"Parting is such sweet sorrow..." Shakespear. The end to our general courses:

It is hard to believe that we are at the end of time together and will now be moving into our specializations. Peer interaction and communication is valuable and an excellent resource. I have truly enjoyed reading everyone's blogs and discussion posts, as well the responses to mine. Good luck to all of you in your future courses and I hope through our blogs we will continue to stay in touch!

v/r
Sondi

Adjourning Groups

For me, hi-performing groups are the hardest to leave, but I also believe in order to be high performing, they must also have a clearly established norm. The excitement and thrill of the challenge, if orchestrated in a clearly established norm facilitates the hard work and dedication that creates the strongest bonds for me, bonds that are long term and last well past the purpose of a the group. The most influential adjourning I have participated in involved a celebration of accomplishments during a celebratory dinner. This allowed for reflection of challenges and things that could have been improved as well as acknowledgement of successes and provided a since of closure to the group.

I would imagine that adjourning of the group of colleagues that have worked together on our master’s degree will involve the graduation ceremony for some and a simple good bye and thank you for others, as our diverseness may not accommodate everyone attending one function. Regardless of the closing, we will share a bond long after we graduate, as we have struggled and achieved as the first group to complete this master’s program.

Nonverbal Communication

I am hearing impaired and use hearing aids to accommodate for my hearing loss. Hearing aid batteries are expensive, so I typically do not use them for things such as watching TV, and instead rely on Closed Captioning. For me, the sound is almost always “off” and although I have the dialogue in written form, I use the body language of the characters for assessing the emotion behind what is being said. However, I completed the assignment anyways,  turning the sound completely off, as well as the CC for an episode of Without a Trace,  and  I realized that my lip reading skills are improving dramatically, and the assignment was probably not designed for someone like me lol. My assumptions of what was happening in the show were the same regardless of the sound. However, I also realized that the beat of the music or background noise that indicates the transition of screens is what signals the emotional content behind the scene and is what I use to tell me to pay attention to the show something interesting is happening.

Conflict Resolution through Communication

I have only had one recent disagreement/conflict, which was resolved peacefully. During a recent Debrief of a classroom, I questioned the use of center signs indicating the number of children allowed in a any give interest center. The caregiver, kept returning to the reasoning of controlling the children, and I kept returning to the skills children learn when they decide how many children work best in an interest area to sustain play. Having recently completed a communication class provided by Air Force, I used several of the strategies for conflict resolution, which mirrored those from NVC for compassionate communication as we exchanged observations, feelings, and needs. Additionally, we looked at the situation from a 3^rd side, as I encouraged the caregiver to look at the use of center signs from the eyes of a child and to take the  signs down for  one month, a compromise to both our positions. Once she removed the signs for a week, she could see her children learning to negotiate and problem solve to sustain play in her interest areas and she could how a child might feel in a classroom where play was controlled by the teachers rather than self initiated, she immediately understood why I questioned her signs.

Communication Quizzes

The communication quizzes this week, while difficult to share with family and coworkers, were very insightful and focused on aggression, listening, and anxiety in communicating. I absolutely love public speaking, and will be the first one to volunteer at any given opportunity, which is probably why I am a Training & Curriculum Specialist, I get to speak to groups all day!!!  I believe myself to be a confident public speaker and a great listener, who can be aggressive if need be, and the quizzed indicated just that. I shared the quizzes with a couple coworkers and 3 family members, and all the results were within one or two points of my own results, with no changes in categories. This was not surprising, as what you see is what you get. I think being honest about who you and accepting others for who they are is important in communication and in any type of relationship. Two things I would share with others about communicating are speak honestly, so that your body language and facial expressions match your message, and take the time to listen intently so that you understand where others are coming from.

Communication and Culture

Three strategies for communicating more effectively with people or groups:

1.    To  continue to use the “Platinum Rule”, treating others as they want to be treated. Using communication techniques that are culturally and individually responsive will help to ensure that I am communicating in a way that facilitates mutual

2.    To facilitate the “Platinum Rule,”  I will strive to make the effort to learn about the people with whom I communicate, forming a relationship built on respect. Additionally, I will continue to gain understanding of different cultures.

