Eleazar-Lazaros

COMMUNICATION IN ACTION FINALE

2012-04-18T20:56:00.004-07:00

During the past 15 months I have studied, shared, listened, and learned from many of you, my early childhood colleagues; and have gained more knowledge and insight that I could have ever imagined. As I prepare to move on into my MSECS specialization, I want to take a moment to thank each of you for your committed support. You have trusted me with some of your most personal experiences, and I have cherished each of them as treasured moments; golden nuggets of information waiting to be polished and tucked away into my bag of knowledge, which will help me to further the cause of children and their families in the early childhood field of studies. I wish you all the best thoughts and prayers for a very prominent professional path. I plan to continue my professional blogging at the conclusion of my MSECS studies under my name—please feel free to connect and maintain contact with me if you so desire J

TEAM BUILDING AND COLLABORATION - PART 1

2012-04-07T21:22:00.000-07:00

This week I have learned about the five stages of team development: forming, storming, norming, performing and adjourning (Abudi, 2010). Two group involvements that I recall from my past would be my involvement with a theatre group from New York, and my involvement with the local Head Start Policy Council. The team with the clearest established norms was the group I worked with during the forming of a theatrical play at an area civic center. Team rules, sharing information, conflict resolution, and an understanding about the tools and processes used to accomplish our goal of putting together a very successful theatrical presentation were clearly understood. Everyone had an enormously vested interest in the production of a positive presentation; therefore the performing stage was a huge success due to the proficient interdependence that the team shared (2010).

On the other hand, the Head Start Policy Council group was one of many hardships. This group constantly found itself in the storming stage due to the power struggles that would frequently arise. This made for difficult performing; as the team moved forward with progress it kept falling back into unproductive conflict. Although norms were established in the way of By-Laws, the group kept losing track of project focus by letting personal feelings and ideas get in the way of creating cohesion (O’Hair & Wiemann, 2009, pp. 242). This group never seemed to establish an atmosphere of trust and respect, which hampered the effective accomplishment of any of the other team development stages (Laureate Education, Inc., 2011).

Considering both groups, I would have to say that high-performing groups are the hardest to leave due to the cohesive relationships formed throughout the group’s interaction. Constant bickering and arguing throughout a project task can wear a person’s tolerance very thin. In these types of group involvements, it is a very happy day to see the conclusion of the group’s interaction—to finally be rid of the stress. However, when high performance has been achieved through the effective progressions of team development stages, it is a bittersweet encounter—glad to see the conclusion of a successful project, but sad to see the group’s dissolve at the culmination of the task. Adjourning then becomes a welcome time of re-grouping and determining the new task of how to keep in touch with each member in a new dimension of shared identity (O’Hair & Wiemann, 2009, pp. 228-229).

Some of the adjourning rituals I have experienced have been anything from debriefing meetings to formal dinners and lively parties. I imagine that I will adjourn from my current group of colleagues that I have formed while working on my master’s degree in the early childhood studies program by hopefully meeting them face to face at the graduation ceremony. Reading about a person and hearing their expressions through written communication somehow leaves much to be desired; it is my hope that putting the rest of the communicative elements together with the written communication—non-verbal, gestures, facial expressions, body language, and such (O’Hair & Wiemann, 2009, 102-104)—will aid in a better understanding of the people with whom I have shared this journey of educational development.

References

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Laureate Education, Inc. (Producer). (2011). EDUC 6165: Communicating and Collaborating in the Early Childhood Field [DVD]. Team Building Strategies: Dr. Randi Wolfe. Baltimore, MD: Author.

O’Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin’s.

CONFLICT RESOLUTION

2012-03-31T22:15:00.003-07:00

This week’s early childhood studies involved a deep look into conflict resolution. As I learn about the various strategies and skills that are necessary for successful resolution, I am able to test these skills in conflict that I currently am experiencing in my home. My husband has been severely health challenged for the past two years, and the entire family has suffered greatly. After approximately 13 months of being debilitated in hospitals and rehabilitation facilities, my husband came home eight weeks ago with an enormous amount of built up bitterness, anger and hostility towards me. During his incapacitation I had to take on his responsibilities of caring for the business and financial matters of our house. This temporary responsibility afforded me with information about the poor state of our accounts, which I was fortunate to be able to reestablish and maintain a good status until now. Since he has returned home, transferring things back into his hands has been turmoil—his need to feel in control and desire to handle his own finances has resulted in several dangerous displays of anger on his part, due to his inability to express his needs and feelings effectively.

The strategies that I have been testing on this situation have been to (1) to listen and identify the unmet needs of my husband (Billikopf, 2007); (2) present a broad range of solutions to the disagreement about his ability to handle all of the regained responsibilities of household business; and (3) seek out a mediator that would help us to obtain a better perspective on transforming our destructive arguing into constructive change (The Third Side, n.d.). My concerns are whether or not my husband’s insecurities would allow him to receive anything perceptually besides negative messages constituted by his beliefs that I have undermined his manhood by proving his methods of business dealing were ineffective. What do you think, and how would you handle this situation?

References

Billikopf, G. (2009, August). Conflict management skills. Retrieved from http://cnr.berkeley.edu/ucce50/ag-labor/7labor/13.htm

The Third Side. (n.d.). The third side: Overview. Retrieved from http://www.thirdside.org/overview.cfm

WHO AM I AS A COMMUNICATOR?

2012-03-24T18:35:00.000-07:00

In retrospect, I’ve learned many things about my effectiveness or ineffectiveness as a communicator. The one thing that most surprised me is how I perceive myself versus how others perceive me. It’s one thing to believe that I am an excellent listener and nonaggressive when it comes to expressing my views; but, it is totally different when someone else views you to be something totally opposite from what you thought you were portraying. On the other hand, it can be quite refreshing and most rewarding when you attempt to portray certain attributes as a competent communicator, and find that your audience perceives you as such too. All in all, my current studies about effective communication have led me to the following insights:

• It is essential to develop an effective variation of listening styles that are most appropriate for the situation in which I am communicating. There will be times when the situation may call for efficiency in carrying out an action, or an imperativeness to focus on detailed information before making decisions, or an adherence to a very meticulous schedule; my ability to listen effectively and yet accomplish specific action, content, and time-oriented goals is imperative to my ability to become a competent communicator (O’Hair & Wiemann, 2009).

