A note to Colleagues

As our course comes to an end, I would like to thank each of my colleagues for all their support throughout this course as well as the previous courses.  You have supported me through your experiences and insights in helping me gain a better perspective of your views, which helped me reflect on my own.  Additionally, you have also confirmed my own personal beliefs about the growth and development of young children and ways you have effectively dealt with them and their families.  You have also reinforced the fact that we are all humans, with the same basic needs and wants.  We all have good days and we all have bad days.  You have confirmed that there are still great people in this world who are willing to self-sacrifice for the good of others.  So, I hope I have supported you in similar ways and I wish you continued success in your specialization classes and even hope to have you in my specialization classes.  I have enjoyed getting to know, your families, your goals, your hopes and even your fears!  Best wishes to each and every one of you!  I hope we can all stay in touch and continue to grow and learn from one another. 

 

Additional contacts:

Janajohnston3@yahoo.com

Or you can find me on Facebook

 

The Adjourning Stage of Team Development

Week 6:  The Adjourning Stage of Team Development

 

In tasks in which I have worked efficiently with others as a team it is difficult to say good-bye even when celebrating the completion of whatever the team accomplished together.  I think the higher performing groups are the hardest to leave because they are likely more to have the clearest established norms and are strongly focused on their group’s vision.  Evening through the closing rituals, which mostly have consisted of being rewarded with food that tastes great, but is bad for us, it is still often difficult to walk away from a group of people who formed a strong performing and productive team.  This type of team is more focused on the group than self.  A group focus, rather than a focus on self, seems to flow smoother in accomplishing goals. This makes everyone’s job easier.

 

I imagine I will likely adjourn from my colleagues by thanking them for their insights and participation throughout this program.  I think this stage is an important stage of teamwork because, for me, it provokes reflection on what areas I do well in and what areas I need more improvements.  I think my colleagues’ input is important because they understand our successes and shortcomings because we share a common vision.  I do think it would be nice to stay connected with my colleagues, but this would likely have to be done through social networking as we are all scattered throughout and would likely find it too difficult to physically meet.  Overall, I think collectively we have a lot to offer one another through are vast diversities and experiences.    

Experiencing Conflict

An issue I wanted to address is one that seems to affect every workplace.  This issue involves co-workers who constantly find something to complain about with their boss.  These individuals generally do nothing about their complaints but tell everybody but the person they are complaining about.  For me, when I am on the receiving end of someone’s complaint about another I feel uncomfortable listening to someone talking negatively.  There are strategies I can take use to help manage or resolve this conflict.  According to The Conflict Resolution Network (n.d.), I can empathize with these individuals by asking them questions about their complaints and even inquire what they are doing about it with their boss and how and/or in what ways they think I can by learning about the issues they have with another.  Another strategy I can use is to ask the individuals to think about their expected outcome, such as a win-win outcome or a compromise.  I would also encourage these individuals to talk directly to the source of their complaints.  We may even have monthly meetings set aside to address any issues or concerns from staff and involve the staff on ways to resolve issues and the types of resources/services they suggest.  Overall, my goal would be to support individuals in not going to others about a problem they are not involved, but rather go directly to the person involved in the conflict. 

 

For my particular issue, I used this assignment to ask the very people who were going to others and complaining about another on giving advice to solve work-related problems.  I also asked them about what they also found to likely be ineffective ways in solving problem related to work. I found it interesting that everyone felt it was most important to go directly to the source about their problems, but also confessed they often felt intimidated to do so because often times it was their boss.  I then suggested we ask the boss about monthly meetings to share what worked with patients and our jobs as well as what did not work so well and input on ways to make it work better so we can be more productive for the boss. 

Evaluation of Self as a Communicator

     After reflecting on the similarities and differences between how I evaluated myself as a communicator and how others evaluated me.  I was surprised the most by how others were highly confident in my ability to speak effectively with others.  I am much more critical of myself in feeling the need to do better and striving to do so.  I learned that others view me as having low anxiety when communicating orally.  I also learned that others viewed me as being action-oriented, one who has a strong focus on acting on resolving issues and getting things done.  However, the assessment test I took showed I scored higher in being people-oriented and should be careful of being too trustworthy.  I think after reviewing and reflecting on the results from these assessments, I have learned that having a balance in my communication style and skills is key to my professional and personal life.  Too much skill and style can come across as too aggressive and not enough can come across as too passive and easily manipulated.  I also believe balance come in the form of knowing how to communicate with various people, venues, and circumstances.  Overall, I think honing communication skills and styles takes ongoing time and commitment in being effective with most individuals. 

