The blog assignment for this week (the final week of this class) is to
reflect back on the strengthening of bonds concerning a collaborative learning
community. During the last eight weeks
we shared information and insights and supported each other. As we prepare to move on, we were asked to
take a minute and think about how our colleagues have supported us and how we
have supported them. We also were asked
to reflect on what we wish for our colleagues as they each continue on their
professional path – particularly in the areas of public policy and
advocacy. We were then asked to consider
how being a part of this professional community contributes to our own
professional growth and our own accomplishments.
With this in mind we were asked to respond to the following questions:
- Post at least three consequences of your experience being a part of a
caring, collaborative learning community for your professional growth and
development.
1. I
have learned that the vital role that states play in connection to early
childhood systems is at the heart of the fundamental changes which are
needed. At this time, no state has
implemented an ideal comprehensive early childhood system which meets the needs
of the 21st century.
Unfortunately, current programs, policies, and services created for
young children and their families quite often operate in isolation, at cross
purposes, or without enough resources to meet the critical needs of these young
children and their families (Regenstein, n.d.).
The
research is available concerning which policies will make the most difference
for young children. However, many states
lack the capacity to properly implement those policies. The federal role in supporting high quality
early learning can and should increase.
States, however, have been leaders on the issue for a long time. The successful state policies which are put
into effect in the education arena are often the bases in which federal
policies are built off of and use federal law for leverage (Regenstein, n.d.).
2. When discussing early childhood systems
comprehensive means designing a system of integrated continuum of policies,
services and programs across early learning, early intervention, health and
family supports in order to children and families to thrive and reach their
full potential (Build
Initiative, 2009). It is very important
for state leaders to understand the need to increase quality, alignment, and
efficiency among the systems that serve young children and their families
(Build Initiative, 2009).
3. From an economic perspective, the higher the
quality of program and/or system, the more positive the lasting impacts will be
in the future (Galinsky, 2006).
Effective early childhood programs and/or systems generate benefits to
society that far exceed program costs (deveopingchild.harvard.edu, 2008). According to Olson (2005), economic analyses
show that for every dollar that is invested in high-quality programs the return
to society can be anywhere between three to seventeen dollars (Olson,
2005). High-quality also help children
have better school readiness skills, yield benefits such as higher graduation
rates, fewer school dropouts, less need for special education, and less crime
(Olson, 2005).
- Post one goal for using this collegial experience to enhance your
advocacy, policy, and/or system development work on behalf of young children,
families, and the early childhood community.
Next, from taking this class I have added to
my understanding of the importance of cultivating a relationship with others as
well as developing a high quality early childhood system which benefits all
those involved. The
most important aspect of any successful early childhood system, however, in my
opinion, is always to remember that a major influence on a child’s achievement,
both academically and developmentally their families are. As educators and advocates it is part of our
job to create an environment that welcomes all families in such a way that
everyone is comfortable and able to participate in their child’s academic and
developmental growth. With the
combination of schools, families, and communities working together in support
of learning, children statistically do better in school, stay in school longer,
and enjoy school more (Henderson, pp. 1-2).
The experiences the children
have with their families are very important as the preschool years are a
critical time for children’s language and literacy learning (Hindman and Wasik,
2010). Families are a child’s first
teacher and educators cannot accomplish what needs to be done without the
families’ interaction (Hindman and Wasik, 2010).
References
Build Initiative. (2009). Early
Childhood Systems Working Group. Retrieved from http://www.buildinitiative.org/content/early-childhood-systems-working-group-ecswg
Galinsky, E.
(2006). The economic benefits of high quality preschool: What makes the difference?
Retrieved from http://familiesandwork.org/site/research/reports/ced.pdf
Henderson, A. T. (2007). Chapter
1 - Introduction. In Beyond the bake sale: the essential guide to
family-school partnerships. New York: New Press.
Hindman, A.
H., & Wasik, B. A. (2010). Head start families sharing home language and
literacy experiences. doi: 10.1080/15240751003737919
National Scientific Council on
the Developing Child. (2004, Winter). Children's emotional development is built
into the architecture of their brains (Working Paper No. 2). Waltham,
MA: Author. Available from Center on the Developing Child, Harvard University
website http://developingchild.harvard.edu/index.php/library/reports_and_working_papers/working_papers/wp2/
Olson, L. (2005). Early childhood education: Investing in
quality makes sense. Research Points, 3(2).
The Build Initiative, adapted from a presentation by Elliot Regenstein. (n.d.). State early childhood advisory councils. Retrieved August 1, 2011, from http://www.buildinitiative.org/files/Build%20Initiative%20-%20SECAC_0.pdf