• It is imperative to acquire and/or to strengthen Active/Reflective listening skills. The most useful listening skills are those that demonstrate genuine interest in understanding what the other person is relaying, as well as taking the time to verify their intended meaning prior to responding with our own new message. Reciprocity in giving and in receiving messages with the verifying of the correct intent of the messages is what makes communicating most effective (Nadig, 2010).

References

Nadig, L. A. (2010). Tips on effective listening. Retrieved from http://www.drnadig.com/listening.htm

O’Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin’s.

COMMUNICATION AND CULTURE

2012-03-16T14:04:00.003-07:00

Cultural Myopia—it is an elaborate term for yet another type of discriminatory supremacy, which views one’s own culture appropriate and relevant in all situations and to all people (O’Hair & Wiemann, 2009); and unfortunately, it has touched the life of every human being in some way, shape, or form. The key to its resolve is to first recognize its existence, and then address it accordingly. Through my recent study of this condition, I have come to recognize that I, myself, have communicated differently with people from different groups and cultures. Whether it was intentionally or unintentionally done to discriminate against or to validate uniqueness, my communication has been laced with my own personal beliefs about my religious culture being relevant in all situations for all people. Based on what I have learned, here are three strategies I’ve decided to implement in order to help me communicate more effectively with people or religious groups that differ from my own:

· Use self-reflection as a guiding mechanism for implementing successful communication (Vuckovic, 2008) – the purpose of self-reflection is to increase my awareness of my own culture, personality, identity as it relates to my religion or situation, as well as other factors; this will increase my recognition of habits, intentions, and emotions that I may have that carry pre-judgments which are not substantiated by truth. The unveiling of such biases brings about the opportunity for me to fix the hurtful perceptions and communication styles that pose a problem.

· Choose a communication style that presents the communication partner with the same level of meaning as it relates to the factual or emotional content of the messages (Vuckovic, 2008) – bringing the topic of discussion to the same page or level of meaning for the communication partner creates a more equalized playing field; selecting appropriate topics and reflecting on my tone of voice, expressions, reactions, and hundreds of other factors influencing my communication style can help me to be more mindful of other’s feelings with the hope of potentially alleviating misrepresented messages.

· Identify the communication moderators—habits, intentions and feelings—that hinder effective communication (Vuckovic, 2008) – the behavioral expressions of my habits, intentions and feelings can carry culturally influenced communicative meanings, which may entail hidden microaggressions (Sue, 2010). Recognizing and identifying these potentially hazardous communication glitches, and replacing them with effective communication strategies, can aid me in fostering a more open, honest and friendly attitude towards others despite our differences. Taking such steps will help to alleviate unintentional acts of cultural myopia.

References

Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: Wiley.

Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.

COMMUNICATION SKILLS: LANGUAGE, NONVERBAL, LISTENING

2012-03-10T23:45:00.000-08:00

In order to truly understand the skills of communication, they must be tested. Therefore, I watched a television program called, iQ’Viva! The Chosen (n.d.), starring Jennifer Lopez and Marc Anthony, in order to see if I can appropriately detect nonverbal cues in their original intent. First, I watched the show without hearing the volume, and it appeared as though in some cases Jennifer Lopez was giving some bad news to a family who had just sung a song to her. Later, viewing it with the volume turned up, I was able to see that she was not delivering bad news, but was just using accenting, or nonverbal behaviors used for emphasizing specific information in a verbal message (O’Hair & Wienmann, 2009). In another segment of the show, [with the volume down again] it appeared that Marc Anthony and Jennifer were giving each other intimate glances; but, in fact, they were making jokes at each other with snide remarks. There were many instances of channel discrepancy, two sets of behavior given by one person that have conflicting messages, between them throughout the show (O’Hair & Wienmann, 2009). The assumptions that I made about the nonverbal cues that were gleaned were possibly due to my unfamiliarity with Jennifer and Marc, and how they respond and communication with each other. It was my assumption that they were married, therefore the glances were read in reference to this belief. Perhaps my assumptions would have been more correct if I had been watching this show more often, and learned how the two of them really get along.

I learned the following from this experiment:

· Nonverbal communication is ambiguous

· Nonverbal messages can be contradicting

· Nonverbal codes, symbols used to send messages with or without words, can be very powerful; and

· Eye behavior and language interpretation has a lot to do with relational and situational context

References

iQ’Viva! The Chosen (n.d.). Retrieved from http://qvivathechosen.com/

O’Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin’s.

COMMUNICATING & COLLABORATING IN THE EARLY CHILDHOOD FIELD

2012-03-03T20:02:00.000-08:00

The next eight weeks of study for me will be in the area of communication. I am excited about this journey as communication is the life-blood of every lifestyle regardless of culture, ethnicity, nationality, or any other distinguishing differences within humanity. As I prepare for this journey I am reminded of my greatest childhood mentor of communication—my father. He was a Pentecostal preacher who believed in living according to the Word of God. He patterned his life after the life of Jesus Christ, particularly the part where Christ listened to people and understood their needs. My father was a very competent communicator whether he was dealing with parishioners, family members, or total strangers. He was great at exhibiting effective communication that was appropriate for any given situation (O’Hair & Wiemann, 2009). It is my hope and desire to model many of my own communication behaviors after this great measure of a man (Channey-White, 2011).

References

Channey-White, C. J. (2011, January 22). Personal Childhood Web. [Blog message]. Retrieved from http://judah1st.blogspot.com/

O’Hair, D., & Wiemann, M. (2009). Real communication. New York: Bedford/St. Martin’s.

PROFESSIONAL HOPES AND GOALS

2012-02-24T14:49:00.000-08:00

In working with children and families who come from diverse backgrounds, I hope to be able to communicate more effectively—taking into account the deeper insights that I now have regarding cultural diversity, equitable practice, and social justice. One goal that I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to advocate programming and curriculum that effectively accommodate cultural differences, and to educate teachers on anti-bias practices in all learning environments.