Communicating with Different Groups and Cultures

Week 3:  Communicating with Different Groups and Cultures

 

Yes, I do find myself communicating with different groups and cultures.  I do this because no two people are the same.  I communicate to meet the needs of the situation and not because individuals are necessarily from different groups and cultures.  If I communicated per group or culture, then I believe I would be making assumptions about people based on their group and culture and individuals are more than being “lumped” into stereotypes. 

 

There are ways I can communicate more effectively with people.  One way is to know myself, which can be done through ongoing self-reflection such as my own beliefs, personality, and traits before I can make any changes to benefit my communication skills.  I may also be more other-oriented by trying to be more cognizant of what others are feeling in order to help them meet their wants and needs.  I may also ask questions and hone my listening skills to learn more about others and how I might support them and show they are valued. 

Communication through "New Girl"

I chose to watch an episode of “New Girl” because I have never watched it before and have heard it is often funny.  In the episode I watched, I would say the four people have close relationships and two of them even appear to be a steady couple.  With the sound off, it appeared the three men and woman seem to get along very well, for the most part.  They expressed various nonverbal feelings and behaviors.  I observed knowing looks, smiles and looks of concerns, especially with the couple.  I also observed eye to eye contacts and eyes that avoided eye contact.  I also saw two of the men talking and then looking back at the couple and lower their heads to talk while still discreetly looking back at the couple, as if they were trying to keep a secret from them.  I also saw one of individuals eating her cereal slowly and looking down and then putting both hands in her head as if she were very sad.  And another man petting his cat with a serious look on his face and then another scene having his cat in a carrier at a pet store looking concerned as if his cat were sick.

 

After watching the same episode again, this time with the volume on.  Most of the assumptions I made were accurate, while some were not so accurate.  While it appeared everyone in the episode got along well, I discovered one man did not want the couple dating and tried to sabotage their relationship and when the other coupled discovered this, they were more annoyed with the man named, Schmidt.  I was right about the woman being sad, as she was having some issues with her boyfriend.  I was also right about the two men wanting to keep a secret from the couple, as it was Schmidt talking about how to break the couple up with his other roommate.  As for the roommate with the cat, well his cat was not sick, as I had thought, he was getting ready to have his cat neutered and wanted his cat to experience being with another cat before he had his cat ‘fixed.’ So, of course, my assumptions would have been more correct had I been watching this show well all along.  My insights about communication have been reinforced by doing this activity, because just like making assumptions about a show in its third season and how everyone’s relationships are with others, is the same with getting to know families and their children and thinking we know more about them than what we do based on our assumptions and little time spent with them.  This activity show just how important effective communication is in getting the whole picture and not making assumptions, but getting the facts. 

Week 1 Blog Assignment

Week 1:  Blog Assignment


For this assignment, I chose to use the doctor I work for to demonstrate competent communication within a particular context.  The context is within specialty dentistry involving the doctor and a discouraged patient.  The doctor showed competence with a patient who wanted and expected unrealistic results for a recommended procedure on his gum tissue.  The doctor took extra time with the patient to thoroughly explain to the patient why his expectations simply could not be met and showed him examples of similar cases to his and their outcomes and why it would not be possible.  The doctor also validated the patients concerns and agreed it would be nice to have that outcome but unfortunately, given the current state of the patient’s mouth, it would not be possible but that everything would be done to ensure the outcome would be satisfying.  The doctor’s behavior of being a good listener to the patient until the patient was finished talking, keeping direct eye contact and nodding with the patient, having his body slightly bent towards the patient, and validating the patient’s wants and concisely explaining the rationale for a realistic outcome.  This behavior was effective because the patient received the message and was content with it as he made the appointment to have the surgery and would accept the outcome the doctor informed him would be more likely.  I would like to model some of my own communication behaviors after this doctor because he was sincere and understood the patient’s desires by taking the time to listen to the patient and explaining the more realistic outcome in a way the patient understood and was willing to accept.  Overall, the doctor respected the patient and the patient ended up respecting the doctor, which produced a positive outcome for both. 

