks at it and talks about the fun times together and who the family members are in the photos, past and present.



2.  My coin collection    
     The coin collection comes from my late grandfather, who originally had given it to my mom, who then passed it down to me.  All 3 of his children received a set, however, my mother is the only one who did not sell them.  Now that my grandfather is no longer with us, and with his passing came family turmoil, which resulted in his biological children receiving none of his personal belongings, I still have a piece of him with me.  I also know that it means a lot to my mom that I value our family enough to hold on to a part of her dad.  Even though I plan to never get rid of the coins, in a situation where the coins could possibly reunite me with my country and the rest of my family, I would consider using them only for that instance.



3.  Our birth certificates, social security cards, liscenses, etc. 
     Not really sure why, but never know when you might need them.  Not sure what the other country requires.  So I guess they would be good items to have when going to the unknown.  When my children grow up, they would have these documents.

If I had to give up 2?  I certainly would want to keep the one that would benefit our family in the future.   Which 1 would possibly reunite us with the rest our family and possibly give us the opportunity to leave the host country if need be.  I guess I would have to give up the scrapbook and coin collection.  However, if I thought the possibility of being reunited with family and friends and leaving the host country was never possible,  I would give up the coin collection and birth certificates, social security cards, liscenses, etc. 

I guess this assignment has made me think that I am optimistic and think about what is best for the future.  Family is certainly important, however, thinking about what would make our family happy and successful in the long run is a priority.

When I Think of Research...

This course has taken me on quite a bit of a journey.  In the beginning, learning how to evaluate research articles was a huge help not only for this course, but for future courses.  At first glance, the number of pages seems overwhelming, but by following the pattern of research articles and knowing what to skip was, and will be, extremely helpful in reading and writing research papers.  Through my career, I have been exposed to research, however, not to the extent that this course has done.  Defining and experimenting with the types of research approaches (quantitative, qualitative, and mixed-method), has made me think through the nature of research studies and just made me more aware of vocabulary used in such studies.  What lessons have I learned about planning, designing, and conducting research?  EVERYTHING!  I didn't realize how much preparation goes into such studies, issues that can arise with participants, and the whole idea of ethics and ethic committees.  I have also learned that children, just like adult participants, should be given just as much respect throughout the entire research study, even when their parents sign the consent to participate.  I guess from working with children and building that positive rapport, I looked at it as...children love the attention and when finished with the study move on to what makes them happy. 

There were many challenges, and still are!  Trying to figure out a research question that is narrowed and focused and trying to keep the vocabulary straight and apply it to my own application papers are two challenges I can think of.  Rereading the information and searching on the internet for articles that may have clarified things easier were two strategies that I used.  Also reflecting on Dr. Myer's comments and through colleague discussions, helped me to see things in a different perspective.  Early childhood professionals have a high standard to uphold in their everyday careers, especially those doing research on young children.  A lot of time and effort goes into making sure that research is being done for a purpose, respectfully, and in a manner that is valid.  I can see myself paying closer attention to reading research studies, after taking this course.

Research Around the World

Early Childhood Development Virtual Universisty (ECDVU) Sub-Saharan Africa (SSA)

http://www.ecdvu.org/ssa/index.php
http://www.ecdvu.org/ssa/major_reports.php

This website lists the titles of students', at the School of Child & Youth Care University of Victoria, thesis or major project based on current research being done in Sub-Saharan Africa (SSA).  Some of the current research being done by these students include:

• Adaptation of an established measure to assess the quality of child services in a selected orphanage in Zambia:  The Inclusive Quality Assessment (IQA) Tool
• Coordinating the Development and Implementation of the 2003-2013 National Action Plan (NAP) for children in Malawi
• Integrating indigenous knowledge in ECD training and services
• Involving father in early childhood care and development
• Assessing the influence of different early childhood development models on pre-school children's school readiness in Kenya

To my surprise, research internationally is similar to the research that is currently being conducted in our country.  Not only is the research being done, but their beliefs and understanding of what is important in the development of young children and their families are similiar to what the early childhood field is currently focusing on here in the United States. 

