Finding My Part to be Played

I began the journey to determine my part to be played in this arena of early childhood education only 594 days ago.  Along the way, I have learned so many things about myself, the field, and the vast amount of work that still needs to be done.  When I began the program, my specialization was public policy and advocacy.  I soon decided that my passions lied closer to the front lines and so I changed to teaching adults.  I am looking forward to taking what I have learned and designing and delivering informative and helpful trainings for classroom staff and administration.

We are living in an amazing age of brain research and revelation, slight priority shifts in government, and a renewed passion for the future of our children that begins before birth.  In addition to a reminder of the processes of development, my work in the diversity and equity class opened my eyes to the biases and assumptions I have as an educator.  As I uncovered them, I saw the impact they left on my work and have become more aware of the ways in which I interact with others, plan for learning, and respond to concerns.

I truly enjoyed the course on research as it allowed me to develop a more discerning way to process information and make it useful to others.  Throughout the course, I found articles that informed me about important topics like attachment theory and emotional development and they formed the outline for my capstone project.  I have a deeper understanding of the science behind the development and the work that needs to be done in schools and communities to support children and families.

Finally, my coursework on teaching adults was insightful as I applied to to my own learning style and the needs of the staff with whom I currently work.  It also allowed me to view other trainers and the way they addressed their audiences in a more objective manner.  I could identify with some that struggled to connect with the audience and admire others that so effortlessly moved about the class sharing personal stories that built relationships in seconds!

My passion will forever be working with young children and their families.  I hope someday to pair it with my passion for travel and take my knowledge and expertise to a foreign country and work with children and families there.  In a recent assignment, we were asked to research international organizations that worked with children, families, and communities.  Several of them have job opportunities in fascinating places like Mozambique, Mali, and New Zealand.  Ahhh...someday!

I want to thank all of the classmates and instructors that have made this journey with me.  You have inspired, encouraged, challenged, and supported me in ways I'll forever be grateful for.  I have learned more about myself through your stories and postings and I am so encouraged by the courageous work you (we) all do.  It takes a very special type of person to lead in the field of early childhood education and there is a very strong group emerging from this program.  I wish you all the best of luck and implore you to pursue the dream you outlined in your speech from 15 years in the future!  

Sincerely, 

Katherine 

International Communities of Practice

International Communities of Practice

The three international organizations I chose to examine are:

UNICEF – http://www.unicef.org/index.php

Here is their mission statement:

UNICEF is mandated by the United Nations General Assembly to advocate for the protection of children's rights, to help meet their basic needs and to expand their opportunities to reach their full potential.

UNICEF is guided by the Convention on the Rights of the Child and strives to establish children's rights as enduring ethical principles and international standards of behaviour towards children.

UNICEF insists that the survival, protection and development of children are universal development imperatives that are integral to human progress.

UNICEF mobilizes political will and material resources to help countries, particularly developing countries, ensure a "first call for children" and to build their capacity to form appropriate policies and deliver services for children and their families.

UNICEF is committed to ensuring special protection for the most disadvantaged children - victims of war, disasters, extreme poverty, all forms of violence and exploitation and those with disabilities.

UNICEF responds in emergencies to protect the rights of children. In coordination with United Nations partners and humanitarian agencies, UNICEF makes its unique facilities for rapid response available to its partners to relieve the suffering of children and those who provide their care.

UNICEF is non-partisan and its cooperation is free of discrimination. In everything it does, the most disadvantaged children and the countries in greatest need have priority.

UNICEF aims, through its country programmes, to promote the equal rights of women and girls and to support their full participation in the political, social, and economic development of their communities.

UNICEF works with all its partners towards the attainment of the sustainable human development goals adopted by the world community and the realization of the vision of peace and social progress enshrined in the Charter of the United Nations.

This organization does amazing work in all areas of the world.  I am so interested in exploring opportunities that will take me to different parts of the world because I love to travel.  If I can combine my two greatest passions (children and travel), I will feel incredibly accomplished!  The job opportunities in the UNICEF organization range from nutrition to communications to policy development and so much more.  The skills that one would need to work for this organization would include passion for the mission, a willingness to venture to unknown circumstances, and an open mind to accept what might come your way.