Eight weeks of study about diversity, equity and social justice has stretched me in ways I never imagined could take place in the life of a middle-aged woman. Pre-eight weeks I had believed that most of the tools and ideas that an adult utilized in their day to day life were derived from their childhood and teenage experiences. My views were drastically changed as I saw the various levels of my core beliefs tested, shifted, and altered in a way that has strengthened me immensely by adding some of the most important tools that I will ever need to utilize in my life as an adult. I am grateful to all of my colleagues who have helped me to become a more cognizant individual in regards to recognizing the importance of equitable practice and social justice for all.

WELCOMING FAMILIES FROM AROUND THE WORLD

2012-02-18T10:47:00.000-08:00

In my continuing studies about diversity, I have been introduced to interesting aspects of other countries. I am somewhat embarrassed to say that, up to this point in my life; I have been terribly inept geographically speaking. Statistics tells us that about 195 different countries exist in the world today. Although it was apparent to me that other countries existed, I had never taken the time to look outside of my own country to see what was on the other side of the United States. Even the news portrayed on television and radio never caught my attention enough to influence my interests towards finding out more about other countries. However, throughout the last several weeks of research on multi-cultural diversity my curiosity about many countries has been greatly stirred. One country in particular has intrigued me most—Mexico. November 7, 1945 is the date of admission on which Mexico joined as a member of the United Nations General Assembly. Mexico is the fifth largest country in America and among the top twenty largest independent nations in the world, and just so happens to be at the back door of the United States of America where I reside. Again, it is embarrassing to me that I have not studied more about this country until now. It’s almost like having a next of kin that lives right next door with whom I never desired to communicate.

Imagine with me:

You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from Mexico [or a country you know nothing about] will join your group soon. You want to prepare yourself to welcome the child and her family. What would you do?

Here’s my answer:

First of all, I am blessed to be enrolled in a course about diversity and have learned that in order to support families who have immigrated I need to know more than surface facts about their country of origin. I would begin my preparation by covering the following five areas:

1. I would research the dominant language of Mexico. Out of over 63 indigenous languages recognized by the government of Mexico, Spanish is the official language spoken by the vast majority of Mexicans. Understanding the language will help to minimize communication barriers.

2. I would research the family culture. Knowledge of surface culture alone can prove to be damaging to the potential relationship. Understanding as much deep culture as possible will aid in the purposeful designing of an environment that is inclusive for the new family.

3. I would design an inclusive philosophy statement and admittance forms. Sentences that specifically name and support multiracial and mixed heritage families are crucial to the equitable practice of inclusion for all families.

4. I would construct a welcome package that is culturally diverse. Positive images, materials, and children’s literature that depict multiracial and multiethnic families would be included in the welcome package. Creating an inviting atmosphere through not only the environment, but also the materials that are being utilized and distributed makes inclusion more visible to transitioning families.

5. I would use appropriate terminology in referencing families. Families have their own preferences regarding how they prefer to be referenced racially. Taking the time to speak with each family and asking their preference will ensure the use of appropriate terms for their child’s ethnic identity.

It is my hope that these preparations will benefit both me and the family by fostering respectful relationships, and positive purposeful partnering between the home and school environments. My endeavor as an early childhood professional is to ensure a smooth and successful transition from their place of origin to their new place of residency.

Reference

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

THE PERSONAL SIDE OF BIAS, PREJUDICE & OPPRESSION

2012-02-11T19:57:00.000-08:00

For the past several weeks I have learned, observed, and shared examples of microaggressions and their effects on human development. I’ve continued my studies of understanding personal biases and institutional prejudices, how they are learned, and how they influence inequities and oppressions within societies. During my studies I was reminded of the true-story-inspired movie, Radio (2003), starring Cuba Gooding, Jr. and Ed Harris. The movie depicted Robert ‘Radio’ Kennedy [Cuba] as a man with a disability who tried desperately to be a part of the team. His impedance was viewed by the high school football team players as an invitation for ridicule, cruel mistreatment, and the unprecedented label of incapable; yet the head football coach, Harold Jones [Harris], saw Radio as a human being who was deserving of respect and a fair chance. The movie portrayed constant incidents of bias, prejudice and oppression toward Radio because of his cognitive/emotional delay—he was treated inequitably by being called a retard and treated as though he could not comprehend.

Ableism is an attitude, action, or practice of anyone that undermines human and legal rights of people defined as having a disability (Derman-Sparks & Edwards, 2010). In the movie, the inequitable acts of classism and discrimination toward Radio were covert; unlike the overt microaggressions that an African American woman experiences from a friend who inadvertently questions her acceptance into a certain college by assuming her admittance was due to her race rather than her ability (Laureate Education, Inc., 2011a). Whether intentionally or unintentionally, biases are incredibly damaging to the social, emotional, and psychological development of human beings (Derman-Sparks & Edwards, 2010), unless of course a person has indomitable roots of purpose implanted by their family culture (Laureate Education, Inc., 2011b) that enables them to stand with the strength of a cottonwood tree in the face of ridicule.

Whenever I think about the injustices and internalized oppression inflicted on persons with disabilities, through isms portrayed by dominant groups, it stirs mixed emotions in me. I usually feel an initial anger from the inequity performed, then sadness about how dismal the task seems in rectifying this overwhelmingly prevalent problem. In order for incidents like those portrayed in the movie to be turned into opportunities for greater equity, it will take a change of heart and mind in the way dominant groups view people who are different from the dominant culture.

Reference

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

Laureate Education, Inc. (Producer). (2011a). EDUC 6164: Perspectives on Diversity and Equity [DVD]. In Her Own Voice: Nadiyah Taylor. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2011b). EDUC 6164: Perspectives on Diversity and Equity [DVD]. In His Own Voice: Eugene Garcia. Baltimore, MD: Author.

PRACTICING AWARENESS OF MICROAGGRESSIONS

2012-01-28T17:48:00.000-08:00

During the course of my recent studies in early childhood development, I’ve learned about Microaggressions. Microaggressions are brief everyday verbal, behavioral, or environmental indignities that are communicated intentionally or unintentionally, and which contains an insulting message often causing severe psychological stress and harm to an individual (Laureate Education, Inc., 2011).

