QUALITY PROGRAMS FOR ALL CHILDREN

It is the mission of the early childhood field to provide developmentally appropriate practices which promotes a child’s social, emotional, physical, and cognitive development in order to support the desire to become life-long learners.  These practices also place a focus on the importance of family and community involvement in the early childhood years and beyond so the children can reach their full potential as productive members of our society. 

In a prior assignment I reflected on current influences on the early childhood field.  What I found was, but not limited to, one of the most important aspects of working in the early childhood field is keeping apprised of the current influences as well as current research in order to perform our jobs to the best of our abilities.  Once armed with this information, we need to apply it to our programs.  Finding the right balance in the curriculum, especially with children of mixed ages for my child care program, is probably one of the biggest challenges I face.  Three resources were summarized in this prior assignment, but I feel they are relevant to the blog assignment for this week as well.

Early Childhood Development (ECD)

Although childhood is the most rapid period of development in an individual’s life, children develop at their own pace.  With this in mind it is important to factor in what is the best way to assist in their physical, cognitive, and social/emotional growth.  This is where our investment in the early childhood comes into play.

The benefits for the children last a life time if we, as early childhood educators, fully invest in well-conceived ECD programs.  Research has shown that participation in well-conceived ECD programs results in children who are more competent socially/emotionally, show higher verbal/intellectual development in their early childhood compared to those children who were not enrolled in a high quality pre-school/childcare program.  A high quality program needs to include, but is not limited to, areas which focus on the children’s physical, social/emotional, cognitive, nutritional, and health needs (web.worldbank.org).  These needs need to be reassessed as the children grow or, as in my case, new children enroll in my program. 

Children’s Emotional development is Built into the Architecture of the Brains

The growing amount of scientific evidence is showing those who work in the early childhood field the importance of emotional development as a critical aspect of the development of overall brain architecture (developingchild.harvard.edu).

Children rapidly develop their abilities to experience, express emotions, and learn to cope with and manage a variety of feelings right from their birth.  These developments occur simultaneously as other, more visible skills (e.g. gross motor, fine motor, cognitive, and language).  The development of an individual’s social competence which is developed in the first five years of development is linked to how an individual develops into adulthood, thus becoming an important foundation which needs to be focused on right from birth.  If this critical aspect is neglected or ignored the consequences later in life will more than likely not be positive in nature.

Bev Bos Blog

Bev Bos and her focus on play as a learning tool was brought to my attention when I first started my educational journey into the early childhood field.  Her blog is a great source of information on the importance of this method of teaching children and is full of resources that I have found very useful over the years I have owned/operated my home daycare.

The above-mentioned articles have reminded me of the importance of the whole package that is needed for children to thrive and grow.  I am also reminded of the importance of making sure the parents of the children in my care are fully included in the day-to-day goals I set for my program as well as the long-term goals for the children’s development.  I am at the point in my professional/personal life that my focus now can fully be on my goals and what I would like to accomplish.  Keeping up with current issues and re-assessing my program plays a large part in creating and maintaining a high quality program for the children in my care.

This being said, my hope for the future is that public opinion continues to gain more momentum in a positive direction towards the importance of the impact of each of the early childhood educational strands, systems, policies, and advocacy.  A positive beginning to life means a positive foundation for future development, health and general well-being throughout a child’s life.  Regular care by other individuals other than the child’s parents has become more of the norm for children prior to school entry.  Part of this is a result of the increased need for two-parent incomes (Doherty et al., 2006).  By creating and implementing high-quality and effective early childhood programs, policies, and child care programs, children will have a solid foundation for a productive future (developingchild.harvard.edu, 2008).

A child’s daily experience plays a large role in the social, emotional, linguistic and cognitive development.  Children who are enrolled in child care will benefit from attending a high-quality program which focuses on a combination of nurturing relationships, a focus on the children’s health and safety, and offering a developmentally-appropriate program focused on the developmental needs (social, emotional, linguistic and cognitive) of the children in attendance (i.e. providing stimulating activities and experiences) (Doherty et al., 2006).

From an economic perspective, the higher the quality of program, the more positive the lasting impacts will be in the future (Galinsky, 2006).  Effective early childhood programs 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).

References

Bev Bos Blog : … It's the Very Best Thing I Do! (n.d.). Retrieved June 12, 2011, from http://www.bevbos.com/blog/

Doherty, G., Forer, B., Lero, D. S., Goelman, H., & LaGrange, A. (2006). Predictors of quality in family child care. Early Childhood Research Quarterly, 21(3), 296-312. doi:10.1016/j.ecresq.2006.07.006

Galinsky, E. (2006). The economic benefits of high quality preschool: What makes the difference? Retrieved from http://familiesandwork.org/site/research/reports/ced.pdf

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 World Bank. (2010). Early childhood development. Retrieved June 9, 2011, from
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/0,,contentMDK:20246241~menuPK:4697089~pagePK:210058~piPK:210062~theSitePK:396445,00.html

WHAT RESONATES WITH YOU ABOUT EARLY CHILDHOOD PUBLIC POLICY AND ADVOCACY?