Save the Children – http://www.savethechildren.org

Save the Children is the leading independent organization creating lasting change in the lives of children in need in the United States and around the world. Recognized for our commitment to accountability, innovation and collaboration, our work takes us into the heart of communities, where we help children and families help themselves. We work with other organizations, governments, non-profits and a variety of local partners while maintaining our own independence without political agenda or religious orientation.

When disaster strikes around the world, Save the Children is there to save lives with food, medical care and education and remains to help communities rebuild through long-term recovery programs. As quickly and as effectively as Save the Children responds to tsunamis and civil conflict, it works to resolve the ongoing struggles children face every day — poverty, hunger, illiteracy and disease — and replaces them with hope for the future.

This organization focuses on issues and policies related to the well-being of young children and families, specifically poverty.  They have initiatives in all parts of the world, serving 120 countries.  The employment opportunities ranged from Head Start positions in the U.S. to an Emergency Child Protection Advisor in Mali which is a very tumultuous part of the world.  In these positions, a candidate must have a passion for the success of young children and most international positions have a requirement for fluency in a second language.  I better get to work on that!  These opportunities are so exciting for me and reinforce the reason I entered in to this master’s degree program.

The Academy for Educational Development - http://www.fhi360.org/en/index.htm

Vision
FHI 360 envisions a world in which all individuals and communities have the opportunity to reach their highest potential.

Mission
To improve lives in lasting ways by advancing integrated, locally driven solutions for human development.

We believe…

…a 360-degree perspective is required to address complex human development needs.

…sustainability comes from building the capacity of individuals, communities and countries to address their needs.

…the key to improving lives is in generating, sharing and applying knowledge.

….partnering with governments, civil society organizations, the private sector and communities leads to success.

Our Values…

• Innovation to meet the evolving needs of our beneficiaries, funders and partners.
• Mutual Respect for diversity and cultural differences.
• Passion driven by a personal commitment to make a positive difference.
• Accountability for our work, measuring, reporting and continually improving all that we do.
• Commitment to Excellence assured by the highest ethical, quality, operational performance and scientific standards.
• Teamwork across disciplines and geographies, within the organization and with our partners.

I was not familiar with this organization.  The work that they do extends beyond education and programming for children and families.   Some of the job opportunities include program development based out of Washington D.C. and a literacy specialist in Nigeria.  As with other international organizations, most of the job opportunities encourage the fluency in the nation’s home language.  Again, I am so encouraged by all of these opportunities.  I had no idea how many opportunities were out there before this program.  For that I am grateful!

Resources:

http://www.unicef.org/index.php

http://www.savethechildren.org

http://www.fhi360.org/en/index.htm

National and Federal Communities of Practice

The three national or federal organizations I chose to examine are:

·         Zero To Three - http://www.zerotothree.org/

ZERO TO THREE is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. Our mission is to promote the health and development of infants and toddlers.

I chose this organization because of my passion for teaching infants and toddlers and supporting new families.  I appreciate that Zero to Three offers training for educators, resources for families, and provides anyone with the latest research on brain development and other issues related to young children.  Currently there are no job opportunities that I would qualify for, but in the future, I would be very interested in becoming a trainer for this organization.  I feel that my background in and passion for this age group along with my graduate work in teaching adults would qualify me for this type of position. 

·         Children’s Defense Fund - http://www.childrensdefense.org/

The Children's Defense Fund (CDF) is a non-profit child advocacy organization that has worked relentlessly for nearly 40 years to ensure a level playing field for all children. We champion policies and programs that lift children out of poverty; protect them from abuse and neglect; and ensure their access to health care, quality education and a moral and spiritual foundation. Supported by foundation and corporate grants and individual donations, CDF advocates nationwide on behalf of children to ensure children are always a priority.

We are a national organization with the capacity to work for children at federal, state and community levels across the country. We have our headquarters in Washington, D.C., and offices in California, Minnesota, Mississippi, Montana, New York, Louisiana, Ohio, South Carolina and Texas. Through these offices, we expand our work into North Dakota, South Dakota, Iowa, Alabama, Georgia, Arkansas and New Jersey. CDF Haley Farm in Clinton, Tenn., is our home for spiritual renewal, character and leadership development, intergenerational mentoring, and interracial and interfaith dialog about children's issues.