3.    Finally I will always try to remember that each group of people is comprised of individuals with individual perspectives.  “If we suspend judgment, we can come to understand that what looks wrong from our personal perspective might look right to someone else. We can learn something by looking through someone else’s eyes. It’s uncomfortable to begin questioning what we already know, but it’s important to do so when working in early childhood setting that includes diverse families…” (Gonzalez-Mena, pg 2010).

Competent Communication

When I think of effective communicators that I would model communication behaviors after, I think of the Ms. Nelly Richards, School Liaison Officer MacDill AFB. Ms. Richards believes in the exchange of thoughts and equal opportunity in communication. She promotes active listening, using open-ended, probing, leading, and reflective questioning to ensure understanding for both parties and to promote a feeling of respect and worthiness. Additionally, she practices active listening, and is able to mediate between two parties, understanding both sides of issues.  Her communication skills are have allowed her to be an effective liaison between military families and public schools, and would be excellent skills to include in my own communication behaviors. The level of success in working with any group of people is communication, and adopting her effective commmunication behaviors would ensure that I also practice successful communication.

Professional Hopes and Goals

• One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length)

In working with children and families who come from diverse backgrounds, I would hope that my experience and the knowledge gained from this class would facilitate a culturally responsive environment that welcomes, accepts, and supports each families diverse and individual needs.

• One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

In setting a goal for the field of early childhood and the issues of diversity, equity, and social justice, I would like to see the field of early childhood bring about a complete understanding of diversity, starting with the idea that we are all diverse. I would like to see equity  and social justice for all children and families and learning about  both can and should begin from birth.

• A brief note of thanks to your colleagues

I would like to thank all of my colleagues, as not only were they a vital form of support, they were an excellent source of information, knowledge, and experience. We learned from each other, as we shared our perspectives and experiences about diversity, equity, and social justice.

Blog Assignment: Welcoming Families From Around the World

• The name of “your” family’s country of origin
• Philippines
• At least five ways in which you will prepare yourself to be culturally responsive towards this family
• Initiate conversation via email/ or snail mail with the family, assessing language preferences and the need for a translator or information in home languge Then provide enrollment information including child/family questionnaire, which assesses information about culture, customs, child rearing practices, and goals for child in early childhood program.
• Initiate conversation with other early childhood professionals in the Philippines, to gain an understanding of current trends and issues in the field.
• Research cultural beliefs and child rearing practices in Philippines
• Research and purchase materials and props that represent the families culture and incorporate family culture throughout center, including meals
• Research and purchase books and music that represent home language, as well as incorporate home language throughout center
• Schedule an orientation meeting prior to start in childcare to open lines of communication and form positive relationship. Also provide resources for families new in area to ensure smooth transition.
• A brief statement describing in what ways you hope that these preparations will benefit both you and the family
• I would hope these steps would help create a strong bond and open lines of communication, as well as provide the feeling that the family and their culture are both respected and welcome in the facility

The Personal Side of Bias, Prejudice, and Oppression

The small town in Missouri, in which my family still resides, is surrounded by smaller towns, still stuck in a time where prejudice was the norm, surprising with a military base so close by. Just maybe 20 miles down the road, is a town filled with modern day KKK members. While I was living in Missouri, a co-worker and her husband, new to the area, purchased a house in the KKK town prior to arriving to the base, not knowing the social beliefs. My co-worker is Caucasian and her husband black, immediately went to view their house prior to signing the final papers. Needless to say, my co-worker did not receive a friendly welcome, and while most contracts have an out  the upon viewing, when purchased site unseen, there is no out if the town doesn’t like you.

The treatment diminished equity, as they spent over four years living in a town that did not welcome them, would not accept them, and made their life difficult. Their children did not have friends in their neighborhood, and as a family, they were outcasts. It saddened me greatly, to see them feel like lepers. The prejudice is so strong in such towns, and runs deep into the veins of the people, change would need to come from the majority of the town’s people for there to be an opportunity for greater equity. The base did start to become involved with the town, collaborating with them to support and participate in joint events, as means to bridge the gap and spread awareness, and things in a small way did get easier. Perhaps my co-worker and her family sparked what will eventually change the ideas of the town.

Practicing Awareness of Microaggressions

• Describe at least one example of a microaggression which you detected this week or remember from another time. In what context did the microaggression happen? What did you think and feel when you observed the microaggression or when you found yourself as the target of a microaggression?