Professional Hopes and Goals

Week 8:  Professional Hopes and Goals

 

Considering my understanding of diversity, I hope to learn more about others and have a better understanding of their own view of themselves.  My goal is to dispel any assumptions or biases I may have of others and to be a better listener in order to meet the needs of others to learn their wants and needs.  I think it is very important to personally and professionally make it a life-long goal to continue to learn about people and how they view themselves.  In doing so, I would be better equipped in meeting their needs as well as establishing an effective partnership with families and children.  I also feel an equitable teacher makes an honest effort to continually reflect on his/her own personal beliefs and to dispel any biases or assumptions made about others, even if the aforementioned is met with good intentions.  I appreciate my colleagues support in sharing their personal stories of struggles with –isms and ways they have overcome their own biases and discrimination issues.  I also appreciate their value and respect of my own culture and diversity.  Thank you, everyone!  I hope your journeys are long and fruitful!   

Welcoming Families from Around the World

Week 7:  Welcoming Families from Around the World

1.  The name of my family’s country I chose:  Malawi, formerly known as Nyasaland, located in

      Southeastern Africa. 

2.  Five ways to be culturally responsive to my family:

      A.   Get to know more about the country’s economy and education

      B.  Have translators to help me with the primary language spoken: Chichewa, of which over 57% of

            the population speaks.

     C.  Learn more about the country’s culture

     D.  Learn more about the demographics of the country

     E.  Find out ways I can support the families and children of whom I will be working within the

           Community. 

     These preparations will work towards benefitting my family in many ways.  By learning more about this country’s economy I would learn that this country is one of the least developed countries and has a struggling economy dependent of foreign aid.  In addition, I would also learn that this country entitles its people to at least five years of primary education by its government and an effort has been made to improve literacy skills, access to more educational materials, and programs to feed children.  I would also be aware of the need for translator because 12% of the population speak English and I would need to communicate verbally if the family did not speak English and try to learn some of their primary language.  I would also learn that this country has a rich culture in dance and soccer.  This information is useful in possibly engaging the family to teach me about their dance and play soccer with them.  I would also know this country has a population of 15 million people.  Approximately 68, 000 deaths per year from AID/HIV with a life expectancy of around 50 years old and a high infant mortality rate due to high risk of infectious diseases, poor gender equality, and maternal mortality.  This information can be used to educate the family to promote better health conditions and education.  Overall, I think it is important to work with families and children by not only learning about their country, but to also ask them what they want and need for their children and to find ways in which I can support them through my knowledge and other services and resources. 

 

The personal side of biases, prejudices, and oppression

Blog 6:

Ageism is something I have witnessed from time to time while working with my new boss.  I worked with my former boss for many years before he retired at 67 years of age.  My current boss is in his early 30’s and some of our patients have commented on his looks.  I have heard, “Wow, you look so young!” Are you sure you are a doctor?”  and “You are a baby!” “Is today your first day as a doctor?”  I never really thought about ageism much nor that it was an issue with discrimination for those people considered younger.  Whenever I notice the doctor feeling bad about some of these comments, I will often say, “Wow, my feelings are hurt!”  “I am not being told how nice I look.”  I feel comfortable saying this to my patients because I know them well enough to say just about anything tactfully to them.  I feel that these patients who have made comments regarding how young the doctor looks, are not trying to be mean or hurtful.  I think they were just accustomed to having a former doctor who was much older than the current doctor and they are taken aback.  By learning more about ageism, I am more aware of it occurring with younger people and older people.  I have learned that our society values youth to a certain degree as well as being older to a certain degree.  Youth is great, so long as it doesn’t make one question another person’s experience and/or expertise. 

Practicing Awareness of Microaggressions

Practicing Awareness of Microaggressions

An example of a microaggression I witnessed this week would have to do with sexual orientation.  At one of the cosmetic stores where I live, there are two males who work there.  I was looking over the various colors of rouge, when I overheard a lady ask one the males if he could help her find the right color foundation for her face, and then added, “You’ll be better at this than I will.”  After observing this microaggression, I immediately thought of the video I watch with Dr. Sue and when he said that unintentional microaggressions are more damaging than others.  I believe this lady was trying to compliment the guy, but naturally assumed he was gay and that gay men are better at dealing with make-up.  The man was friendly and did help the lady, but I wondered what he was thinking and if he was gay, how did he feel about her assumption? 