I would first like to say welcome to everyone as we begin this next part of reaching our goals.  Graduation is getting closer and closer for each of us.  I look forward to working/learning with everyone during the next eight weeks.  For this week’s blog we were asked to reflect on wyt each of chose this specialization.

Part I:  Why did you choose this specialization?

I have always tried to advocate for others when I could.  One incident in particular reinforced the path I have chosen to pursue.  This incident occurred with one of the children who were enrolled in my childcare.  The basics of the situation are this little boy had been (allegedly) subjected to physical abuse from his mother’s new boyfriend.  Because he was only three-years-old at the time and had been diagnosed with high functioning Autism, the investigative worker through DCF (Department of Children and Families) made the statement to me that this child had no voice.  She did not see why she should keep the case open since the child’s mother recanted her corroboration of the event which took place.  I explained that this little boy did have a voice and that she was getting really frustrated with the system.  I reminded her that this was not a good thing since I would be calling her supervisor in order to discuss the situation.  Suffice to say this investigator was taken off the case and a case was opened in order to make sure the children in the household were being taken care of and not being subjected to abuse by the mom’s boyfriend.  I am happy to say that mom eventually left this guy and the children (from what I hear) are doing great.  The little boy in question is now eight-years-old and has been mainstreamed into the regular classrooms at school.

Part II:  Why are advocates essential in the early childhood field?

According to Kieff (2009), advocating is both a natural as well as a necessary extension to our responsibilities as an early childhood professional/educator.  It is essential for us, as educators, to promote ideas and seek resolutions that will affect children and families in positive ways (Kieff, 2009). 

Part III:  What do you hope to learn about public policy and advocacy?

           
I was born with the voice to use in order to advocate for others who are in need of a voice.  What I need, however, is the knowledge and skills in order to advocate effectively.  The deeper I get into advocating, the more I realize I need to learn about public policy and how to go about effectively advocating under different circumstances.

Reference

Kieff, J. E. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, NJ: Merrill.

END OF ANOTHER JOURNEY

As we each finish this last week in our course, it is time to say thank you to everyone for all of your advice and wisdom throughout the last eight weeks.  It was a pleasure to work/learn with new individuals as well as those of you that I have worked/learned with in previous classes.  I wish everyone the best of luck in whichever specialization you have chosen.  If you would like to keep in touch, you can find me on Facebook (Robin Lemire, Massachusetts).  I usually have some type of Winnie-the-Pooh clip-art as my profile picture.  I look forward to working/learning with those of you who have chosen the specialization of advocacy. 

TEAM BUILDING AND COLLABORATION - PART I

For this week’s blog assignment we are asked to consider the adjourning phase of team development in connection to groups which we have been involved in.  The first group that came to mind was when I was taking a required speech course while working on my undergrad degree.  For whatever reason, we just all bonded as a group right from the beginning.  I have to say this was probably the most fun as well as productive class I have ever attended.  It was also very hard when we were at the adjourning stage.  Following the Five Stages of Development (Abudi, 2010); this is how I perceive my experience with this particular class.

Stage 1 – Forming:  During this stage we each introduced ourselves and the journey to discovering about each other began.  We also discussed with the professor what was expected of us over the next fourteen weeks.  Our professor was very clear on his expectations but was also very respectful of each of the students. 

Stage 2 – Storming:  During this stage we began to break up into smaller groups who would be working more closely together on specific assignments.

Stage 3 – Norming:  At this stage we have now begun to really get to know each other and are more open (I believe) to hearing from all sides before decisions are made.  The projects we have been assigned are progressing more smoothly because of following this process (even though at the time we did not realize it).

Stage 4 – Performing:  At this point all of our hard work is being realized and we are closing in on the completion of our project.

Stage 5 – Adjourning:  At this point there is happiness (because we have completed our assigned projects and have successfully worked together to have accomplished this).  There is also sadness (since we know that we probably will not be seeing each other again).  Our professor has a great idea in order to make this stage a little easier.  We all chose to meet for dinner in a nearby restaurant after the last class in order for all of us to have the chance to say good-bye and to exchange phone numbers and email addresses (this was before Facebook).

References

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from

http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

COMMUNICATIONS STYLE

“Don't be over self-confident with your first impressions of people.”

                                                                                    ~ Chinese Proverb

The above-mentioned quote is something that I try to keep in mind each and every day.  I am the type of person who is a people watcher.  I also like to keep an open mind in regards to giving individuals a second chance if my perception of their first impression may not have been very positive.  This has become easier as the years have gone by and I have grown and matured.  I still seem to focus on an individual’s eyes when I first meet them.  I firmly believe that the eyes are the windows of our souls and show what other forms of non-verbal communication may not.

According to O'Hair & Wiemann (2009), it is not always easy to make accurate perceptions, especially where first impressions are concerned.  Each of us tend to perceive selectively at some point in our lives, so it is very important to be aware of these tendencies and make a conscious effort to overcome these tendencies (O’Hair & Wiemann, 2009). Three suggestions which can assist in this goal are:  verify your perceptions; be thoughtful when you seek explanations; and look beyond first impressions (O’Hair & Wiemann, 2009).