On a side note, while reading some of the research papers, I have noticed many of the procedures that we have been discussing in this course about how a research paper is written and what are the important parts to read and what parts to skip.  I am finding sorting through the long lengths of documents easier each time I read them. 

Research that Benefits Children and Families

The only research that I can think of has been research on language and literacy skills in preschool age children.  A few years ago, children were tested using palm pilots (electronic device that told what to ask children and then calculated the responses).  There was no harm to the children except the fact that the testing was considerably long, children were taken from their normal environment and at times given the test by someone unfamiliar, and there were no hands on activities.  Children became restless and, I believe, did not perform the best that they could under the circumstances.  The study tested children 3 times a year on skills such as vocabulary, rhyming, word segmentation, word blending, syllables, and words in a sentence.  There were control classrooms that were provided no instructional suggestions and other classrooms that were given activities that incorporated the language skills that children were tested on.  Of course, the classrooms that diligently taught lessons geared towards the skills did considerable better on the palm pilots.  For teachers, it was a reminder of how much children can learn and understand, and how important our teaching of new concepts is for children.  Because the research study was a few years ago, I can not thoroughly remember all the results, but I can also imagine, from reading current research, that the children with greater vocabulary were more proficient in reading throughout the elementary school years.

Since taking this course, I have noticed so much more research studies being advertised on television.  And at the same time, compensation advertisements for people who have been part of research that has had negatives effects on their health! 

Research Simulation

The general early childhood topic that I am choosing to focus my research simulation on is attention-deficit/hyperactivity disorder (ADHD).  Three related subtopics of interest are:  brain development in children with ADHD compared to children without ADHD, the diagnosis process (ADHD or developmentally appropriate), and management techniques for school and home.  My personal reason for choosing these subtopics is that my son has recently been diagnosed with ADHD and the more understanding of these subtopics I become, the better off I will be able to help him at home, as well as advocate for his specific needs in school.

The one subtopic of focus for this course is going to be the diagnosis process, ADHD or developmentally appropriate?  Working with Head Start children and families, it has always been challenging to have families understand what is developmentally appropriate for young children.  Many think that their children may have ADHD when in reality their child is acting developmentally appropriate, or there are families that have children showing signs of ADHD, however are unsure who to turn to or  they may believe that what their child exhibits is normal behavior, attention, and focus.

I have not focused on the research chart at this time, however, from skimming the assignment and reading the first chapter, I am feeling more comfortable about this whole research course.  Chapter one talks about realizing that sometimes the question we start off with isn't the question we end up researching was comforting (MacNaughton, Rolfe, & Siraj-Blatchford, (2010).   As I focus on the diagnosis process, I can see how the other two subtopics may come into play before this topic or in conjunction with.

If anyone has any experience, either professionally or personally, with ADHD and how families perceive it, I would love to hear from you.

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I.  (2010).  Doing early childhood research.  New York, NY:  Open University Press.

Final Blog Assignment

Three consequences of learning about the international early childhood field would be:   knowing where and how to research and find organizations related to international education, the understanding that many other countries are also facing the same trends and issues found here in the United States, and that keeping abreast with various organizations and their programs could lead to those programs being implemented within our own country as a way to improve quality and teaching.

One goal for the education field would be to advocate for children, families, and early childhood professionals.  In doing so, making society aware of what is happening globally and taking all of "what is working" and adapt and implement for all parts of the world. 

Thank you to everyone who has shared information about the early childhood field in other countries.  I enjoyed reading your posts.  Good luck in future courses.

Getting to Know Your International Contacts-Part 3

Trying to find an early childhood professional outside of the United States has proved to be a challenge.  However, last week I was able to receive a response from a co-worker's friend whom lives in Austria.  I had to bombard her with questions since this assignment is coming to an end, however, she loved sharing information about early education in Austria.  Below are questions that I asked of her and her responses related to the education field, issues and trends, and her own professional hopes, dreams, and goals.