This week’s readings and video reminded me to be more sensitive to stereotypes, discriminations, and prejudices.  I did not realize unintentional microaggressions could do more harm than the others, as it demeans, insults, and causes it targets to feel less valued.  I also did not realize that prejudices can begin at age 3.  Personally and professionally, as an early childhood educator, I feel it is so important to instill in children positive social-emotional developments to value and respect all people, especially those different from themselves.  Children should be able to recognize differences and embrace those differences instead of distancing themselves from it and producing negative feelings, which are difficult to reverse as children grow older.  We must strive to be an inclusive society for all people and to educate our young children about the need to perceive the views of others and work effectively together to make positive connections, which will produce positive outcomes towards a better society.  

 

Reference

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]. Retrieved from https://class.waldenu.edu

 

 

Perspectives on Diversity and Culture

Blog: Perspectives on Diversity and Culture

1.  Tomoko: Believes diversity is comprised of people from different countries and culture is what those people carry with them from past generations.

2.  Kalpana:  Believes diversity is about different thoughts, ideas, and experiences along with race, ethnicity, religion, and genders.  She also believe everyone has a culture and every culture is different by how families live and what they have experienced and choose to continue.

3.  Wendy:  She believes diversity is about different cultures coming together.  She believes diversity also has to do with people’s skin color, the foods they eat, and from where they came.

 From the aforementioned definitions of culture and diversity there are many aspects of what I have learned culture and diversity to be from this course.  I have learned that people perceive culture and diversity mostly from what they see on the surface.  Only one person I asked about culture and diversity included individual thoughts, ideas, and experiences, which go beneath the surface of appearances.  I think our society still needs to gain better insights as to how complex culture and diversity are instead mainly believing culture and diversity has to do with one’s skin color and/or race. 

One aspect of culture and diversity that has been omitted is a person’s abilities.  People are all unique in what they can do and what they can offer, whether they are considered to have a disability or not.  Also, not considered was economic class, gender, daily living, and sexual orientation. 

Through these definitions of diversity, I continue to be amazed of how people view diversity and culture.  These views, for the most part, seem superficial to me.  Only the “tip of the iceberg” views.  I think we need to be educated more on how complex and multifaceted culture and diversity truly is in the lives of each individual.   Dominant culture also strongly influences many cultures and so I believe the thinking about such a topic is influences our definitions, for the most part. 

My Family Culture

Blog: My Family Culture

 

    The items I would take if I were only allowed to take three items with me to another country with a culture different from my own would be my Bible, my photo album, and my credit card.  I would tell the others that these items would help me remain stable while adjusting to my new culture.  My religion is what keeps me grounded, my photo album would help me retain my memory of my family/culture, and my credit card would help me support my family financially to help us get adjusted to our new life.  However, if I were told I could only keep one item it would definitely be my Bible, because if I am in a culture supposedly different from my own, I would likely not have access to a Bible and my faith is what keeps me centered and focused.  I didn’t realize my religion/faith had such a huge impact on everything about me and that without it, I would not be the person I am today. 

 

When I Think of Research...

 

Blog Assignment: When I Think of Research...

 

There are many insights I have gained about research from taking this course.  I learned research is important in that it creates knowledge and awareness to use when making vital decisions, such as those made in the early childhood field.  I also learned about factors which make high quality research.  These factors include building on valid theories similar to the research being studied, being objective in the research, use a variety of methods to collect data, and after an analysis and findings are shown, submit for peer review is recommended.  Also, it is important to be familiar with research standards, such as not treating the participants as objects but rather treating them by always putting their best interest first. 

 

Throughout this course, my understanding about the nature of doing researched has expanded my knowledge about research and how to be a better researcher.  The nature of research involves knowing what to search for in using good research, knowing the specific part of scholarly articles, such as abstract, methods, measures, results, and conclusions, and knowing how to navigate around an article by knowing what to read.  From a different perspective of the nature of research, I also learned putting the participant first is most important in research.  In addition, I learned there are various types of research, such as ethical, purposeful, contextualized, and equitable research as well as approaches, such as qualitative and quantitative. 