I can recall one example of a microaggression which occurred to me when I was a young adult volunteering for my father’s non-profit organization. I remember the community being of a Dutch dominant culture that had displayed much prejudice against people of color. It had even been noted that a few left over Ku Klux Klan (KKK) members were having late night gatherings in certain remote parts of the rural. My father was a man of indomitable faith and on a mission for change, so he was never shaken by any threats that the environment may have posed.

I remember going to the local newspaper to submit an advertisement for an upcoming event that his non-profit organization was having, and there was an elderly woman who looked to be at least in her 90s at the front desk of the advertisement office whose surface culture (Derman-Sparks & Edwards, 2010) showed her to be a white woman. It was summer time and I was dressed in clothing that clearly depicted my female gender. As I was relaying my information to the woman, she kept calling me a man; referencing me as sir. I repeatedly told her my name and that I was a woman, and she continued to refer to me as a man. I wasn’t sure what to make of her clearly blatant remarks accept that she was being sarcastic in some prejudicial reference to my identity. Just before leaving her desk, I told her that she was being very rude and that I did not appreciate her calling me something that I was not. She responded with a smirk and a very intense stare without any verbal retort.

This scenario of Racial-Gender Microaggression (Laureate Education, Inc., 2011) is one of many microassaults (overt deliberate hostile acts purposely made to harm an individual) that I have experienced growing up as a child. Other forms of microaggressions, such as microinsults (injustices that demean a person’s racial heritage) and microinvalidations (the act of downplaying the victim’s experiential reality of the mistreatment) have painted my childhood experiences with persons of different cultures throughout my entire life. The emotions that I experienced from the insults of oblivious perpetrators were those of degradation, inferiority, and insignificance. Understanding microaggressions has helped me to have a refined awareness about the importance of truth in cultural dealings, and how ignorance can be crucially devastating to the social, emotional and psychological development of a child.

Microaggressions are deadly and unfortunately prevalent in many, but unbeknownst to most. Why not test yourself for hidden biases (Teaching Tolerance, n.d.) to see where your level of microaggression perpetration lies on the scale. You could be very surprised at just how offensive you have the potential to unintentionally be towards someone of cultural difference. Go on…take the test J

Reference

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

IAT Corp. (2011). Project implicit. Retrieved from https://implicit.harvard.edu/implicit/

Laureate Education, Inc. (Producer). (2011). EDUC 6164: Perspectives on Diversity and Equity [DVD]. Microaggressions in Everyday Life. Baltimore, MD: Author.

Teaching Tolerance. (n.d.). Test yourself for hidden bias. Retrieved May 25, 2011, from http://www.tolerance.org/activity/test-yourself-hidden-bias

PERSPECTIVES ON DIVERSITY AND CULTURE

2012-01-21T19:37:00.000-08:00

Incidentally, I had an appointment this past week with a new physician and it surprised me that at the top of the page of a packet of forms that I needed to fill out, the first four questions asked of me were, “What is your race? What is your language? What is your ethnicity? And what is your date of birth?” I have to admit that my first reaction was indignation. I wondered what difference my race and ethnicity had to do with anything. My second reaction was to think how coincidental it was that I happened to be studying these very things in this course of study. Prior to my studies I would have probably not known how to answer the questions since race and ethnicity have had synonymous meanings to me. Since that encounter, I’ve embarked upon my own quest to learn how others perceive similar terms. The answers I received included much Surface Culture, which is the visible differences of a person, and very little Deep Culture relating to the family traditions, intergenerational relationships, family roles and values (Derman-Sparks & Edwards, 2010). Some of the key aspects that were omitted were the distinction between race (arbitrarily characterized by outward details such as skin color and physical features), ethnicity (relating to a group which is characterized by shared heritage and distinctiveness), and culture (a distinctive way of life) (Derman-Sparks & Edwards, 2010). As I reflected on other people’s definitions of culture and diversity, I didn’t feel as bad about my own ignorance, as it seemed common-place for many people to not know about the deep culture of their own family history. Perhaps that is why building family trees using online software programs has become such a popular activity—people are starting to get a little bit curious about who they really are. Take a look at what some folks say about diversity and culture.

WHAT IS CULTURE? WHAT IS DIVERSITY?

(In order to maintain confidentiality I’ve only used last names and signified male or female)

Smith (F) – I don’t know what culture is, I don’t even know my own. I guess I could be Indian, Caucasian, Black, and something else. I have so many things mixed up in me that I don’t even know which one to identify with or call my own. As far as diversity, I would say that it is a melting pot where everything gets mixed up so that it is hard to determine—I don’t like Indian food, I don’t fit in with Caucasians, I guess I’m Black.

Moore (F) – I would say that my culture is black and Indian; I think my father had some Indian in him and some on my mother’s side too I think. As far as diversity, I would say that it is what our ancestors practiced and the legacy from generation to generation—diversity is when something is different—the differences between cultures.

Channey (M) – I would say culture is where you come from or what you have in your blood; I would have Black and Irish in me since my mom had Irish/White in her and I think my dad was Black. Diversity is the differences between people like their eyes, hair, skin, etc.

Reference

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

INSIGHTS ON FAMILY CULTURE

2012-01-12T08:46:00.000-08:00

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture. What would those items be and why would you choose them? How would you explain to others what each of these items means to you? If, upon arrival, you are told that you could only keep one personal item and give up the other two, what would you keep and how would you feel? What insights can you gain about yourself, your family culture, diversity, and/or cultural differences in general as a result of this event?

ANSWER:
The three items I would take in addition to one change of clothes would be a bible, a pair of glasses, and a picture of my family. My glasses are important to me for seeing (symbolically, they are a reminder to look at things in the right perspective). The picture of my family is important to me because it keeps me focused on the most important people in my life. My bible is the greatest source of support that I have had in my life, and it would have to be my support throughout another challenging time. In the event that I had to give up everything accept one item, I would keep my glasses because I must have them to see what is before me. The picture of my family I would hold in my mind and the Word of God found in the scriptures of the Holy Bible I would hold in my heart. I would feel confident in my choice because throughout my entire life I have cherished my family and the Bible, and now it would be the time to put those two things to work in my life in a different way—as the fuel that keeps me going throughout a very different kind of challenge called survival.