What programs are being offered?

·       - Kinderkrippe, Tagesmutter (ab 8 Monaten - 3 Jahre) Nursery School/Home Care (8 mo to 3 years

·       - Kindergarten (ab 3 Jahre - 6 Jahre) kindergarten (3 years to 6 years)

·       - Vorschule (6 - 7 Jahre) pre-school (prep-year if needed) (6 to 7 years)

·       - Volksschule (6 - 10 Jahre) elementary school (6 to 10 years)

Are these programs state funded?

·       - ja die Institutionen werden fast alle vom Staat unterstützt - vorgeschrieben wird allerdings erst der Kindergartenbesuch im 5/6. Lebensjahr (Stichtag ist immer der 1. September) und die Volksschule Yes, almost all programs are state funded. Kindergarten and elementary school attendance is a requirement for 5/6 year olds. Cut-off date is 9/1.

Who pays?

·       - ja, Kinderkrippe und alle privaten Einrichtungen verlangen Geld von den Eltern Parents pay for private programs and nursery schools – kindergarten and elementary schools are free (this is new for the last 6 years)

Types of programs/carrier:

·       - die meisten Einrichtungen sind Gemeinde- oder städtische Einrichtungen die gut vom Staat getragen warden Most programs are supported by their own community/town/city

·       - sehr viele kirchliche Einrichtungen (Caritas) haben vom pädagigischen Standpunkt einen besseren Ruf Most in programs in Austria follow a religious standpoint and have a good reputation

·       - Alternativeinrichtungen wie Montessori- oder Waldorf- oder Waldkindergarten sind eher Rarität und leiden meist unter akuten Geldmangel, da sie meist hauptsächlich von den Eltern getragen warden Waldorf, Montessori programs are offered, but rather rare. Cost to high.

Children with disabilities:

·       - ja, Kinder mit Behinderungen dürfen in jeder Institution integriert werden - es senkt sich nur die Kinderanzahl in der Gruppe und zusätzlich wird ein Stützpädagoge eingestellt (hängt natürlich aauch vom Grad der Behinderung ab) Children are integrated into typical settings. The ratio is lower and based on the disability, an additional support therapist is placed in the classroom.

Curriculum/Standards:

·       - es gibt einen Bildungsplan, den man während der Ausbildung kennelernt - allerdings wie du diese Inhalte in der Praxis umsetzt bleibt dem jeweiligen Pädagogen überlassen - man hat relativ freie Hand (der Träger gibt kaum etwas vor) Each individual program selects their own curriculum based on their believes and philosophy. The state does not set specific requirements in place. A general education plan is taught to students during their early ed studies. However, how these are implemented into the classroom setting is very flexible.

I found it interesting that kindergarten comes before preschool in Austria.  And that pre-school seems to be only used if necessary before starting elementary school.  Previously, before 6 years ago, kindergarten and elementary schools were not free?  I found that interesting and am going to follow up with, Andrea, to find out how school was paid for previously.

·  What issues regarding quality and early childhood professionals are being discussed where you live and work? Wird im Moment ueber die Qualitaet der Frueherziehung/Bildung diskutiert? In welchem Zusammenhang?

Über die Qualität wird immer wieder mal diskutiert, im Moment allerdings ist die Knappheit der Betreungsplätze das große Thema! Da seit ca. 6 Jahren der Kindergarten gratis ist, werden alle Institutionen von Kindern gestürmt - daraus resultiert absoluter Platzmangel und zuwenige Pädagogen (die Qualität leidet daher vor allem im städtischen Bereich - am Land sieht es deutlich besser aus)

From time to time you will hear debates about the quality of early childhood programs. Currently, parents are challenged in finding a program that excepts their child. This results into long waiting lists. Kindergarten in Austria is free, so everybody enrolls their child and intitutions are not able to handle the demand. The quality of the programs suffer as well, however, more in local communities rather than in state-funded programs.