 

I also learned many insights regarding lessons about planning, designing, and conducting research in early childhood.  In planning, I learned it is important to decide what is to be researched and how it will be done, such as when, where, and who will participate.  It is also to consider what the goal of your research.  In designing research I learned it is important to first research previous works of the topic being studied and researched to learn if it is plausible to research further.  Next, I learned to how to create a hypothesis from my research question.  (For this, it is vital to make sure the topic is not too broad).  Lastly, I learned about experiments, variables, and types of groups that should be considered in the topic to be researched. 

 

I did encounter some challenges in this course regarding research.  My challenge was in creating a hypothesis that was too broad and would be challenging to prove even if it was more specific to research.  I believe I would have had to mainly rely on past research collected from this topic.  My original hypothesis evolved around poverty and abuse of young children and how this affects the brain.  Given my lack of experience and expertise on this issue, I decided to change my topic to something I was personally and professionally aware: Teeth.  Overall, I dealt with the issue by researching a topic I was not only comfortable with in doing, but also felt confident in being able to prove my hypothesis. 

 

My perceptions of an early childhood professional have been modified as a result of this course.  I felt this course strongly supported validating early childhood educators as professionals and not just care-takers of babies, toddlers, and young children.  I feel this course truly enhanced my professional abilities and has created more confidence in my abilities to be a better educated professional.  Overall, I feel I could actually be a high-quality researcher and I appreciate all my colleagues support and encouragement in helping me achieve these strengths throughout this course!  I wish everyone the best and hope we will continue to move forward together. 

 

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

 

Research Around the World

Week 5: Blog

Some of the current international topics on the Early Childhood Australia site are on children’s rights.  I thought considering our research topics this might be interesting to review.  (earlychildhoodaustralia.org.au/)

Children’s rights-UN Convention (CROC)

What is the Convention on the Rights of the Child (CROC)? 
The UN Convention on the Rights of the Child (CROC) is a universally agreed set of non-negotiable standards and obligations. It is the first legally binding international instrument to incorporate the full range of human rights. United States

Convention on the Rights of the Child - a plain-English summary 
A plain-English summary of the Convention on the Rights of the Child. United States

The Convention on the Rights of the Child in languages other than English 
CROC in seventeen languages other than English, including Chinese, Arabic, Italian, French, Spanish and Turkish. Belgium

The best interest of the child as set out in CROC 
The principle of the best interests of the child is set out in the Convention on the Rights of the Child. The article includes which actions are affected and whose actions are covered and what might be included in the concept of the best interests of the child. Australia

Myths and facts concerning the Convention on the Rights of the Child 
Four primary myths exist about CROC, including that CROC interferes with Australia's sovereignty, with the balance between the commonwealth and state governments, with parent's rights; that it is anti-family; and that CROC is unnecessary in the Australian context. Australia

 

I also thought it was interesting to gain insights into this site’s specific interests in early childhood:

ECA's Early Years of School Network

ECA advocates for the best interests of all children from birth to eight years of age, which includes children in the early years of school education. Many of our members work in primary schools, education departments and in roles facilitating children to transition into school from preschool or early learning services (long day care and family day care) but there is a sense that ECA could be doing more in this area.

In response to strong interest across the country we are establishing the ‘Early Years of School Network’ to connect people with a shared interest and strengthen our profile. Our ECA WA President, Jenny Jay (Associate Professor for Early Childhood Studies, Curtin University) will lead the network. Participation will provide members with an opportunity to keep up-to-date and engage with other professionals working with children in the early years of school. It will also inform the work of ECA, including the development of submissions, publications and events. In addition to ECA's submission to the Review of the Australian Curriculum above, some examples of recent activities include:

·         The ECA WA Branch has recently developed, in collaboration with three partners, a submission to the WA Department of Education on pedagogy in the early years of school

·         The ECA Tas Branch will be hosting a joint event in September with Early Childhood Educators Tasmania

·         ECA publications is planning a special edition of Every Child in July, 2014 on transition to school and will be seeking input and article suggestions.

The Early Years of School Network will operate on the LinkedIn platform. To join the network:

1.        If you already have a LinkedIn profile, click here and send a request to ‘join group’. Once approved, you can access the site anytime to find information and/or join the discussion.

2.        If you don’t already have a LinkedIn profile you will need to establish one first. There is no cost, just visit www.linkedin.com, set up a profile and then search for the ‘ECA Early Years of School Network’. You can also add ECA and individual colleagues to your network.