Check out these interesting resources and share your perspectives:

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

Chapter 5, “Learning about Culture, Language, & Fairness” (p. 55 only)

Video: Laureate Education, Inc. (Producer). (2011). EDUC 6164: Perspectives on Diversity and Equity [DVD]. Family Cultures: Dynamic Interactions. Baltimore, MD: Author.

In this program, three early childhood professionals discuss culture, its nature and scope, including family culture diversity, and introduce ways to provide respect, support, and empowerment when working with Family Diversity.

Article: Christian, L. G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children, 61(1), 12–20. Retrieved from the Walden Library using the ProQuest Central database: http://ezp.waldenulibrary.org/login?url=http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1042679491&sid=1&Fmt=4&clientId=70192&RQT=309&VName=PQD

Article: Harris, S. R. (2008). What is family diversity? Objective and interpretive approaches. Journal of Family Issues, 29(11), 1407–1417.
Retrieved from the Walden Library using the SAGE Premier 2010 database.

Article: Keat, J. B., Strickland, M. J., & Marinak, B. A. (2009). Child voice: How immigrant children enlightened their teachers with a camera. Early Childhood Education Journal,
37(1), 13–21.
Retrieved from the Walden Library using the Academic Search database.

PERSPECTIVES ON DIVERSITY AND EQUITY

2012-01-05T17:38:00.000-08:00

In the next eight weeks I will be studying perspectives of diversity and equity. The study will begin with a personal look at social identities and their influence on my professional views and practices. I will also evaluate the perspectives of various cultures and people to determine why and how people do what they do. The fascination I anticipate will be the insights I gain on the importance of learning how to handle diversity in the field of early childhood education, while implementing equitable practice. Looking forward to sharing my journey with you, so stay tuned!

Check out these incredible links and share your perspectives:

Online Video: Playing for Change: “War/No More Trouble” (alternate site)
http://www.youtube.com/watch?v=fgWFxFg7-GU&feature=BF&list=ML4oVf-d_DwKA-bV3PQwJ5xcpVdi7B-TPk&index=3

Online Video: Playing for Change: “Imagine” (approximate length: 4 minutes)
http://www.youtube.com/watch?v=bvFLKyAGzzI&playnext=1&list=PLBDE4144BA3E4A0F9

Online Video: Bob Marley: “War/No More Trouble” (approximate length: 8 minutes)
http://www.youtube.com/watch?v=vPZydAotVOY&feature=related

Online Video: Playing for Change: “One Love” (approximate length: 5 minutes)
http://www.youtube.com/watch?v=4xjPODksI08&feature=BF&list=ML4oVf-d_DwKA-bV3PQwJ5xcpVdi7B-TPk&index=1

Online Video: Playing for Change: “Equal Rights” (approximate length: 3 minutes)
http://www.youtube.com/watch?v=stuNZeCenS0&feature=related

WHEN I THINK OF RESEARCH...

2011-12-23T07:10:00.000-08:00

First, I want to thank Dr. Davis for all of her instructional guidance, as well as all of my colleagues for their insightful input throughout these past eight weeks of study. Your influence has enhanced my professional endeavors immensely.

As I conclude my studies of research, I must reflect on the insights that I’ve gained. Never before had I realized the magnitude of specificities that are involved in research—various designs, methodologies and inexhaustible terminologies. Prior to this study I have always had a hesitant longing to do some type of research on the topics that weighed heavily on my mind—things like Sensory Processing Disorder prevalence in early childhood, psychologies of an educator’s or parent’s ontology and epistemology, and how it influences what they do and why. Today, my ideas about the nature of doing research have gathered much respect for the field and I do not take lightly the extensive preparations that are involved in the creating of a research project. Some of the lessons I’ve learned that planning is critical to the very success of the research project. Before choosing the right design a researcher must first determine in what direction they want to proceed, what answers they want to unfold, what equitable concerns may arise as a result of the research, what kind of data they anticipate on collecting, who will be the participants and how they plan to address them (observation, interview, etc.). All of these concerns must be addressed before a design can be chosen and actual conducting of research can begin.

My greatest challenge was determining which research design to choose. It took great deliberation in making the decision of whether to pursue explanation (a quantitative approach) or understanding (a qualitative approach) of my topic. Once I determined this I was able to proceed in deciding what kind of data would be needed and how to go about collecting that data. My perceptions of an early childhood professional have been modified as a result of this course by sharpening my insights on the rigorous involvement and critical specificity that is needed in performing credible research through equitable practice.

Here are some resources that have assisted me throughout my studies of research:

Beck, S. E. (2009). Evaluation criteria. New Mexico State University Library. Retrieved from http://lib.nmsu.edu/instruction/evalcrit.html

Bell, A. (2007). Designing and testing questionnaires for children. Journal of Research in Nursing, 12(5), 461–469. Retrieved from the Sage Premier 2010 database.

Bell, N. (2008). Ethics in child research: rights, reason and responsibilities. Children's Geographies, 6(1), 7–20. Retrieved from the Walden Library using the Academic Search Complete database.

Fargas-Malet, M., McSherry, D., Larkin, M., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175–192. Retrieved from the Walden Library using Sage Premier database.

Johnson, R. B., Onwuegbuzie, A.J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. Retrieved from the Walden Library using the SAGE Premier 2010 database.

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Introduction to variables. Laureate Education Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Quantitative designs: An overview. Laureate Education Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Sample research questions and hypotheses. Laureate Education Inc., Baltimore, MD

Mackenzie, N. M., & Ling, L. M. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48–60 Retrieved from the Walden Library using Education Research Complete database.