Example 1: In having a meeting with several coworkers, in light of an expected change of command, the  fate of a certain employee was under scrutiny. While most indicated his fate rested on the financial ability to retain him, one coworker said, “We’ll know what is going to happen to him by next week. He was one of  “her people,” referring to the shared ethnicity of the command and thee employee and insinuating his job was a product of that shared ethnicity. I was angered at hearing the comment, his job was contingent on his abilities when hired but was now reliant on finances. Race was not a factor.  

Example 2: Recently, I participated in an online training for my career that used Webinars, live seminars conducted over the internet. Understanding that webinars are live and primarily audio, I informed my instructor early on, that “hearing” all of the information may be difficult and written support is needed. Just prior to the third webinar, I receive an email that states, “FYI to avoid frustration I feel that you should know that this webinar is fast passed and you will struggle retaining the information…” I was offended, I have difficulty hearing not comprehending and it will not matter how fast or slow one speaks, if they cannot properly enunciate and articulate their words.

• In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people

While the gentleman did not hear the comment being made, had he, I believe he would have been hurt. The statement insinuated he was not qualified or capable of the job, but merely held it as a racial privilege. I myself was offended at the stereotype placed on me, her statement, while most likely intended innocently, said to me, “because you are hearing impaired, you are stupid.” She generalized having a disability as being cognitively impaired and defined my by that.

Perspectives on Diversity and Culture

o    Their definition of culture

·        Culture is the reasons behind the way you act and the things you believe.

·       Culture to me is your families back grounds and beliefs, the way you are raised and the morals and values that are passed down from one generation to the next. Culture defines how we act.

·         Culture is different people from different places, different foods, and different communications styles.

·         Culture for me is the customs, traditions, thoughts and beliefs particular to a group of people or civilization

o    Their definition of diversity

·         Diversity is the differences between people.

·         Diversity to me is where you are around people with different back grounds and beliefs and you are accepting of their morals and values even if yours are different than yours. It is accepting people for who they are.

·         Diversity is the same as Culture, the ways we are different.

·         Diversity is the physical and social traits that identify each group of people or civilization; America has a diverse population with high predominance of African American and Latinos and the way each group of people live is driven by their culture

• Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?

Many of the aspect of culture and diversity studied in the class are included in the answers above, for example, culture including values, beliefs, and morals, and traditions of families. Also included was the idea that diversity was the differences in people, and accepting those differences.

• Which aspects have been omitted—and what are some examples of such omission?

One of the answers provided did only touch on the surface of culture, addressing, languages, foods, and places of origin, and omitted the idea of culture including beliefs, mannerisms, and behaviors.

• In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?

Many of the people interviewed were co-workers and employees. In thinking about other people’s definitions of culture and diversity,  I have realized that the definition of culture and diversity is not clear, and that cultural understanding and respect for diversity needs to start with continuity in meaning.

My Family Culture

Louise Derman-Sparks states that culture is, “…the specifics of what we actually believe and how we actually interact and what we actually learn from our own families and…” (Laureate, 2011) With that understanding, the three items I would take would include my bible that always has my most recent family picture taped inside, as it is the basis for my faith, my external hard drive as it encompasses everything important to myself and my family history,  and my hearing aids. Should I only be asked to keep one, I would keep my externals hard drive, as it is the basis for all that is important to me. It holds every family picture, every monumental step in life from marriage licenses, birth certificates, educational degrees and transcripts, to biblical quotes and passages, family recipes, family traditions and stories, and important phone numbers and email addresses.

This exercise is a reminder that family culture is the foundation of family, and is unique to each family regardless of cultural similarities. I have realized that remaining in contact with my family and having the resources the share and continue my family culture would be extremely important.

Laureate (2011). "Family Cultures: Dynamic Interactions". Retrieved on July 3, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364617&Survey=1&47=7515489&ClientNodeID=984650&coursenav=1&bhcp=1

When I Think of Research...

While this course has not changed my perception of an early childhood professional, it has been a true learning experience. Having very little experience in research, I had no understanding of the process involved in simply designing a research project. This course has provided me with a better understanding of the steps required in creating a research project, as well as an understanding of how to ensure research is unbiased and equitable, and how to ensure the validity. I think most influential thing learned is the responsibilities of the ethics committee and the difficult job they have balancing risk/benefit ratios and identifying ethical concerns. This is truly a job that I would not want to have.

