Thank you!

 

...to all my fellow Walden classmates. Your ideas, insights, hard work and experiences have made this journey possible. I will continue to look to your blogs for more enriching ideas in Early Childhood.

~Take Care~



Adjourning as a part of Group Development

Adjourning- "[Where] group members reflect on their accomplishments and failures as well as determine whether the group will disassemble or take on another project"

(O'Hair & Wiemann, 2012).

It is empowering to be a part of the adjourning stage after intense projects, especially when they turn out successful. We had an annual federal review while I worked at Head Start and it was fun to share our successful moments, what we learned, the silly goof ups and how we overcame them, and how we could make the process even smoother the next time.  In our meeting we went through these things and talked about what projects were coming up next. After talking about our previous success it gave us confidence in the projects to come.

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's

Perceived Communicator

I was intrigued that my husband perceived me as a more situational anxious communicator and my mother perceived me as a smooth, confident communicator. I found myself right in the middle, according to  Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge. I the analyzed this to reflect how and what I share with them. Also how I am comfortable being or portraying myself in various relationships.

I found that I do allow my empathy and trust to cloud my judgment of the situation at hand. This is an area that I aim to work on so I can be an effective communicator in my work as a trainer and presenter in the early childhood field. I also affirmed that I am people oriented and genuinely empathetic, I also hope to maintain this listening style yet to use it as a strength in providing support and guidance.

Communication and Culture

I do find myself communicating differently with various people outside of my immediate culture. I aim to respect their culture yet that is limited to what I know about them.  I mostly attempt to communicate with the respect for their humanity, their rights, their feelings and their perspectives. Granted I tend to blurt out various things that may not be sensitive or culturally responsive, but this is an area I am continually working on. While communicating I avoid stereotypes and clichés, I work to hold in my strong beliefs and opinions. I also try to listen to what and how they are communicating to provide me with clues to their thoughts and feelings.  I probably do this ‘more reflective communication’ with people from different cultures than myself because I simply am not that familiar or knowledgeable of who they are and where they come from. Those in my immediate family and immediate social groups I speak more without thinking first, not always the best way to communicate regardless of my comfort. I may get myself in more trouble while communicating with those closest to me.

Competent Communicator

I cannot think of one singular person that is an amazing communicator, but I can think MANY people that do have and use amazing communicating skills and aim to be even better. The attributes in communicators that I aim to model are: positive, serious, compassionate, funny, informative, and truly interested. Also those that really listen, follow through with what they claim, model in voice and gestures that in which they claim, and take time to connect to others. I particularly enjoy listening to speakers that have these skills as well.

Professional Hopes and Goals

I hope:

That every single child has a window of opportunity.

1 goal:

My awareness turns into action

Welcoming Families Around the World

I would avoid a “tourist type” curriculum (Derman-Sparks, 2010).  “Tourist curriculum, a superficial educational approach, does not make diversity a routine part of the ongoing, daily learning environment and experiences” (Derman-Sparks, 2010).  I would also start by following these basic steps in my childcare curriculum and environment:

·         “Connect cultural activities to concrete, daily life experiences” (Derman-Sparks, 2010). 

·         “Be intentional about including the cultural life of all families in your activities” (Derman-Sparks, 2010). 

·         “Explore the similarities that exist among people across all their differences” (Derman-Sparks, 2010). 

·         “Avoid the editorial “we” when talking with children about cultural practices” (Derman-Sparks, 2010). 

·         “Avoid singling out one child or only a few children in your program whose cultural backgrounds differ from the rest” (Derman-Sparks, 2010). 

·         “Always begin by exploring the cultural similarities and differences among the children, families, and staff in your program” (Derman-Sparks, 2010).  “Then expand to cultural groups beyond your classroom” (Derman-Sparks, 2010). 

 

For this assignment I have chosen Burma. We have a family friend who was raised in Burma and moved to the United States as an adult (she has inspired me to pick this place). She shares with us stories and experiences from her home that are informative and inspiring and they tend to not be forgotten by the listener.   