 

In keeping with the spirit of our research, I also thought this topic was appropriate for us as professional: 

 

III. In relation to the conduct of research, I will:

 

1.        Recognise that research includes my routine documentation and investigations of children's learning and development, as well as more formal research projects undertaken with and by external bodies.

2.        Be responsive to children's participation in research, negotiating their involvement taking account of matters such as safety, fatigue, privacy and their interest.

3.        Support research to strengthen and expand the knowledge base of early childhood, and where possible, initiate, contribute to, facilitate and disseminate such research.

4.        Make every effort to understand the purpose and value of proposed research projects and make informed decisions as to the participation of myself, colleagues, children, families and communities.

5.        Ensure research in which I am involved meets standard ethical procedures including informed consent, opportunity to withdraw and confidentiality.

6.        Ensure that images of children and other data are only collected with informed consent and are stored and utilised according to legislative and policy requirements.

7.        Represent the findings of all research accurately.

 

Research that benefits children and families – Uplifting Stories: Option 1

Week 3 blog: Option 1:

Research that benefits children and families – Uplifting Stories

An article I found to be important for children and families regarding research is called, “WHAT RESEARCH SAYS ABOUT PARENT INVOLVEMENT IN CHILDREN’S EDUCATION: In Relation to Academic Achievement.”  Michigan Department of Education. (n.d.).   Retrieved from http://r.search.yahoo.com/_ylt=A0LEVw9C5CxTaRgA4c5XNyoA;_ylu=X3oDMTExZDhsNnNkBHNlYwNzcgRwb3MDNQRjb2xvA2JmMQR2dGlkA1VJQzFfMQ--/RV=1/RE=1395537347/RO=10/RU=http%3a%2f%2fmichigan.gov%2fdocuments%2fFinal_Parent_Involvement_Fact_Sheet_14732_7.pdf/RS=%5EADAAb.VRHt7LqRcF5lmAKMSpLI.7iw-

      The most consistent predictors of children’s academic achievement and social adjustment are parent expectations of the child’s academic attainment and satisfaction with their child’s education at school. f The earlier in a child’s educational process parent involvement begins, the more powerful the effects. The most effective forms of parental involvement are those parents who work directly with their children on learning activities at home.  Major Factors of Parent Involvement:  1. Parents’ beliefs about what is important, necessary and permissible for them to do with and on behalf of their children;  86% of the general public believes that support from parents is the most important way to improve the schools. 2. The extent to which parents believe that they can have a positive influence on their children’s education; and Lack of parental involvement is the biggest problem facing public schools. 3. Parents’ perceptions that their children and school want them to be involved.  Decades of research show that when parents are involved students have higher grades, test scores, and graduation rates.  In addition better school attendance, increased motivation, better self-esteem.  Although most parents do not know how to help their children with their education, with guidance and support, they may become increasingly involved in home learning activities and find themselves with opportunities to teach, to be models for and to guide their children.  Lower rates of suspension, decreased use of drugs and alcohol and fewer instances of violent behavior, family participation in education was twice as predictive of students’ academic success as family socioeconomic status.  The more intensely parents are involved, the more beneficial the achievement effects. The more parents participate in schooling,  at every level -- in advocacy, decision-making and oversight roles, as fund- raisers and boosters, as volunteers and para- professionals, and as home teachers, the better for student achievement. 

 

 

My Personal Research Journey

Week 2: My Personal Research Journey

 

The subtopic I chose for my topic for simulation is “How toxic stress affects young children.”  I chose this topic because it can either negatively or positively impact children throughout their lives without early intervention.  Even if children receive intervention later in life, it is very costly and does not have the same effect as early intervention does on young children.  I went to school with children who grew up in poverty and/or abusive parents.  This children did not receive the proper services they needed to be successful in their developments and academically and always seemed to struggle throughout school.  Today, we know from studies done in neuroscience that our genes create the foundation for our brain’s development, but our early experience will decide how the brain get wired (Shonkoff, 2009).  A better understanding of adversities on children’s brain development, such as toxic stress, will help economists and policy-makers make better decisions on the type of quality care, education, and services needed for all young children, especially those in adverse situations.  Any information on toxic stress and its effects on young children would be appreciated in order to provide more information on this subject in order to expand my knowledge on it to be a better advocate for young children would be greatly appreciated. 