 

·  What opportunities and/or requirements for professional development exist? Werden Weiterbildungen angeboten und gibt es bestimmte Pflichtbildungen an die man nach der Ausbildung teilnehmen muß?

Es wird jedes Jahr ein Kursbuch herausgegeben wo man sich als Pädagoge 1 - 2 Seminare aussuchen kann aber nicht muß! Alle 2 Jahre findet eine Pflichtseminarwoche für alle Pädagogen des Bundeslandes statt (den Kurs kann man sich aussuchen)

Each year, several seminars are offered to early ed professionals/teachers. It's recommended to select one or two, but not required. Every other year, a seminar week is offered. To attend one seminar doing the entire week is a requirement by the state.

 

·  What are some of your professional goals? Was sind Deine professionellen Ziele?

Ich mache derzeit ein Ausbildung zur Früherzieherin und hoffe, dass ich nach meiner "Kinderauszeit" einen Job in einer guten Institution finde, dass mir der Job Spaß macht und vor allem dass die Kinder nicht nur gut versorgt sondern auch glücklich den Alltag erleben können!

Currently, I am taking courses to get certified in teaching infants and toddlers. I am hoping that this will provide me with more opportuninities in finding a better teaching job when re-entering the work force. I am currently a stay at home mom.

 

·  What are some of your professional hopes, dreams, and challenges? Was sind Deine professionellen Hoffnungen, Traeume and Herausforderungen?

Für mich als Pädagogin würd ich mir wünschen, dass die Kinderanzahl in den Gruppen gesenkt wird, und dass mehr Betreuer in der Gruppe mithelfen dürfen (derzeit kommen 23 Kinder auf einen Pädagogen, stundenweise unterstützt durch eine Helferin!) Weiters würd ich mir wünschen dass die Mütter wieder zur Vernuft kommen und nicht ihre Babies im Alter von bereits wenigen Wochen in die Kinderkrippe geben, sondern erkennen wie wichtig die Mama in den ersten Lebensjahren ist!

Außerdem fände ich es toll, wenn das Image der Pädagogen ein bisschen besser werden könnte, dass endlich erkannt wird, dass wir keine Spieltanten, sondern qualifiziert eine sehr verantwortungsvolle Aufgabe zu erfüllen haben!

• Lower adult-child ratios (currently 23 children to one teacher and a para)
• Mothers staying home longer with their children/babies rather than sending their child off to "day care"  
• Better recognition of teachers - many still see teachers as children's play buddy  

It seems as if similiar issues are being discussed in Austria with high-quality early education and waiting lists.  I know a few years ago, it was a challenge to find a child-care center for my children without being put on a waiting list.  That becomes an issue when needing care for employment.  Professional development is much different than the requirements for teachers in PA where you have 5 years to complete ACT 48 credits to keep your certification active.  Haven't thought about the math, wheather a week long seminar every other year adds up to the same amount of ACT 48 credits needed in 5 years, but it is a different approach to professional development than I am used to .  Andrea's hopes and dreams are commendable.  I would have loved to be able to be a stay at home mom for my children and I admire the many families that are able to make that happen.  With the increase of research and discussion about the importance of early education, hopefully, people will begin to see early childhood teachers similarly to elementary school professionals in the aspect of their importance to young children and their families.  Lower adult-child ratios would be on my top to change list!  With the increased academic readiness, integration of disabilities and mental health disabilities integrated into the regular education and preschool classrooms, less children per teacher would be most beneficial.  Even though this blog assignment is over, questions still remain that I am curious about and would like further information....so, if interested feel free to check back.

Sharing Web Resources Continued...