 

Burma is located in Southeastern Asia, bordering the Andaman Sea and the Bay of Bengal, between Bangladesh and Thailand

 

             

Locating simple information springs many ideas of where to start welcoming a new family and centering lesson planning around activities.

 

Reaching out to experts in that area's culture can also provide some information.

"National Geographic Expert Paula Swart Paula Swart is an expert on Asian culture and history, with a special interest in Buddhism, and has been a museum curator for more than 20 years" ( http://www.nationalgeographicexpeditions.com). "Her travels have taken her to Southeast Asia numerous times" ( http://www.nationalgeographicexpeditions.com). "She has recently organized an exhibition on Buddhist art, called Visions of Enlightenment, that included Burmese art" ( http://www.nationalgeographicexpeditions.com). "Paula holds degrees in archaeology, Asian art history, and Chinese history" ( http://www.nationalgeographicexpeditions.com). "She speaks five languages, including Mandarin, and has published several books and numerous articles on the art and architecture of Asian cultures" ( http://www.nationalgeographicexpeditions.com).

 

References

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).

 

 

Practicing Awareness of Microaggression

This week I was not a target of a microaggression nor did I clearly witness any. I do have a memory of a couple microaggressions- microinsults that happened in a one week period a few months ago. There was not any one present that was the target but the slight remarks that were made bothered me on a deeper level because they were narrow-minded, hurtful and ignorant (not sure how else to describe it).

The first scenario: A customer was explaining how he ran out of gas and people came to his aid. He was excited and grateful in his retelling of the incident and exclaimed “You have got to love those [ethnic group] they always know how to push a car”. Hearing this made me sad, but sadder for him because he did not realize how he sounded. He didn’t realize his words were an insult to his own humanity.

The second scenario: Another customer came into my friends shop wanting to get a discount on her contract. She was explaining how her husband and she were financially burdened because of taxes this year and they needed to cut as many corners as possible. In this recount she stated to the owner “I don’t mean to [religious affiliation] you down”. Again this stung my ears. She did not realize how uneducated and unfeeling she made herself and her explanation sound.

I truly found myself in the dominant culture when these scenarios took place. These two customers seemed liked they only made these microinsults because they felt safe do so or rather assumed no one around was part of the cultures they slighted. Reflecting on these phrases is hearing like little bombs going off. Being aware of microaggressions creates small firecrackers off awarenessall around me.

Reference

Sue, D.W. (2012). Microaggressions in everyday life. Walden University. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp

Perspectives on Diversity and Culture

These were my four responses (thank you friends and family for sharing!)

•       “Culture: Morals and values that we are raised with, as well as influence by our society. Can include race, religion, as well as just area you live. Diversity: An array of people from different cultures, race, religion, etc all together” (Fought).
• “Culture: the arts of humanities, intellectual achievement regarded collectively. Diversity: the state of having different forms, types and ideas” (Burkhart).
•    “Diversity- different. Culture- grown, nourished. At least that's my idea of each” (Runckel).
•        “Diversity: having difference, changeable. Culture: heritage where one comes from or chooses to be a part of” (Kay).

Similar to the course’s work on these topics our culture is everything we are, including (but not limited to)- morals, values, influences, the arts, achievements, growth, nurture, heritage and choices. Again my mind is broadened even further, and I am amazed at how the term culture brings about heart-warming definitions. Initially, I thought cultural tools were not included in these responses, yet they are. Art, achievements and items of heritage are created and used by people and groups. Where we work, what we do each day are choices, choices of what to be a part of. Diversity appears simple, yet is truly complex my opinion. It can be seen as ‘how we are different from each other’ yet through the course and my own reflections there are various pieces to its whole. How does one “…take on the diversity of the reality of…[?]” (Smidt, 2006). Also, being different makes up humanity, yet when we are unaware of the small differences or lack the ability to utilize, assimilate, and evolve within the diversities among us we hit a wall. Some theories in child development “[do not] allow us to account for the huge diversity we encounter when we broaden our palette to encompass all the world’s children” (Smidt, 2006). A picture of a dance is completely different than moving within the dance.