CDF Mission Statement:

The Children’s Defense Fund Leave No Child Behind® mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities.

CDF provides a strong, effective and independent voice for all the children of America who cannot vote, lobby or speak for themselves. We pay particular attention to the needs of poor and minority children and those with disabilities. CDF educates the nation about the needs of children and encourages preventive investments before they get sick, drop out of school, get into trouble or suffer family breakdown.  

CDF began in 1973 and is a private, nonprofit organization supported by foundation and corporate grants and individual donations.

I chose this organization because it addresses not only education, but health care for children and families.  Health care is an arena that is so critical to the success of young children and their families and I appreciate that there is a movement to bring attention to the growing crisis in basic health care for American children.  There are also no positions available for this organization either in my area or for which I would qualify, but in the future, I would be interested in doing some outreach work here in Minnesota.  The skills that would be necessary would include a clear understanding of the resources that are available to families and how to access them effectively.  Good communication and advocacy skills would also be beneficial.

·         The YMCA - http://www.ymca.net/

Today, the Y engages more than 10,000 neighborhoods across the U.S. As the nation’s leading nonprofit committed to helping people and communities to learn, grow and thrive, our contributions are both far-reaching and intimate—from influencing our nation’s culture during times of profound social change to the individual support we provide an adult learning to read.

By nurturing the potential of every child and teen, improving the nation’s health and well-being, and supporting and serving our neighbors, the Y ensures that everyone has the opportunity to become healthier, more confident, connected and secure.

I chose this organization because of the work they do within communities to engage citizens in healthy lifestyles.  They support children, families and communities in housing, education, and other services that are essential to the success of the entire area.  Currently there is a Community Program Director position available in Minneapolis.  This job would require the skills to manage and oversee several different kinds of programming for children, including after school and camp programming.  It also requires the ability to interact with community partners and advocate for the services that the YMCA of Minneapolis offers.

Resources:

http://www.zerotothree.org/

http://www.childrensdefense.org/

http://www.ymca.net/

Communities of Practice

The three local or state organizations I chose to review are:

·         Way To Grow – Minneapolis, MN - http://mplswtg.org/

We firmly believe that every child should be born healthy, stay healthy and have the equal opportunity to succeed in school and life. And that can only happen with parents’ active participation. Through our in-home and center-based programming, we help parents create a healthy home and become their children’s first and most important teachers.

·         Minnesota Child Care Resource and Referral - http://www.mnchildcare.org/

The Minnesota Child Care Resource & Referral Network helps families find child care and understand their care options, supports child care providers through grants and education, and informs the community on the importance of child care.

·         Wilder Foundation – Saint Paul, MN - http://www.wilder.org/

Our mission (from the original Wilder family wills)
To promote the social welfare of persons resident or located in the greater Saint Paul metropolitan area by all appropriate means, including:

• relief of the poor
• care of the sick and aged
• care and nurture of children
• aid of the disadvantaged and otherwise needy
• promotion of physical and mental health
• provision of needed housing and social services
• operation of residences and facilities for the aged, the infirm and those requiring special care

and in general the conservation of human resources by the provision of human services responsive to the welfare needs of the community, all without regard to, or discrimination on account of, nationality, sex, color, religious scruples or prejudices.

The Way To Grow organization recently had a job posting for the Director of Early Education.  The job entailed the ability to interact well with various entities such as donors, school districts, and families.  It required the ability to network, organize, and supervise a number of different people with very different roles.  In addition, they also had a posting for a family educator.  I like this organization because of the work they do in children’s homes to close the gap in learning and support families.

The Minnesota Child Care Resource and Referral organization has a variety of opportunities for educators to become trainers of other educators.  This is an organization that I am excited about networking with more intently after I finish my degree.  I would like the opportunity to submit the training idea that I developed in our last course and have it placed in the training resource guides that go out to early childhood educators and home-based child cares.  I would need to complete the certification in Minnesota to become a recognized trainer.  I feel that the coursework I have completed has provided me with the skills and insight to become an effective trainer.