This week I chose to explore an article under the "ISSUE" section of the Harlem Children's Zone website.  The article talks about the difficulty the program has in assessing the well-being of all children.  There is progress being made on the national/state level, on the other hand, on small geographic levels, the capability to track important well-being indicators is weaker.  There are very few indicators comparable across cities.  At this time, a goal is to produce a set of core indicators for Promise Neighborhoods that assess a child's well-being at the city or neighborhood level.  This issue coincides with our discussion this week about equity barriers in the early childhood field.  Many barriers exist when linking a comprehensive, system-wide approach.  Two of which include...attributing cause and effect is complex.  A broad goal, such as reducing poverty may be difficult to reach, however having more narrow indicators, such as addressing poor nutrition and low-quality child care may be more attainable.  Another challenge is the dearth of reliable indicator data at a community/neighborhood, or city level.  Just as universal standards, universal preschools, etc. is a focus in the early childhood field, standards and indicators are also a priority for the Promise Neighborhood. 

As mentioned in the first blog assignment related to the HCZ, the Head Start program where I am employed, did participate in the Promis Neighborhood.  In 2010, we were awarded an American Recovery and Reinvestment act expansion through the Department of Health and Human Services to expand programming to 20 children.  The program was designed as a 6 hour day, five day per week, and 50 weeks per year operation.  Parent provided input to help design the United Way Parenting Education Project.  Some of the successes of the program included, average daily attendance of 95%, 62% of families received referrals to community provider for health care, drug/alchohol services, housing, employment, transprotation, food, or MH counseling services, 98% of parent participated in family goal setting and 78% achieved two or more goals, 97% of children had a medical home and health insurance as opposed to 68% in the beginning of the program, similarly, at the beginning of the year 60% of children were up to date on required physicals, dental exams, and immunization, where as at the end of the program, 98% of children were up to date.  Academically 5%-50% of children were proficient in learning domains and by the end of the year 80%-95% demonstrated proficiency.  Unfortunately, because the ARRA funding ended in September 2011, our agency is unable to follow these children and families through college as the program was intended to do. 

Getting to Know your International Contacts-Part 2

I began to research the Harvard University's "Global Children's Initiative".  There is a significant effort to build an integrated international approach to children's survival, health, and development in the earliest years of life.  The Global Children's Initiative (GCI), draws on lessons from the work done in the United States and uses these outcomes to improve children's health and development globally for all children from the poorest to the most affluent. 

They focus on 3 strategic areas:
1.  Reframing the discourse around children' health and development by educating high-level decision makers about the science of learning, behavior, and health in the early years.

2.  Supporting innovative, mulit-disciplinary research and demonstration projects to expand global understanding of how helathy development happen.

3.  Building leadership capacity in child development research and policy.

Strategic area #1 really relates to our week 4 discussion about how economists, politicians, and scientist play a role in the early childhood field.  It is these decision makers that need to be educated on the how and whys of the early childhood years.  The GCI is working to make this happen globally for all children.  With strategic area #2, the more people worldwide that understand what can be done to ensure a healthy development, the more children and families will reap the benefits.  And for numbers 1 & 2 to excel, quality research and appropriate policies need to be in place.

Guided by the strategic areas, the GCI has begun activities in three domains:
1.  early childhood development
2.  child mental health
3.  children in crisis and conflict situations

Activities to improve early childhood development include, educating the leadership of key international agencies, publish and disseminate papers to establish a strong scientific framework for global work, and conduct systematic communications research to identify the most effective ways to translate the science of child development for global peace makers.  To address the health and development needs of young children in various settings, assessments and interventions are taking place in various countries.

Mental health has recently been an under-addressed issue for young children.  Three initial projects are being worked on to improve child mental health in Rwanda (children affected with HIV/AIDS), Shanghai, China, and Carribean nations, Barbados, the Republic of Trinidad and Tobago, and Suriname (child maltreatment). 