This being said, the application assignment for this week required each of us to complete three assessments (i.e. the Communication Anxiety Inventory, the Verbal Aggressiveness Scale, and the Listening Styles Profile).  We also needed to choose two other individuals to evaluate each of us using the same measures.  I chose to ask one of the parents from my child care and one of the adolescents whom I foster.  I thought it would be interesting to see the difference in their viewpoints since my relationship is quite different with each of them.  Once this was completed we were asked to compare these results with our own. 

For the Communication Anxiety Inventory, the score I was given on the Communication Anxiety Inventory was 35.  This put me into the mild level (i.e. 34-46).  This means that I reported that I feel a bit uneasy in some communication situations but at the same time there are times in other contexts in which I feel more confident.  Communication also is not something that I worry a great deal about.

The results from the others, who were nice enough to assist me with this assignment, actually put me in a low level (i.e. 21-33).  This level means that I am perceived as being a lot more comfortable in communicating in most situations and feel confident in anticipating such encounters than what I scored at.  In many ways this is good, since I must give the impression that I am at ease regardless of what the situation may be.  This is definitely a positive sign as I am always advocating.  If others perceive I am comfortable communicating regardless of the situation, it works in my favor as an advocate.

For the Communication Anxiety Inventory, the score I was given on the Verbal Aggressiveness Scale was 58.  This put me into the level of moderate (i.e. 53-68).  What this means is that I maintain a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding that position. 

The results from the others, who were nice enough to assist me with this assignment, actually put me in the same level in which I scored when I took the assessment (i.e. 53-68).  This does not surprise me since I have worked very hard (and continue to work very hard) in maintaining a respectful, considerate communication style regardless of who it is I am communicating with.  It is nice, however, to see proof that this hard work has paid off and I have met my goal (at least with these two individuals).

References

Halgunseth, L., Peterson, A., Stark, D., & Moodie, S. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature.  Retrieved from http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

O'Hair, D., & Wiemann, M. O. (2009).  Real communication: An introduction. Boston:      Bedford/St. Martin's.

COMMUNICATION STRATEGIES

For this week’s blog assignment we needed to share at least three strategies we could each use to help us communicate more effectively with those we communicate with on a regular basis.  Like most of us, I wear many different hats during the day (i.e. mom, child care provider, foster mom, friend, area representative for exchange students, student, etc…).  How I effectively communicate differs from group to group.  Three strategies that I use on a regular basis, however, are:  1. Always show respect for the individual I am communicating with.  Each of us is unique in our own ways (i.e. culture, family, thoughts, etc…); It is important to always remember this if I expect others to show me respect.  2.  If we are unsure of how to communicate, ask questions.  Most individuals would rather be asked than have a person guess what they are thinking/feeling, etc…; and 3.  Always try not to allow ourselves the easy assumption of similarity.  According to Bennett (1998), each culture is different in their languages, behavior patterns, as well as their values.  It is important to remember this because if we attempt to use one’s self as a predictor of shared assumptions and responses, we will run into a communication problem.  This is because each culture embodies a variety of patterns of perception and behavior, it is important to embrace/understand the differences as well as the similarities (Bennett, 1998).

Reference

Bennett, M. J. (1998). Basic concepts of intercultural communication: Selected readings.  Yarmouth, ME.: Intercultural Press.

TELEVISION SHOW OBSERVATION ASSIGNMENT

This was a really fun assignment.  I rarely get the chance to sit down and watch television so it was not too hard to pick a show to watch.  I decided for this assignment I would watch the show “Wipeout”.  I chose to watch this type of programming for various reasons including needing to watch something that would be entertaining with no sound as well as with sound.

For those who have not seen this show, contestants of all ages, shapes and sizes go head-to-head in four different rounds of play.  Each of the rounds is filled with really hilarious obstacle courses.  Each contestant is trying to become the “Wipeout Champion” and take home the grand prize of $50,000. 

I am a people watcher by nature.  I love to observe everything around me so this was a great assignment.  While watching the show with no sound, the two commentators seem to have a good relationship as their nonverbal cues (i.e. smiles) seem to demonstrate this.  The contestants each are showing many different nonverbal cues (i.e. smiles, frowns, stamping feet, frustration).  The impression I was given from watching this show with no sound is that the commentators seem to love laughing at the participants’ expense.  I also observed just how much nonverbal cues/instances each contestant displayed during this hour-long show (minus lots of commercials).

Once the sound was turned on for the second viewing, I enjoyed the show even more since I could now here all the comments and jokes made by the commentators as well as what the contestants had to say during their interviews.  It was also really different to hear what was being said to match up with the nonverbal cues the commentators as well as the contestants were showing.  I think that if I watched a show I was more familiar with, the results would be much different.  I also believe that if I watched a different type of show (i.e. sitcom; drama; soap opera) the results would vary from show to show.  All in all this was a really fun assignment and I might just try this again in the future.