I do not believe that I can identify one specific challenge encountered in this course, as the course in its entity was challenging. To ensure success throughout this course, I constantly evaluated and reevaluated my research simulation and constantly reviewed my understanding of the terms and ideas presented in the text, as well as relied on the support of my colleagues.

I would like to thank my classmates for their support. Your posts, responses, and questions served as additional learning tools and added in my understanding. Good luck in your future endeavors and see you in the next class!

Sondi

Research Around the World

To complete this assignment, I chose to explore the European Early Childhood Education Research Association (EECERA). The website publishes an early childhood journal that focuses on current research and all of the information in the journal is noteworthy. In reviewing past journals, it appears that current research topics include scaffolding learning, conducting research with young children, toddler language development, and many others. I was disappointed that accessing the full articles required becoming a member or paying for the article.

Addtionally, the website has several special interest groups, which include,

•Birth to Three

•Equity and Respect for Diversity

•Leadership and Integration

•Leadership Mentoring for Early Years Services

•Learning and Participation

•Mathematics Birth to Eight Years

•Outdoor Play and Learning

•Professionalism in Early Childhood Education and Care

•Transitions (EECERA, 2010)

The website also posted a link to the Education Arena, which included additional article, webinars, and other resources on current issues and trends in early childhood education and professional development. Overall, it appears that if one were choose to become a member of the website, they would have access to a plethora of useful and valuable information. Unfortunately, becomeing a member was not something I am willing to do.

EECERA. (2010). Special Interest Groups. Retrieved May 31, 2011, from EECERA: http://www.eecera.org/sigs/currentsigs.asp

Research that Benefits Children and Families—Uplifting Stories

I do not have any experience with research projects or know of any families or children who have seen positive results from being part of a research project. However, I have been at a base that has implemented a trail program “Caring for People” The program is designed to ensure that airmen and families have adequate supports including family support, deployments support, special needs support and school support. The program was implemented in 2009 on a trial basis and its success has been greater than imagined. Many children and families have benefited from the support the Caring for People Coordinator was able to arrange.

In terms of research, I did come across a very good article while researching the topic of self-reflective practices, that provided an awesome quote. Professor Carole Richardson, author of the article The Reflective Teacher; The Value of Reflective Practice for Pre-service and Classroom Teachers, states, 

It is through reflection on past experiences, on beliefs, on interactions with students, colleagues, parents, on future intentions, on our present situations, indeed, on every aspect of lives that we begin to identify the assumptions that frame the way in which we teach. (Richardson, 2005)

The article discusses in depth, the importance of self-reflection for early childhood professionals and is worthy of being read,as the quote alone is enough incentive to reflect on our own biases.

Richardson, C. (2005). The Reflective Teacher: The Value of Reflective Practice for Preservice and Classroom Teachers. International Journal of Learning, 12(6), 307-311. Retrieved from EBSCOhost 14 May 2011

Personal Research Journey

I have chosen to research the topic of culturally responsive practice, including the subtopics changing demographics, historical views of diversity, and self-reflective practices, which are essential to becoming culturally responsive and providing culturally responsive care. Culturally responsive practice is an issue that directly effects the Department of Defense (DoD), early childhood sector, and me both professionally and personally. Military or DoD childcare facilities frequentlychanges its demographics, with a diverse population comprised of children from all over the world. We service multiple cultures, multiple languages, and multiple child development beliefs, and our constantly changing demographics require us to be culturally responsive in our service to both children and their families. Doing so requires that we have procedures and policies in place that ensure staff are able to identify, respect, and accept the cultures we serve, which includes self reflection. Often, as adults, we do not realize that we place labels or hold biases, but our mannerisms, body language, and verbal innuendos express otherwise.

I have thoroughly enjoyed the simulation process thus far, and look forward to delving deeply into the subtopic, the value of self-reflective practices in providing culturally responsive care. I found that the research chart was very useful and will provide information to refer too. I would also greatly appreciate any information or advice from my colleagues.

Final Blog Assignment

Learning from my international contacts in the field of early childhood, was very insightful and informative, and the communication resulted in the following consequences:

Consequence 1:  I have learned that many countries, such as Italy seem to a better understanding of the importance of early childhood education and place more emphasis on programming than the United States. While others, are still plagued with gender inconsistencies and unrealistic views of childhood.