The two main issues that affect childhood crisis and conflict situations that this initiative focuses on are:
1.  post-earthquake Haiti and Chile
2.  strategies for addressing acute malnutrition

Finally, the core mission of GCI is educating and training activities that will incorporate all of the domains.  They also provide developing opportunities to provide leadership training  for individual researchers, policymakers, and institutions.

Harlem Children's Zone Continued...

Previously I chose to focus on the Harlem Children's Zone based in New York City, New York.  Their motto is "Doing whatever it takes to educate children and strengthen the community".  This week I focused on viewing each of the programs offered and the article, A Results Focus for the Promise Neighborhoods Initiative.  I was astounded by the dedication and enthusiasm that staff, the community, and families have for this program.  The Baby College program is for men, women, and caregivers that have children pre-natal through 3 years old.  They discuss topics with families about controversial topics, such as discipline, which is to teach, and punishment, which is to hurt.  The Gems program is for children 4 years old.  They have strong parent involvement and parent groups that are designed to see the world from a child's point of view.  Teachers model for children, as well as parents.  They have a low child-to-teacher ratio, 4:1 with hours from 8am-545pm.  Community Pride program is where the community supports children from the families to the buildings where programs are housed, to the block where families reside.  Many organizations and businesses help to make the community a safe and pleasant place to live by painting murals and planting flowers in the neighborhood.  Housing authorities also help tenants who are currently renting own the apartment where they live.  The article, A Results Focu for the Promise Neighborhoods Initiative, produces data and information  that this program has on the community and for society.  This makes policy makers willing to invest in such programs.  It also lets local stakeholders know how and whether the initiatives are making a difference. The HCZ hires staff that are motivated to educate, but to also go out into the community and make a difference. 

Getting to Know your International Contacts-Part 1

Using the alternative option for this blog assignment, I reviewed the website:  Childhood Poverty Research and Policy Centre's page (http://www.childhoodpoverty.org/).

The international community has committed itself to meeting Millennium Development Goals by 2015.  These goals include:
*halving poverty rates
*cutting deaths of children by two thirds
*all children will complete at least primary education 

I chose to review the imformation provided by this organization about poverty in China.  There has been a change in the social securtity system that has put in place a minimum living standard and by 2002 would have covered 23% of poor urban households.  However, there are provisions that inhibit families from receiving these funds.  A large number are disqualified because they are unregistered migrants or they are disqualified from local administration, as you will see later in the case study of a family in China.  There is much concern that this amount is too small to meet people's basic needs.  Although there are disadvantages, there have been major strides in poverty.  In 2001, 5%  of people lived below national poverty line.  Rural poverty in 1978 was 250 million and in 2000 rural poverty was decreased to 35 million, a reduction from 30.7% to 3.7%.  There still is an enourmous rise in inequality in China from East to West.  China has made the transition from a centrally planned to a globalised market economy, helping to reduce chronic pevert and the disadvantaged population.  However, as often occurs with change, it has created new forms of vulnerablity and poverty in the forms of needing to restructure state-owned enterprises, loss of 31 million jobs, leaving 14.6 million people without full-time jobs, and increasing unemployment to 12.3%.  Many people are migrating to the cities for a better opportunity, causing a massive migration of 120 million people. 

The case study of a young boy, Xiao Bo, talks about the Minimum Living Relief Scheme that is to provide families with a minimum income to provide for basic needs.  His family orginally made a living on their farm in rural China.  However the farm was taken away to urbanize the area.  They were given an amount of money for their farm and the father was promised a job in the factory.  The factory ended up closing, leaving the father out of a job.  The Minimum Living Relief Scheme did not apply for them because they were compensated for their farm.  Many jobs require you to be under 30 years old or have a higher education.  The parents do without many necessities, such as life threatening medication, but are sure their children receive their education so they have a better future.  It amazed me at how the young boy was so mature, understanding, appreciative of what his parents are doing for him.  He was able to see the long term goal, in that his education will eventually help his entire family, not only his.  Although very disturbing facts and realties, their love for one another and their priorities are commendable.