The Wilder Foundation has been working with children, families, and individuals in the Saint Paul area for over 100 years.  My specific interest focused on the work they do with children with special needs.  They provide counseling and day treatment services for children.  The job opportunities that were listed were out of my professional focus, but I see them as part of the community of practice that I would include in my circle because of the work they do with children and families both in education and other areas.

Final Thoughts

Throughout this graduate program, there have been many times that I have learned something completely unrelated to the course topic from the colleagues that have shared their personal and professional experiences.  We all come from such diverse backgrounds and the work we do, while we are all in the field of early childhood, is also so unique.  I have enjoyed reading and learning about policies and processes within various arenas of the field, as well as different parts of the country.  I find it fascinating that we live in this same country, but each state and region have such differing opinions and practices when it comes to early childhood education.

There have been numerous times that I have felt more supported than supportive.  The strong women and men that I have encountered along the way have shown me the value of pursuing this higher education.  We have had difficult discussions and humorous ones too.  As we move on to our different specializations, I truly wish for each of my colleagues success, personal and professional growth, and that they remember the value in doing the work of this graduate program.  We are the future of early childhood in America.  It will continue to change, for the better or the worse, whether we like it or not.  We all have the capability to make an incredible lasting impact on this field and the children and families we serve.  Best of luck to all of you!  If you are moving on to the specialization of "Teaching Adults in the Early Childhood Field", I will see you on the discussion boards.
Take care!
Katherine

Group Dynamics

This week we have been studying the dynamics that groups have and the characteristics that make a cohesive, efficient group.  Establishing trust at the beginning of a group project is essential to the success of the team.  As a leader in a group, one must have the ability to work with people from diverse backgrounds and illicit the strengths that each member has.

In thinking about the groups that I have been a part of, I can begin to see the reasons why some were more successful than others.  It has been most difficult to leave the ones into which I had invested some much of my time and myself.  Those groups were ones that were lead by exceptional leaders that understood the importance of managing group dynamics and ones that I had lead with some level of success.  I can remember being asked to lead a group or taking the reigns of a school and faltering many times before I got it right!  It wasn't that it was a high-performing group, or one with well-defined norms.  I think it was those where each member felt like they were successful in contributing to the final product or result.  It was when we could create a atmosphere of growth for each member through the work that we did.

I think it is important to have some kind of closure to a group or project.  They do not need to be elaborate, but they need to mark the end of group's work, highlighting the successes and the obstacles that were overcome.  When this master's program is complete, I would hope that we could reflect as a group on our starting point and the growth we've experienced, both personally and professionally, since then.  Though we are all from very different places professionally and geographically, we have been on the same journey together and have seen success and challenges along the way.  We will continue to grow in these areas and, hopefully remain connected in order to support one another in our future endeavors. 

Conflict

When I think about conflict that I have experienced with colleagues or someone in my personal, I tend to analyze each attempt at communication and all of the verbal and non-verbal exchanges.  Recently, I experienced a miscommunication with a friend of mine.  We made tentative plans and then they fell through.  I communicated that I was fine with the change of plans, but truthfully I was disappointed.  We still ended up have a nice time together, but it evolved into several days of passive aggressive exchanges and overall awkwardness.  What I learned through that experience is that I need to be truthful about my feelings in the moment and I need to verbalize them.  I also need to let go of the analysis of each and every exchange.  I tend to over think the communication and all of the subtle nuances that go along with it.  The "R" that I definitely need to work on after reflecting on this particular incident is responsive.  When I get frustrated with someone and experience conflict of any kind, I find that I shut down and hope that the other person will facilitate the solution to the problem.
Here is my question for others:  In our professional environments, how do we handle the ongoing need to motivate and coach others on the importance of quality and responsive care?  Often I find that I feel like I have effectively trained or communicated about a concept only to observe that there may not have been as much comprehension as I had planned.

Who am I as a communicator?