Consequence 2:  The information they have shared has drawn attention to the fact that early childhood has many of the same issues and trends worldwide, regardless of the emphasis or understanding of the importance of early childhood. For example, poverty was a consistent trend in all of the countries I communicated with, as was inequities in the programming and availability of early childhood programs.

Consequence 3: Changing policies and practices and resolving issues and trends that surround early childhood education needs to be a global effort, so that consistencies in expectations, curriculum, and quality allow children worldwide to participate in high-quality learning programs.

Subsequently, one goal for the field of early childhood would be to form and utilize collegial relations with international early childhood professionals so that issues and trends in the field of early childhood remain forefront on the minds of all and solutions can be generated from collaboration.

Getting to Know Your International Contacts—Part 3

According to my contact in Italy, after doing some research and digging deeper into the issues and trends surrounding qualityy,  there are inconsistencies, especially in the smaller towns surrounding the Air Base. First, she makes it clear that the in the Italian community- the view of young children and the role the mother plays is much different.  For instance- maternity leave is 6months and easily extended to 1 full year. Women continue with 75% of pay for months 6-12. You will not see many infants (under 12m) out and about. Mothers literally stay home with their babies.  The older generation seems to look down on the younger generation for returning to work too early (too early is anything less than 6m).

Yet, with slight changing times- there seems to be increase in women needing to or wanting to return to work so there is usually one ASILO NIDO (school for children 6m-3y) in each town.  The  other schools
for children are run through the local town's Church and are faith based, and other than the ASILO NIDO schools, there does not appear to be any consistent definition of quality.  Many of the church ran schools are ran by volunteers and people who do not have any early childhood  background.
Children enter free 'public' school at the age of 3 (if potty trained).  Additionally, she shares, "In my limited experience, I have seen less emphasis on assisting children with self help skills\ until 6yr age, push for reading/writing is later than the trend seems to be for American families." She goes on to explain that the focus in early childhood is child centered learning, Montessori based. As for supportive services, the concept of Early intervention is still seen as taboo or hush/hush.  There is not the advocacy for awareness, developmental screening, or concerns of potential delays until at least around 6yr.  This contributes to the quality of care, as children who are  in need of services or special supports are not receiving the quality of
care necessary for their individual development.

My contact did not share her career dreams or goals as of yet.

Sharing Web Resources

In exploring the Children’s Defense Fund website, I explored they link CDF in the News, which provided a variety of current news articles pertaining to early childhood. I thoroughly explored two articles, Law of Unintended Consequences and Investing In and Not Cutting Programs for Children is Key to Our Economic Future. Both articles were informative and provided information for though about current budget issues and the need for political support of early childhood policies and programs. According to the article Investing In and Not cutting Programs for Children is Key to Our Economic Future, Marian Wright Edelman states, “We need to get our priorities right: to invest in babies ahead of bankers and to make tough choices based on real national security needs—our human capital” (Children's Defense Fund, 2011)

The importance of changing our education system and ensuring high quality learning for all children was made paramount by the article, Law of Unintended Consequences, which discusses the unintended consequences of the No Child Left Behind Act. While the NCLB act intended to ensure America’s children were exceeding academically outshining the children of other countries has had the opposite effect, and it is now clear that should the NCLB act remain as it is, the majority of America’s children will be left behind. Marian Wright Edelman describes a few of the unintended consequences in her statement,

• NCLB's narrow focus on "high stakes" testing and its overreliance on sanctions that punish struggling schools encouraged states to lower standards, districts to narrow the curriculum, schools to push at-risk children out of school by suspending or expelling them prior to test day, and teachers to teach to the test. No child—regardless of background—benefits from mindless test preparation day in and day out at the hands of often overwhelmed, underprepared, and poorly supported teachers. (Edelman, 2011)

Both articles contributed to my understanding of equity and excellence in early care and education as they both discussed current statistics defining the effectiveness of America’s education system, including the fact that 60% of America’s children cannot perform at grade level. Additionally both discussed the current budget suggestions of cutting funding to programs that provide services to children of low-income families.