Childhood Poverty Research and Policy Centre.  Retrieved from http://www.childhoodpoverty.org/

Web Resources

"Doing whatever it takes to educate children and strengthen the community"

Harlem Children's Zone

http://www.hcz.org/

 

I chose to explore the Harlem children's zone website because one of our Head Start classrooms participated in this type of program last year.  I do not have much information about what is currently going on with the project, because it was not my classroom that participated, however, this assignment has sparked my interest in finding out from our director what is currently happening within our program in relation to the Harlem Children's Zone project.

The focus of this organization is to develop a new method to end the cycle of generational poverty by addressing the needs of the entire community.  There motto is "whatever it takes" when it comes to helping children to succeed.  The organization began in 1970 with a truency-prevention program.  In the 80s and 90s with the crack epidemic in Harlem, NY, a new approach was needed.  In the 90s the organization turned a public school, at the end of the day, into a community center with services and activities during the nights, weekends, and summers.  The also began a Peacemaker's Program that provided classrooms with assistants from the AmeriCorps to help teachers.  In the early 90s a pilot project was implemented with a range of support services to an entire city block, addressing all problems poor families were facing.  In 1997, this project extended to 24 blocks and became the Harlem Children's Zone Project).  In 2007, the project stretched to 100 blocks.

Today, more than 10,000 children and 7,400 adults are served with a budget of around 75 million dollars.  Geoffrey Canada, president and Chief Executive Officer, speaks about the cost.  He mentions that it costs about $5,000/child for this program and that it costs around $100,000/juvenile put in jail.  For $5,000 children bringing something to their community, where as 5 years in jail, they bring nothing. 

The program is comprehensive, holistic, and integrates health services, social services, educational services, and culture.  The goal is to work with children and families before they are behind.  They begin working with children before birth by helping the mother prepare for the first months of the child's life.  This program continues working with the child through graduation of college.  The findings showed that even if a child did well through hish school, they seem not to do well after.  That is why the program continues with children until they graduate college. 

The current issue/trend has come about from President Obama.  He has created the "Promise Neighborhoods" project based on the HCZ project that will reach across the country.  He states in his speech that "if we can get someone to stand on the moon, we can get man to stand on his own two feet".  I look forward to researching this website fully and sharing information with all of you.

Professional Contacts

This week I began to communicate with other early childhood professionals in my work place.  I knew that there were two women that run an organization in Rwanda who recently visited our Head Start classrooms to share their culture with our children and for them to experience our preschool education here in the United States.  I contacted our early education director, explaining my assisgnment for this course, and she readily shared their contact information with me.  At this time, I have sent each person an email and am waiting to hear back from them.  Our director also suggested that I speak to one of our assistant directors who is from Germany and who has many contacts with education staff over there.  So at this time I am in the process of speaking with her and hopefully she will be a great resource for this assignment.

When I first saw this assignment I thought, wow, how am I going to do this?  I have lived in PA my entire life, am afraid to step foot on an airplane or cruise ship, so I have never left the east coast of the United States, so I certainly do not have any contacts in another part of the world!  But when asking colleagues, they are more than willing to reach out and guide me in the right direction.  If there is anyone else out there that feels they won't be able to complete the first option, I suggest asking colleagues or friends. 

I look forward to reading everyone's findings...

My Supports

Thinking about the supports that I have daily, I would consider myself fortunate and thankful.  Basic supports such as good health and money, provide for my family and myself continuously.  Taking a look deeper and acknowledging other supports not so evident to others, include my husband and children, my mother and father, friends, and co-workers.  My mother and father have been extremely supportive in helping with our children since I began going back to school.  It is as if their support is unspoken.  They know seem to know when I need time for myself and volunteer to take the children for some time.  My husband, extremely helpful but not as "unspoken" is always there to support our family and my educational needs whenever needed.  Our children remind me of what it is to be innocent, playful, and free.  They are the one's that help me to take a break from the hustle and bustle and relax and enjoy every day.   Friends and co-workers are there, not as frequently as family, but whenever I need them.  I could not imagine my life without any one of these supports.  Together they provide a balance for me.