Final Post for Week 8

Week 8 blog: 

 

There are at least three consequences of learning about the international early childhood field from both my personal and professional development.  One consequence is intended to learn about specific issues affecting early childhood from abroad that are different from the issues impacting my area and ways the country or community is dealing with it.  A second consequence is to learn about the same issues affecting their country and/or community and to learn about how if they are dealing with the issue efficiently or not efficiently.  A third consequence is gaining positive insights as to try new ways of supporting children in their learning. 

 

There is one goal for the field related to international awareness of issues and trends and the spirit of collegial relations.  The goal, for me, is to stay in close contact with my overseas colleagues.  I enjoyed learning about how they support their children’s growth and development.  I also found it interesting to learn that many of their concerns, especially with funding, are the same concerns my country’s early childhood professionals feel.  I enjoyed learning more about two of the programs from England and Australia and hope to continue gaining more insights from the two countries. 

Getting to Know Your International Contacts: Part 3

Getting to Know Your International Contacts: Part 3

 Theresa from near Sydney, Australia writes: 

At the moment in the Sydney diocese schools there is a big push towards Inquire Learning. Each term a curriculum area is selected to be taught this way. There is a coordinator situated in each school to assist and support classroom teachers in this area.  (1 coordinators is a teacher who is released from regular teaching for a ½ day per wk to work on a given curriculum area.) There are also consultants at the Catholic Education Office (CEO) who come out to the schools and assist and advise the classroom teachers on classroom layout and ways to improve so as to give the children better choices in learning- the setting up of effective learning centres. With Inquire Learning, the teachers chose a topic and then the teachers set up 6 learning areas. The children then choose which area they want their learning to follow. The teacher then guides the tasks so as to provide the child with the skills, etc. that they need. The tasks are all about what he child needs. As my friend Debbie works in a 3 stream school, all 3 teachers in yr1 must get together weekly and plan the activities in relation to the Inquiry task.  There focus this term must be science and in particular mini beasts. She is taking in a pile of worms tomorrow for one of the learning centres.

As a support for teachers involved in Inquiry Learning this year, there will also be a conference in April where teachers involved in its teaching in 2013 will be inputting their experiences to aid those involved this year.

 

With professional development, each school system provides inservices for its teachers. Each year the schools are given a booklet outlining the planned inservices for that year. Each teacher is given the opportunity to apply to their principal to attend. These days are fully funded and so teachers are paid their days wages to attend. There are also twilight and after school inservices available. As these are outside of the regular school hrs than no extra pay is given. The CEO also organizes professional development in conjunction with the Universities. The last one I attended was at the University of Wollongong that went for 10 days scattered over 6 mths. It was one that dealt with Autism. Even though I was a relief teacher at the time, my application was still accepted to participate and I was paid to do it.  

 

Each school, regardless of which system they belong to have 4 professional inservice days each year, usually 1 each term. During these days the children do not attend school and the staff as a whole participate in some form of inservicing depending on the needs of the school and staff. These are usually held on school premises but may be held at another venue if warranted.

 

Professional goals? – To work collaboratively as part of a team, to be prepared and so not let others down, to keep up with all the changes and in particular all the technology.

 

Professional hopes and challenges? To be willing to share responsibility- giving over some tasks to someone else and being acceptant of their ability. Using technology to enhance the children’s learning. Keeping up your end of the bargain and not letting the team down. Allowing oneself to enjoy the children and the teaching experience and not get too caught up in the political and mechanical side of teaching.

Soraya near London, England writes: 

1)      No real issues known about as all the staff at our school provide the highest possible standards of quality of care and teaching, in UK all the schools are monitored by a government body called "OFSTED" office for standards in education, all schools throughout Uk are monitored and observed by this government body, they regularly visit our school and sit in on classes, OFSTED use a points system and each school are scored via performance of pupils and teaching abilities of the teachers.

2) Training is provided for our professional development by the government, example I will be attending a pediatric first aid course In next few weeks also we have various other mainly 1 day training sessions.

3) My professional goals are to expand my knowledge working with children and to provide support for my colleagues I work within the classroom, I also provide support for the parents.

4) I hope to develop my skills and learn sign language, I feel this is a skill and a challenge for me in order to have the chance to work with children who require special needs.

The insight I gained from my two colleagues from other countries is that we all have the same general goals in mind:  Helping children.  I also learned these two ladies have similar experiences and concerns as myself.  I like that the Australian school has more special services to monitor and support the educators and teachers during their regular visits to the school.