• …congress will need to go beyond the Blueprint and include provisions for education excellence our most vulnerable children: children in concentrated poverty, children in need of full-day kindergarten, children at risk of dropping out or being pushed out of school, children in juvenile detention, and children in foster care. (Edelman, 2011)

The Children’s Defense Fund March eNewsletter also discussed ensuring that the budget supports early childhood education and programs designed to help those suffering from poverty. “Children of all ages remain in danger, as some lawmakers continue to set their sights on drastic cuts to Head Start, Community Health Centers, Pell Grants, and other lifelines for poor children and families.” (Children's Defense Fund, 2011).

While I did not gain any new insights, I did get a better understanding of the inequity of funding and high quality programs, as well as a better understanding of the effect of lack of political support. Additionally, I was shocked at the amount of programs and support some politicians wish to cut from children and families, as I see investments into America’s children as investments into our nation’s future, and providing for children who cannot provide form themselves just basic humanity.

“Giving children their basic human rights to adequate nutrition, health care, and education should be a no brainer” (Children's Defense Fund, 2011).

References:

Children's Defense Fund. (2011, February 14). Investing In and Not Cutting Programs for Children is Key to Our Economic Future. Retrieved April 9, 2011, from Children's Defense Fund: http://www.childrensdefense.org/newsroom/cdf-in-the-news/press-releases/2011/investing-in-and-not-cutting.html

Children's Defense Fund. (2011, March). Monthly Newletter March 2011. Retrieved April 9, 2011, from Children's Defense Fund: http://cdf.childrensdefense.org/site/MessageViewer?em_id=23121.0&dlv_id=0

Edelman, M. W. (2011, February 11). Law of Unintended Consequences. Retrieved April 9, 2011, from HUFFPOST EDUCATION: http://www.huffingtonpost.com/marian-wright-edelman/law-of-unintended-consequ_b_821819.html

Getting to Know Your International Contacts—Part 2

This week, I was fortunate to communicate my contact that is stationed in Italy. In my conversations, I learned that Italy provides a 3-year preschool program free of charge called The Scuola Materna. It is clear according to my contact, that Italy and perhaps most of Europe, places high priority on early childhood education and that early childhood is viewed as a way to reduce poverty, foster development, and academic skills, and increase the quality of life, even by parents. This is a stark differences to what many parents view early childhood as in North America, childcare. Yet, while there is a lot importance place on early childhood, many feel the same inequities as we do in North America, not enough funding, lack of appreciation, and lack of qualified staff. Lack of funding often means long hours and volunteers who are not as qualified, lack of materials and supplies, and inability to provide professional development for staff.

My contact in Japan revealed the same feelings of inequity, which has provided me with the understanding of why there is need for universal standards, a global approach perhaps. Most countries understand the importance of early childhood and many support such endeavors, the support is simply not enough and the expectations inconsistent.

I was left with this quote, “It is sad that we, early childhood professionals, are at the forefront of our worlds future, holding future leaders in the palms of our hands, but we are the first to be forgotten, the first to be cut, the first to go unnoticed and the first to be blamed when generations do not succeed” (anonymous).

SHARING WEB RESOURCES

The Children’s Defense Fund website provides a plethora of information that is particularly relevant to my current professional development, as there is an entire section under the Policy Priorities link, called Early Childhood Education and Care. Within that section is information about Home Visiting Programs, Head Start and Early Head Start, Child Care and Development Block Grant, Quality Rating and Improvement Systems, Early Learning Challenge Fund, Advocate & Family Resources, Legislative Update, and Promising Approaches.

While none of the information was controversial or made me think about an issue in a new way, the information in the section Legislative Update exemplified our readings and discussion this week and added to my understanding of politician’s support of the field of early childhood. Within the page for Legislative Update, was a link to an article about a bill introduced earlier this month, designed to provide support to states to aid in funding high quality early learning programs for low-income children. The article continues to describe the benefits of investing in early childhood, stating, “Investing in early learning pays off. Economists have estimated a return on investment for early childhood education programs of approximately 16 percent,’ said Senator Casey. `This legislation will establish a one-time investment to help states raise the bar on program quality and provide more children with early access to high-quality education.’” (Children's Defense Fund, 2011).