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

NAEYC Code of Ethics—Video “Overview of the Code of Ethical Conduct”. How to use the Code: Overview [DVD] Part 2 of 7. Retrieved from http://www.naeyc.org/ecp/resources/ethics

National Association for the Education of Young Children. (n.d.). Using early childhood research. NAEYC. Retrieved February 1, 2011 from http://www.naeyc.org/research/using

New York Library Association. (2010). Evaluating websites: Criteria and tools. Cornell University Library. Retrieved from http://olinuris.library.cornell.edu/ref/research/webeval.html

Ormondroyd, J., Engle, E., & Cosgrave, T. (2009). Critically analyzing information sources. Cornell University Library. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill26.htm

Ostrov, J. M., & Godleski, S. A. (2009). Impulsivity-hyperactivity and subtypes of aggression in early childhood: an observational and short-term longitudinal study. European Child & Adolescent Psychiatry, 18(8), 477–483. Retrieved from the Academic Search Complete database.

Overton, J. (2009). Early childhood teachers in contexts of power: Empowerment and a voice. Australasian Journal of Early Childhood, 34(2), 1–10. Retrieved from the Academic Search Complete database.

Pate, R. R., McIver, K., Dowda, M., Brown, W. H., & Addy, C. (2008). Directly observed physical activity levels in preschool children. Journal of School Health, 78(8), 438–444. Retrieved from the Academic Search Complete database.

SRCD Ethical standards for research with children. (n.d.). Society for Research in Child Development (SRCD). Retrieved February 1, 2011 from http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemid=499

Strand, P. S., Cerna, S., & Downs, A. (2008). Shyness and emotion-processing skills in preschoolers: A 6-month longitudinal study. Infant & Child Development, 17(2), 109–120. Retrieved from Academic Search Complete database.

Thomas, L.B., Shapiro, E.S., DuPaul, G.J., Lutz, J.G., & Kern, L. (2010). Predictors of social skills for preschool children at risk for ADHD: The relationship between direct and indirect measurements. Journal of Psychoeducational Assessment, 28(4), 1–11. Retrieved from the Sage Premier 2010 database. Note: You will have to search by article title for this article.

U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.). Special protections for children as research subjects. HHS.gov. Retrieved on February 1, 2011 from http://www.hhs.gov/ohrp/policy/populations/children.html

U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.). Research with children—FAQs. HHS.gov. Retrieved February 1, 2011 from http://answers.hhs.gov/ohrp/categories/1570

Whiting, L. (2009). Involving children in research. Paediatric Nursing, 21(5), 32–36. Retrieved from the Walden Library using the Academic Search Complete database.

RESEARCH AROUND THE WORLD

2011-12-04T17:17:00.001-08:00

It is interesting how very different we can be, yet the same. This week I visited some international websites to learn of international research topics around the world. The intriguing thing is that even though our worlds are very different, when it comes to children we are very much the same. The following websites give us a look at Early Childhood in Australia, Europe, and Africa:

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA): Developed and maintained by the University of Victoria, Canada, this virtual university is the international gateway for early childhood research worldwide. Through the link below, you can access ECDVU’s Sub-Saharan Africa portal. The second link takes you to a list of current early childhood research conducted by students in Sub-Saharan Africa.
http://www.ecdvu.org/ssa/index.php
http://www.ecdvu.org/ssa/major_reports.php

Early Childhood Australia: This is the Australian equivalent to the U.S. based NAEYC. You can access several links to early childhood research from the menu on the left side of the home page.
http://www.earlychildhoodaustralia.org.au/

European Early Childhood Education Research Association (EECERA): This international early childhood organization publishes a well respected journal. All back issues are accessible from this site and are fully searchable without charge.
http://www.eecera.org/

The surprising insights about early childhood that I gained from exploring ECDVU was that their key focus is indigenous implementations in the formulation of effective EC curriculum, intricate measures to enhance parent involvement (fathers, mothers, and grandparents) in ECD, and strong efforts towards synergized cooperation towards the curriculum and program development. A noteworthy find on this website was the impeccable determinations in the promotion of proper professional development of their early childhood leaders. I was truly impressed.

RESEARCH THAT BENEFITS CHILDREN & FAMILIES

2011-11-19T18:20:00.000-08:00

It has been noted that Sensory Processing Disorder (SPD, also known as Sensory Integration Dysfunction) predictably affects about 5% of all children, over half of children with Attention Deficit Disorder (ADD), and 80% of children with Autistic Spectrum Disorder (Sensory Systems Clinic, n.d.). These high percentages are definitely worth taking a deeper look. Without the proper awareness of the scope of SPD among young children and school-age children, many professionals could suffer the consequences of improper assessments and treatments for children who are currently being labeled disruptive, unruly, uncooperative, or worse.

Imagining that I possess the means and the knowledge to conduct unrestricted research studies about any topic in the early childhood field, which will make a major positive contribution to the well-being of children and/or their families, I would choose this topic of Sensory Processing Disorder as it relates to the excellence and equity of care and education for children and families (Laureate Education, Inc., 2010). It seems apparent to me that with proper awareness of SPD, greater specificity can be obtained to the proper assessment and treatment of children who are otherwise disruptive in the learning environment as well as their home environment. Proving SPD’s validity is a massive task to embark upon, yet small steps toward recognizing its prevalence in pre-school age and school-age children could open the door to shedding some positive light on it’s existence. Sensory Processing Disorder: Is It Real? The journey towards answering this question must begin soon for the sake of early childhood development.

RESOURCES
Laureate Education, Inc. (Producer). (2010). Excellence and equity of care and education for children and families-Part 1 [DVD]. Early childhood development. Baltimore, MD: Author.

Sensory Systems Clinic (n.d.). The ‘jobs’ of children” play, school, social skills, self reglation, emotional, & self care.[website]. Retrieved November 19, 2011, from http://www.sensorysystemsclinic.com/

A PERSONAL RESEARCH JOURNEY

2011-11-12T20:50:00.000-08:00

In the next several weeks I will embark upon a personal research simulation regarding the topic of Sensory Processing Disorder (SPD), a neurological disorder that is commonly recognized by the brain’s inability to integrate, process, and respond to certain information received from the body’s five basic sensory systems. My goal is to bring a deeper awareness about its origin and prevalence among young children to the fore-front of the early educational field. My intentions are to discuss (1) the origin and causes of SPD; (2) its commonality among young children of preschool and school age; and (3) the available resources for addressing the care needed for children with this diagnosis within an educational environment. The success of my research will expectantly produce credible information that will aid in (1) a reduction in negative behaviors found in the classroom environments associated with children who demonstrate SPD behaviors; (2) bring SPD awareness to educators so that professional development can be implemented to address this diagnosis in young children within classroom environments, and (3) provide necessary assistance through resources regarding SPD children and families.