This week we continued to explore communication and focused on evaluating our own communication styles.  We used three online assessment tools that evaluated listening, communication anxiety, and verbal aggressiveness.  We were asked to have two people in our lives complete the assessments on us as well.  After completing the assessments and looking at the results from two others, I noticed that there were some differences, surprises, and some results that aligned with the way I see myself as a communicator.

The insights that I have gained about communication this week are that I seem to change my persona based on the audience or context and that I seem to be more confident in my professional communication than my personal interactions.  This may be the result of the amount of time I have spent on refining my presentation, supervisory, and leadership skills in recent years.  I also know that I do have a lower self-esteem in social settings and become more reserved with people I do not know.

The second part of our assignment this week asked us to create some communication goals.  I think this will help in all areas of my work and personal life as I look to increase my ability to work with a diverse population of children, families, staff, and community agencies.

Communication and Culture

This week we have been studying the intricate nature of communication across cultures and the role we have as professionals of ensuring that we are communicating effectively with the various groups with whom we work.  We have looked within ourselves to identify the biases and ideas we have about other groups and how that affects the ways in which we interact with them.  We have studied the definitions of various culture groups again to remind us of the characteristics they hold.
I think that there are many strategies that we use to communicate effectively with others.  The first is to reflect on and have a genuine understanding of our own culture and the groups with whom we identify.  These ideals, traditions, and beliefs have an impact on the way we view the world and other individuals and groups and "it is critical that we reflect on the various aspects of our own cultural identity and examine their positive and negative impacts on our personal and professional development" (Vukovic, 2008, p. 49).  The second is to identify your own biases and understandings of the communication partner's or group's culture.  We need to understand our own ideas about the other person before we can truly listen to their ideas and share information.  There may be ideals and beliefs that we do not fundamentally agree with or that do not align with our own ideals, but in a professional (and often personal) settings, we need to set those aside in order to reach the common goal.  Finally, we need to understand our own communication style as it relates to others. Some of us are observers and take in other people's opinions before we offer our own.  Others are initiators and lead the conversation.  It is important that we understand how we choose to communicate and how others choose to communicate so that we can interpret the subtle behaviors correctly.

References:
 Vuckovic, A. (2008). Inter-cultural communication: A foundation of communicative action. Multicultural Education and Technology Journal, 2(1), 47–59.

Language, Listening, and Nonverbal Communication

This week we were asked to watch a television show, once with the sound off and once with it on, to observe the use of nonverbal expressions.  I chose an episode of "The Big Bang Theory".  In this episode, the four male friends are gathered in the living room talking.  One character, "Raj", is talking excitedly, smiling and gesturing with his hands.  The others are leaning in listening to him.  At one point one of the characters, "Sheldon", gets up and walks tot he kitchen.  When he turns back to the group, his face is stoic and he is talking quickly and shaking his head.  As the camera shows Raj again, his posture has changed and he is no longer smiling.  Given the little I know about the show, I assumed that Sheldon had made a comment about what Raj was talking about that proved him wrong about some scientific fact.  The other two characters, in looking on at the exchange, go from intently engaged with eye contact, smiles, and raised eyebrows, to looking down and no longer smiling.  Raj gets up and leaves.  The other characters look at Sheldon and begin speak emphatically, with furrowed eyebrows.  Sheldon remains expressionless and shrugs his shoulders.

In watching it again, Raj was given recognition for discovering a new star and Sheldon downplayed the event as minor when there are other facets of science that are "more important".  I was correct in my assumption about Sheldon's act of commenting on Raj's idea.

This exercise proved difficult because you could interpret the expressions in so many ways based on the knowledge you have of the individuals.  Knowing that Sheldon often expresses such comments in his peer group, one watching might have been able to predict that this would happen.  It shows that it is important to have an understanding of individual personalities in order to effectively interpret their communication styles.

Effective Communication

This week, we begin a new course on communicating and collaborating in the early childhood field.  We all know that it is important to be able to communicate ideas and information to our staff, families, community partners, and colleagues.  However, there is so much to communication that is subtle and intricate and it is our ability to identify those behaviors and characteristics that will determine the effectiveness of the exchange. 