My Family Culture

This is hard for me to decide. I have pondered similar what if scenarios and I’d come to the conclusion that my children, family and animals would be all I would gather and take. Yet if their were three small material items that I would bring it could range from a photograph(s), birth certificates, my wedding ring, a favorite blanket or jacket… Other than that I really do not have any small items that I would need. Unless they are for specific reasons, material keepsakes or survival? Therefore I will choose yet are not limited, my mind could change over time.

Three small items I would bring:

Family photograph

Wedding ring

Favorite blanket

v  A family photograph to hold close or to share or if I were to get separated from my children they could take it.

v  My wedding ring because I simply do not go without it and it is a material representation of my marriage and family unit.

v  A favorite blanket, because it would help me feel secure and safe and I can share it with my family. (I have a plan to make a family quilt and if this were completed I would in fact choose that blanket J)

When I think of research…

The most useful information I gained from this course is how to sift through a research paper and gather the information I need without reading the entire paper. I have more respect for research because I understand more of the ‘method to the madness’ and some of the well-used terminology.  I already have hands on experience with planning and conducting research, I was forced to make sense of my work assignments and gather important information, yet I have learned how to put terminology on the aspects of research I have done. It was difficult to understand the terminology in the text and research processes. I met these challenges by rereading, writing and putting the definitions in my own words (if possible).  If anything, my perceptions of the early childhood profession have deepened my respect for it and all it entails.

Blog Assignment: Research Around the World

http://www.earlychildhoodaustralia.org.au/

Early Childhood Australia is stated to be comparable to NAEYC (Walden University, 2013).

This website provided a variety of information. There are themed research items titled: Belonging, Being and Becoming; School readiness and children’s transitions; Sustainability, global warming and climate change; Baby and toddler sleeping, Child health and childhood obesity (http://www.earlychildhoodaustralia.org.au/).

Driven by my research subtopic (What aspects of teacher-child interactions cause immediate and visible emotional stress in children?), I am searching first clarify what emotions are easy to identify and at what age might these emotions be visible. Also what is emotional stress and how is it easily identified in the preschool setting? In an excerpt from their newsletter it explains that “basic emotions—including happiness, interest, surprise, fear, anger and sadness—are almost all present in early infancy” (http://www.earlychildhoodaustralia.org.au/). The “[m]ore complex, self-conscious emotions, that involve how children feel about themselves—including guilt, envy, pride, shame and embarrassment … come later” (http://www.earlychildhoodaustralia.org.au/ ). Also since my research targets preschool years and environments I found this website concludes that children in the preschool years are mostly able to manage their emotions if they have had “sensitive, responsive caregiving” (http://www.earlychildhoodaustralia.org.au/).

Research that Benefits

Share a positive example of the effects of research on children and/or families.

In my work as an Education Specialist I found that using assessment tools contributed to researching- what was and what was not working in the early childhood classroom. These findings then reinforced what was working, and providing information and opportunities for educators to improve their teaching practices and classroom environments. These improvements, plus the pride and self-esteem gleaned from what was going well, benefited the children and the families. The children were more respected, had enriched environments, varied and enriched learning opportunities, and had enhanced social emotional growth opportunities. The families who were aware of these enriched experiences and ever changing improvements also had a sense of pride and connection to their children. The two assessment tools I found value in using were the Classroom Assessment Scoring System (CLASS) for PreK and Early Childhood Environment Rating Scale (ECERS).

My Personal Research Journey

How does emotional stress in early childhood affects the development of positive emotions in adulthood?

This chosen topic changes slightly, more so the wording of it, each time I revisit it. This is because it is a broad topic and constantly needs to be narrowed.  I have chosen this topic because early childhood (prenatal through age 5 (tentatively)) are the formative years. They create the major blue print of who we are and will become and how we respond to  …. I dare say….possibly…. everything… ? I am truly curious about this topic because there is a reason why adults act, behave, respond, feel, etc. the way they do. I have reasons to believe that how children are provided care and education has a direct effect on how they continue to development and create positive feelings, emotions, and regard for themselves and others. What are we doing as adults and as a collective set of people to foster positive emotional growth and to counteract emotional stress triggered by tragedies, abuse and misunderstandings?