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?

Final Blog Assignment: Issues & Trends in EC

This video is from Save the Children, the international organization that I have been following for this course (www.savethechildren.org). This documentary is moving. It provides us a glimpse of  issues and trends that we have been studying in this course. It also sparks insights on the importance of early childhood education.

 

Three consequences of learning about the international early childhood field for my professional and personal developmetn are these: self reflection on my work and dedication to the field, changing my professional goals to work more closely with families and children instead of on the sidelines hoping for change, and to reach out internationally for support, ideas and answers in this field.

 

A significant goal for international awareness is to unite and use the many organizations that have the same goals for the children, specifically bringing education and support to those families and children in poverty.