When I think of good communicators in my personal and professional life, there is one person that stands out.  She is the facilitator of a work group I have recently joined in the community to discuss and plan for increased and improved social and emotional learning opportunities for children and families in our area.  The group consists of professionals from school districts, private organizations, and community partners, such as the local health nurse.  Rachel is organized in her approach to each meeting, where we have limited time to discuss all of the important information we have.  She actively listens to each member of the group, invites participation in engaging ways (like writing ideas on post its and having us post them on her larger easel paper on the wall), and summarizes each meeting with immense detail.  She has a way of interpreting what we are trying to say when we often have trouble saying it.  She asks questions in ways that allow for meaningful discussion and is very thoughtful about the process.  And did I mentioned the detailed summary!  It is generally a four page document with tables and charts that outline the work that we have done and the goals for the next meeting.  I am in awe of the ways she can extract information and interpret it in ways that I often don't see until I read the summary!  I would very much like to adopt her ability to take in large amounts of feedback and information and process it, then communicate it back to the group in an organized fashion.

Professional Hopes and Goals

After eight weeks of study, we come to the end of Perspectives on Diversity and Equity.  We have learned about the definitions of culture, diversity, and microaggressions.  I have been surprised at my own revelations and have learned from the perspectives of my colleagues.  My hope is that I take what I have learned here and apply to my work with children, families, and staff.  As we see the demographics in our community change with the influx of new immigrants from numerous different countries, we need to be prepared to support them in navigating the waters of education.  My role as a professional is to lead and coach others in ways to work with all families and children and I hope that some of the information I have gathered in this course will transfer to my daily interactions and training with staff.

One goal for our early childhood field is to incorporate more diversity training and education in the higher education institutions.  It is so important that new professionals coming in to teach in our classrooms know how to interact with families from all backgrounds and cultures.  I think in my undergraduate program there was one class on diversity.  If we start with the "front line", we can begin to ensure that children and families are well supported.  Once they enter the workforce, it is more difficult to find time for those trainings because they are focused on planning environments and curriculum.

I would like to say thank you to all of my colleagues.  I think this course provided all of us with great insight and discussions about difficult topics and issues.  I appreciate all of your candid responses and posts and I look forward to learning more from you in future courses.  Have a wonderful holiday season and happy new year!

Sincerely,
Katherine

P.S.  Here is the "covenant" by Raffi that the last video referenced.  I think it is beautiful!
We find these joys to be self evident: That all children are created whole, endowed with innate intelligence, with dignity and wonder, worthy of respect. The embodiment of life, liberty and happiness, children are original blessings, here to learn their own song. Every girl and boy is entitled to love, to dream and belong to a loving “village.” And to pursue a life of purpose.
We affirm our duty to nourish and nurture the young, to honour their caring ideals as the heart of being human. To recognize the early years as the foundation of life, and to cherish the contribution of young children to human evolution.
We commit ourselves to peaceful ways and vow to keep from harm or neglect these, our most vulnerable citizens. As guardians of their prosperity we honour the bountiful Earth whose diversity sustains us. Thus we pledge our love for generations to come.
From http://www.raffinews.com/child-honouring/covenant-principles

Welcoming Families From Around the World

This week, I have been asked to imagine that I will be working with a family that has recently emigrated from a country I know nothing about. As the demographics in our community changes, this is becoming more common.  As educators and advocates for children and families, we need to plan for working with these families and prepare for their arrival in our programs. 

The country I chose is India. Best Buy is a local company that employs several professionals from India at its headquarters.  As a result, we have enrolled several of these families in our program.  In order to better prepare myself and my team, these are some things that I would do.  India is rich with culture and history.  I would spend time reviewing the basic background of the culture, including religions, traditions, and customs.  I would use websites like Wikipedia, the U.S. Department of State, and Lonely Planet.  Next, I would explore local organizations and resources like the India Association of Minnesota to connect the new family with support services if needed.  I would secure an interpreter if the family did not speak English so that we could communicate effectively before the child starts in the program and after to ensure a smooth transition.  I would have a meeting with the teaching staff to talk about the culture and traditions of the family.  Finally, I would support the classroom in creating an environment that is respectful and engaging for the child and the family.  This includes providing images, books, activities, and learning experiences that reflect the child's home culture.