My personal and professional reason for choosing SPD as a research simulation topic is because my son has been diagnosed with SPD, and a deeper understanding of the condition will provide me with the insight to better care for him as well as other children within the early education environment who have the potential for SPD.

Here is a link to an interesting resource regarding Sensory Integration Therapy: http://www.sensoryprocessingdisorder.info/sensory-integration-therapy.html

Although not considered a scholarly resource, this blog site has numerous entries that will enlighten ones awareness about Sensory Processing concerns in children, as well as provide additional links that might prove to be very helpful.

IN SEARCH OF ANSWERS - RESEARCH AS A TOOL

2011-11-02T15:48:00.000-07:00

This week I will be studying the importance of research in the Early Childhood field. I will be observing (1) Why research is important; (2) What makes "good research"; (3) How to become an informed advocate for quality research; and (4) Where to find research on Early Childhood Development and Education.

Here is a link to the latter observation for accessing EC Research: http://www.naeyc.org/resources/research/accessing

ISSUES & TRENDS: CHANGE, CONTEXTS, CONSEQUENCES, AND CONSTRAINTS REVISITED

2011-10-28T09:53:00.000-07:00

During the past eight weeks, I have researched various early childhood professionals and organizations. These resources have supported my professional growth in many ways. I have refined my perspective about the early childhood professional journey on which I embark. I have learned that having a desire to educate, aid, or service young children is one thing, and knowing HOW to accomplish these feats is another.

The consequences of my learning expedition have been resultant in (1) a keener vision towards the specifics of my professional development, such as learning how to use particular elements of research to gain deeper knowledge of contexts, trends, and issues relating to early childhood care and education; (2) an acute ear to listen to the views and experiences of my colleagues, as this supports me through influences that stretch my thinking to a broader awareness of the early childhood issues and trends that affect early care and education; and (3) a deeper level of compassion that causes me to look within myself for the clearest path toward my goal—my perspectives on life, education, children, families and communities have all dramatically changed through much reflection.

The one goal that I endeavor to accomplish related to international awareness of issues and trends and the spirit of collegial relations is to someday make a substantially positive impact on bringing forth equity to care and the education of early childhood students—those with Sensory Processing Disorder as well as other physical, emotional, or otherwise challenges. Also, it is my prayer that my colleagues will find deeper, broader, and more substantial platforms that will lift their vision to another dimension for greater change in the early childhood field as well. Well wishes to all!

GETTING TO KNOW YOUR INTERNATIONAL CONTACTS—Part 3

2011-10-22T13:40:00.000-07:00

Professional development is one of the necessary tools for developing quality in early childhood care and education (Carter, 2008). In dealing with the how to of professional development—regarding the approaches, models, or methods used to support self-directed, highly relevant learning (Buysse & Winton, 2009)—the United Nations Educational, Scientific and Cultural Organization (UNESCO) has created a very convenient tool for gaining necessary information to aid in the continued development of early childhood professionals. Policy Briefs (UNESCO, n.d.1) support policy work through its publication of two-page flash notes on policy issues. This quarterly publication on early childhood policy issues seeks to answer questions on the planning and implementation of early childhood policies. Prior to publication, the Policy Briefs are reviewed by a group called the peer reviewers mechanism. This group is made up of professionals of various walks of life from all over the world—Senior Researchers, ECD Consultants, Directors, Professors of Social Work, and visiting scholars from France, Lebanon, Zimbabwe, Singapore, Canada, Ghana, Brazil, the United Kingdom, Thailand, South Africa, and the U.S.A. Hard copies of these Policy Briefs reports can be obtained by contacting earlychildhood(at)unesco.org.

Using this helpful tool, I’ve gained the following three insights related to international early childhood education that relate to my professional goals:

The three building blocks of education are literacy, teacher education, and TVET.

Literacy – Today one in five adults is still not literate and about two-thirds of them are women while 67.4 million children are out of school. Since 1946, UNESCO has been at the forefront of global literacy efforts and is dedicated to keeping literacy high on national, regional and international agendas (UNESCO, n.d.2).

Teacher Education – The United Nations Relief and Works Agency (UNRWA) launched its education reform strategy for 2011 to 2015 on October 5^th in order to improve the quality of learning for students and to meet the evolving demands of an education system for the 21^st century; the strategy focuses on teacher development, curriculum and student assessment, inclusive education, and technical and vocational training (UNESCO, n.d.3).

TVET – Systemic pressure to expand general, technical, and vocational secondary education has resulted from the success of universal primary education in developing countries over the last decade. Skills are seen as critical to educational development, labor market inclusion, and economic growth which makes Technical and Vocational Education and Training (TVET) one of the four priority areas in UNESCO’s education program. TVET is now an integral part of the Education for All initiative which promotes economic growth, and contributes to poverty reduction by helping learners acquire skills, knowledge, and attitudes needed to develop professional careers, active citizenship, and lifelong learning (UNESCO, n.d.4).

Reference

Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235–243. Retrieved from the Walden Library using the ProQuest Central database.

Carter, M. (2008). Assessing quality: What are we doing? Where are we going? Exchange, (184), 32–35. Retrieved from the Walden Library using the Education Research Complete database.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.1). Policy Briefs on Early Childhood [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/unesco-policy-briefs-on-early-childhood/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.2). Literacy [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.3). Teacher Education: UNRWA Launches education reform strategy on World Teachers’ Day [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/teacher-education/single-view/news/unrwa_launches_education_reform_strategy_on_world_teachers_day/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.4). Technical and Vocational Education and Training [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/tvet/

Sharing Web Resources

2011-10-15T10:55:00.000-07:00

The National Black Child Development Institution (NBCDI) just finished up its annual conference this past week (Oct. 8^th-11^th). Its theme: The effects that shrinking economy and poor quality education has made on the educational futures of our children. There were some fabulous conference presenters, including early childhood supporters from various venues—psycho-social , medical, and physical health fields, policymakers, EC administrators and educators.