While I did not gain any new information, I did find several reminders throughout the website, such as the ratio of children who are Hispanic or Black living in poverty is 1 to 3 while the ratio for Caucasian children is 1 to 10, and 8.1 million children are uninsured. (Children's Defense Fund, 2011) The astounding statistics reiterate the importance of advocating for the needs and rights of children and families.

Children's Defense Fund. (2011, March 3). Casey Introduces Bill to Help States Invest in Early Learning. Retrieved March 25, 2011, from Children's Defense Fund: http://casey.senate.gov/newsroom/press/release/?id=63d1e85f-e3db-4ad5-9b4a-23afad9b6142

Children's Defense Fund. (2011). Policy Priorities. Retrieved March 25, 2011, from Children's Defense Fund: http://www.childrensdefense.org/policy-priorities/

Getting to Know Your International Contacts

I have been communicating with Rebecca White from Aviano Italy, Carrie Manning from Incirlik Turkey, and Lisa Parsons from Kadena Japan. I have particularly enjoyed my conversations with Ms. Manning, who has not only described her personal perspective on poverty affecting her surrounding communities, but has also enlisted the help of a coworker, who speaks the language, to gain a perspective from the Turkish people. In my communications with Ms. Manning explains that the families serving in the military are screened for financial soundness prior to being able to move overseas. However, families do occasionally have financial difficulty and are then provided supports from the base.

Poverty in the surrounding towns is a different story, according to Ms. Manning, as children are frequently found begging in the market, and teen boys often seek work from the military members, to help support their families. Most interesting to me, is that she emphasized boys, in her email, and went on to explain that Turkey has extensive gender disparities, and it is rare to see a teen girl working. She is currently conducting research about early childhood programs in the area and will provide information as she finds it.

In communicating with Ms. Parson, I did not learn much about poverty, except that while it is well hidden, there are people in Japan who live in poverty. According to Ms. Parson, who will provide more information when things in her area of Japan have slowed, said the Japanese are very proud people. I am still waiting from information from Ms. White.

I have found the information about the issue of poverty in other countries very interesting. I was saddened to hear of children begging in the market and the inequities towards gender in Turkey. I look forward to learning more, as the knowing the struggles of other countries can help to indicate a global problem and learning the attempts to diminish poverty by other countries can provide means to success.

Sharing Web Resources

Throughout the past week, I have been focusing on the Children’s Defense Fund website, at http://www.childrensdefense.org// . The focus of this organization is to ensure that all children are provided with a great start to life and to strive for equity for all children. Their mission, according to the website, states

"The Children’s Defense Fund Leave No Child Behind® mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. CDF provides a strong, effective and independent voice for all the children of America who cannot vote, lobby or speak for themselves. We pay particular attention to the needs of poor and minority children and those with disabilities. CDF educates the nation about the needs of children and encourages preventive investments before they get sick, drop out of school, get into trouble or suffer family breakdown.” (Children's Defense Fund, 2011)

The organizations current focus is on policies that support the following.

• End child poverty;
• Guarantee every child and pregnant woman comprehensive health and mental health coverage and services;
• Protect every child from abuse and neglect and connect them to caring permanent families;
• Provide high quality early childhood care and development programs for all children;
• Ensure every child can read at grade level by fourth grade and guarantee quality education through high school graduation; and
• Stop the criminalization of children at increasingly younger ages and invest in prevention and early intervention. (Children's Defense Fund, 2011)

It was difficult for me to pick one that was of particular interest, as all have such relevance to the field of early childhood. What I did enjoy, was that the website provided a brief overview of each of their most urgent missions, complete with statistics. I was amazed to learn just how many children, 8.1million children are uninsured and well over 500,000 pregnant women.
Additionally, I found the article, Homeless children: The Hard Times Generation, a news story about homeless children, focusing on a family living not more than 2 hours from me. The article was very heart wrenching, as the interviewed family, and other children openly discussed living in cars, their hunger, and their embarrassment. (CBS Interactive, 2011) The article definitely inspired me to investigate further, not only for additional information on the trend in my state, but is being done and can be done.