Because everyone has challenges that come at different times and in many styles, severities, forms, I believe that supports are essential during challenging times.  Supports also come to us in different forms, whether it be monetary support, relationship support, health support, friendship support, etc.  Just as children have indivdual needs at different times, adults also have these individual needs and supports at different times.

My Connections to Play

"Creative play is like a spring that bubbles up from deep within a child."  ~Joan Almon
"Children need the freedom and time to play.  Play is not a luxury.  Play is a necessity."  ~Kay Redfield Jamison

Looking back on my childhood, I believe people supported my play by allowing me to be a child, explore my environment, hours of unstructured time, the great outdoors, and cousins and neighborhood friends.  Time was spent outdoors, with a ball, bike, and outdoor pets.  Wow, thinking back, I didn't have much in the way of "toys".  However, the little I did have allowed for creativity, freedom, learning how to care for pets and eventually others, problem-solving, games with rules, negotiation, and conflict-resolution.  Many of these skills have carried through to adulthood.   These were the times where x's were made in stones for bases, rocks were used to make marks on the road for start and finish lines, and safety was experienced through play.  Considering my age, it was not that long ago that this type of play was able to occur. 
                   
                   Kickball                                        Bicycle with basket and banana seat

Has this type of play nearly disappeared?  From research and my observations, it is seeming so.  Todays parents are concerned about safety, find it easier to keep track of children while indoors, do not have open areas, parks, or yards to let their children play in, or are tied up with work, school, etc. to take the time to travel to parks.  The electronic age has taken over!  It is my hope that we will look back to previous generations and understand and value all they had to offer.  To this day, I make sure my own children have that unstructured time outside with each other and neighborhood friends.  They also are provided with balls, bikes, pogo sticks, trees, and many other open-ended toys.  Do they have electronics, of course, but like anything, their is a time and place for those items. 

As I reflect back on my childhood, I am proud that I was given such opportunities to play.  I also remember kindergarten as a time for arts and crafts, playing, making friends, and cookies and milk.  I don't even remember doing many worksheets or even "learning", so play must have been a priority back then.  Can we go back to those good old days?  I hope sooner than later.

Relationship Reflection

As I reflect on relationships that were meaningful in my life, there are three that stand out the most:  my family, my closest friends, and my co-workers.  Each have similar and different qualities about them that help keep our relationships positive and healthy.

When thinking of my family relationships, I think of my husband.  He is the man that sticks by me through thick and thin.  I met my husband when going to college (for the first time).  Our relationship grew immediately.  We enjoyed similar activities, had similar friends, and had the same views about raising a family.  We had differences as well, which is where other relationships in my life come into play!  Some of these include our professions and SPORTS!  Compromising, openness, and a sense of humor are characteristics of our relationship that have kept us happily together. 

Some of my closest friends, before meeting my husband and today, are yet another positive piece to healthy relationships in  my life.  Friend relationships are give and take, talk and listen, and laugh and cry.  They are the ones that are their when a break from everything is needed and deserved.  Never judgmental and always available.  Although we all have families and are quite busy, we never forget to find time for each other and schedule "girl days/nights out". 

Lastly, my co-workers...  They share the same profession and have similiar professional goals.  We are there to remind each other to remain open minded, continue to become life long learners, be conscience of our biases and to not forget what we have gone to college for...children and their families.  And although it is at times hard to do all of these things, they are the ones to listen and share powerful words to remind me that life is a challenge, but together we are able to reach our dreams.  Dreams in our profession, dreams for our family, and dreams for ourselves. 

These personal relationship experiences are similar experiences involved with working with children and their families.  It is important to be open minded, compromise, aware of biases and be able to put them aside, and both listen and know when to share information.