I’ve gained deeper insight on how NBCDI has been very instrumental in addressing equity and excellence in early care and education by meeting the needs of parents. Understanding the trilemma of the United States’ patched system of child care (Lash & McMullen, 2008), NBCDI reaches out to parents by offering those relevant tools and practices that will enhance parents own personal social and emotional development—addressing the challenges of quality, availability and affordability for African American children and their families. NBCDI is committed to re-energizing parents to increase their involvement as effective advocates for their children and providing necessary resources to empower African American families to gain access to quality early childhood care and education.

Visit these links to find more information regarding NBCDI’s extensive resources designed to address the challenges of equity in quality, affordability, and access to early childhood care and education for minority children and their families:

www.http://nbcdi.org - this link leads to the main website of NBCDI where you will find the organizations history, mission, and an overview of their offered services.

http://nbcdi.org/conferences/nbcdi-annual-conference/ - this link will take you to the page of conference speakers from the annual national black child development institute, inc., there you will find highlights of the conference

http://nbcdi.org/blog/category/early-childhood-education/ - this link leads to the early childhood education initiatives of nbcdi; there you will find several of the events that address EC issues as well as ncbdi’s involvement with each.

Reference

Lash, M., & McMullen, M. (2008). The child care trilemma: How moral orientations influence the field. Contemporary Issues in Early Childhood, 9(1), 36–48. Retrieved from http://www.wwwords.co.uk/pdf/freetoview.asp?j=ciec&vol=9&issue=1&year=2008&article=5_Lash_CIEC_9_1_web

Exploring International Contacts Pt. 2

2011-10-08T20:22:00.000-07:00

So, it appears that all of the basics have been covered in the Center on the Developing Child’s efforts to improve or rebuild the infrastructure regarding global children’s initiatives. After viewing the information from Harvard University’s website, the buzz words that brought the greatest enjoyment to my reading are the words child health and development. The Center’s key components towards tackling their agenda for improvement are the domains of early childhood development, child mental health, and children in crisis and conflict situations. These are without doubt the major areas of significance for early childhood studies across the board. Complete recognition and understanding of the intricacies of childhood and their development; insightful training regarding the patterns and nuances of early childhood mentality and mental heal, how they learn, and the most successful means of educating early childhood students; and reaching out to the various sectors that are intertwined with the early childhood field, i.e. educators, researchers, policymakers, etcetera, to thoroughly train and educate them as influential leaders for the global children’s initiative cause will cumulatively add support for the Global Children’s Initiative.

However, there are yet other key words that tune my reading ear toward the inequalities of such an honorable gesture for positive change. The information I recovered shared the insight that these efforts were primarily for the majority world. Although the Center’s initial focus will explore comparable approaches to surveying child status in specific at risk areas, and bring the science of child development into strategies that address malnutrition and other health challenges, there is the seeming glitch of inequities in who attends the program, and state investments (Kagan, 2009). While the format is highly commendable, there are still separation factors of race, socioeconomic status (SES), language proficiency, geographic locale, as well as funding sources to consider.

Reference

Harvard University [Website]. Global Children’s Initiative [Blog Entry]. Retrieved October 8, 2011, from http://developingchild.harvard.edu/initiatives/global_initiative/

Kagan, S. L. (2009). American early childhood education: Preventing or perpetuating inequity? (Equity Matters: Research Review No. 3). Retrieved from Campaign for Educational Equity website: http://www.equitycampaign.org/i/a/document/9833_EquityMatters_Kagan_Final.pdf

Sharing Web Resources

2011-10-01T21:13:00.001-07:00

The National Black Child Annual Conference convenes this month, and its theme for this year is relevant to our current course studies—the effects that shrinking economy and poor quality education has made on the educational futures of our children. It was both comforting and discomforting for me to find that the challenge to be creative and innovative in our work as educators is ongoing; it is good to know that educators all across the globe are on the same page when it comes to addressing the needs of children early in their development, but it is disheartening to see that we have not yet turned the page in moving forward.

The Parent Empowerment Program (PEP) is an innovative service designed to re-energize parents and increase their involvement as advocates for their children. Culturally relevant tools and practices to promote literacy, social and emotional development, and other skill areas of children are concentrated towards the enhancement and celebration of African American children. These are some of the areas that are being addressed by the National Black Child Development Institute, Inc. (NBCDI) Conference and should be addressed even here in our own community.

I was pleased to find that conference presenters include professionals in the psycho-social and medical health fields to address the social-emotional development issues as well as the physical health related issues of early childhood development. The NBCDI conference begins on October 8^th, 2011 and ends on October 11^th, 2011. It will take place in Nashville, Tennessee. Visit http://nbcdi.org for more information.

Ideas About Poverty Abroad

2011-09-24T21:49:00.000-07:00

Over the past two weeks I’ve researched a website known as the Childhood Poverty Research and Policy (CHIP) (http://www.childhoodpoverty.org/). This organization has many great things to offer, but I took a closer look at the crisis of childhood poverty in China. Two children by the name of Nan Nan (a 14 year old girl), and Xiao Bo (a 13 year old boy) express their dissatisfaction with the way things are going   for them as their parents have relocated to different cities as a result of the poverty in their homeland. Instead of crying over the situation, I found it intriguing how each child pitched in to help as much as they could. Nan Nan began to care for her siblings, getting up and cooking breakfast for them before going to school and then helping them with homework, serving dinner and putting them to bed. In my observation, what seemed to be a wonderful decision by her parents to move in hopes of obtaining a better life, now becomes the catalyst for added indirect negativities of childhood neglect.

As a result of my research, the following three ideas were developed:
·         The age of accountability seems to be lower for children in poverty;
·         Children of poverty stricken areas have feelings about hopelessness; and
·         No matter what country they are in and regardless of how impoverished they may be , children will always find a way to play or identify with friends if given the chance to do so

Reference

Child Poverty Research Retrieved from http://www.childhoodpoverty.org/index.php?action=casestudy&id=135