CBS Interactive. (2011, March 6). Homeless children: the hard times generation. Retrieved March 11, 2011, from 60 Minutes: http://www.cbsnews.com/stories/2011/03/06/60minutes/main20038927_page2.shtml?tag=contentMain;contentBody

Children's Defense Fund. (2011). About Us. Retrieved March 9, 2011, from Children's Defense Fund: http://www.childrensdefense.org/about-us/

Establishing Professional Contacts and Expanding Resources

Military life, is a culture all its own, a culture that is extremely close knit and supportive, which made it easy to locate and contact early childhood professionals in other countries for part one of this blog assignment. I was able to make email contact with many early childhood professionals stationed in other countries, but have chosen to communicate with an early childhood professional stationed at Aviano Air Base in Italy, one at Incirlik Air Base in Turkey, and one at Kadena Air Base in Japan. I am very grateful that all three professionals were eager to support my continuing education and professional development.

For part two of the blog assignment, I have decided to study the website Children’s Defense Fund at http://www.childrensdefense.org/ After viewing several early childhood related websites, I decided that the Children’s Defense Fund as it’s goals included addressing current issues in the field of early childhood, as well as promoting quality care, increasing academic access, and reduce family violence.

MY SUPPORTS

I feel quite fortunate, as my daily environment is full of support, emotional, practical and physical. First, I have a very supportive family, both immediate and extended, who provide emotional support through unconditional love, acceptance, and understanding. This has been especially evident recently, as they have been both accepting and supporting of my internship, which has caused us to live thousands of miles apart. My immediate family also provides practical support, as we work together to maintain the house, and complete house chores. I am also very fortunate to have a supportive work environment and supportive friends, who offer any support I should need. The people in my life who provide emotional support are most important, and life without the emotional support would make life empty.

Physical support from people is not something I require much of in either my home life or my work life, but I am hearing impaired and rely heavily on my hearing aids. My hearing aids offer physical support that allows me to hear, which in turn allows me to complete tasks. Additionally, as I am away from my family, and hearing impaired, I rely heavily on texting and email to communicate, and receive support from both my cell phone and computer. While I could survive without both, I believe we all rely on objects and tools to support everyday life, such as mops, pens, computers, phones, etc., and those things make life more functional.

As a hearing-impaired person, it is easy for me to sympathize with and imagine the hardships faced by someone who faces a challenge. Because I rely so heavily on my sight, I would imagine being blind would require substantial support, including materials, training, and assistance to be able to function and participate without injury to one’s self. Adaptations would need to be made to everyday objects so that sound or feeling would allow operation rather than visual cues, adaptations and accommodations would need to be made to living and working areas and emotional support from family and friends would be essential. I believe it would be quite difficult to function in a world where most things depend on site, without the aid of supports.

My Connections to Play

“Play builds the kind of free-and-easy, try-it-out, do-it-yourself character that our future needs.” ~James L. Hymes Jr.

Our play was free and easy, and very much left to our imagination. Fromt that, we learned to think outside the box.

"You are worried about seeing him spend his early years in doing nothing. What! Is it nothing to be happy? Nothing to skip, play, and run around all day long? Never in his life will he be so busy again.” ~Jean-Jacques Rousseau, Emile, 1762

As a child in my generation, we spent our free time engaged in play that simply made us happy.


Play was an basic part of my life, and something my parents encouraged. Perhaps that was because of the times, no computers, cell phones, video games; in fact, we did not even have cable television. I am not sure I can actually say my parents supported play by providing materials or initiating it, as play was not considered an oddity or a privilege, rather, an expected behavior. We were expected to do our chores, we were expected to finish homework, and we were expected to “go play.” Unlike the children of today, it was rare to find children in my generation, inside on a nice day, or glued to a television. We played dodge ball in chase instead of dodging bullets in a video game, we rode our bikes to our friend’s house, instead of phoning, and we swung on swings or climbed trees to talk about our days and plan our futures rather than posting them over the internet. It was through play that we learned to socialize, to converse and to engage with others, and it was through play that we learned responsibility, self-regulation, and negotiation. Most importantly, I believe that through play, we learned to problem solve by thinking outside the box and we learned to enjoy life. I would hope opportunities to play would be returned to today’s children, so that they too may learn to enjoy life.

Play, an essential component of life for both children and adults, is self-initiated activities that are designed for amusement, but have a direct influence on psychosocial and biosocial development and can help reduce the symptoms of stress. Play is living in the moment, free of self-consciousness, and totally engaged in the process. Adults and children alike need opportunities for expression and engagement, with total enjoyment.