Through all of this preparation, I would hope that it would increase our confidence in interacting with the family and make the transition of the family into the program smooth and seamless.  In addition, I would hope that it would create an environment that would encourage the family to be involved in the program, adding a richness to the classroom that will benefit the children and the staff.

The Personal Side of Bias, Prejudice, and Oppression

     As we have explored these ideas of bias, prejudice, discrimination, and oppression, I have become more sensitive to the subtle ways the media often expresses some form of discrimination toward an individual or group.  In television shows, mostly crime shows, there continues to be a theme of black males playing the role of the criminal.  In the last blog posting, I shared an incident on a comedy where a white male professional calls his assistant who is from India "Mogli".  As a society we have become immune to the subtle, and often blatant nature of such biases.  It is frightening to think of the impact it is having on the children of today that grow up in homes where the television is on both for active watching and as "background noise".  I do not envy parents of today that must compete with media for the attention of their children.
      In each incident, there is diminished equity for the individual. As roles of criminals are played by black males, the idea becomes that it must be true in greater society.  It does not seek to dispel the myth that black males are criminals and, as I said earlier, the impact of that image on young children can only be harmful.  If it were up to me, shows like that simply would not exist.  As for the comedy program that pokes fun at the ethnic origin of its characters, it diminishes the equity that is portrayed in professional settings.  The fact that the character played by the white male holds a sense of power over the other and is representative of the dominant culture, the interpretation of such a scenario is dangerous.  It conveys the idea that people of color cannot hold a position in leadership and that, as an assistant, comments about them are condoned.  I could not believe it when I heard it, and yet, the live audience or the laugh track reinforced how funny it was supposed to be as a joke.
     I think that in order for these kinds of images to change and make a difference, media should begin casting characters that reflect greater society.  People should begin to recognize these subtle attacks on individuals and groups and start talking about it.  Since they are so subtle, or are simply "how it has always been", the more we bring it to light, the better possibility of it changing.

Microaggressions

This week, we have been asked to focus on instances of microagressions, or
"brief everyday indignities that are verbal, behavioral or environmental, that they may be intentional or unintentionally communicated to women, to people of color, to gay/lesbians that have an insulting message behind them that often time causes severe psychological distress and harm" (Sue, 2010).  As I listened to those around me, and to myself, I was surprised to hear the number of times that a comment or conversation could be considered a microaggression.  The example that impacted me the most was from a television show where a white man calls his assistant, who is from India "Mogli".  The show was a comedy and so the laugh track started right after the comment.  I was amazed at the comment and thought that it was a blatant assault on another person that was perpetuated by the media.  I felt embarrassed for the individual even though it was a fictional character.  How many young children may have seen that episode and now think that it is funny to call someone of that race a name like that?

As we study this topic further, I know that my sensitivity to these interactions will become heightened.  My challenge will be to monitor my own expressions and interactions and find a way to communicate more appropriately and effectively.

References

Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation. New York, NY: Wiley.

Defining Culture and Diversity

This week we have been asked to share the responses of individuals that we have spoken with about culture and diversity.  As we strive to define these concepts for ourselves, we know that the meanings are different for others.  We take those perspectives and allow them to shape our own definitions.

In my conversations with friends and colleagues, I found that their definitions of culture and diversity were similar and insightful.  One colleague spoke of culture as a broad term that encompassed many groups of people of similar characteristics, yet also has the potential to be a narrow designation.  She acknowledged that culture is not only one's ethnicity or heritage, that it also includes their family practices and traditions.  A friend struggled to define culture as one specific definition, but diversity was something that was easier to explain.  She called it the idea that differences are accepted among individuals and  many cultures are brought together in communities living and working together.  We talked about culture and she said that she understood that it included more than just race or ethnicity.  Finally, I spoke with another friend that spoke of local culture and diversity as one in crisis.  There are areas of our community that clearly struggle with unemployment, poverty, and discrimination.  In this conversation, culture was defined mostly as race and ethnicity and diversity was limited to areas outside the community in which people live.

Most people I spoke with were aware that culture is more than a person's race or ethnicity, though few could identify the less obvious characteristics of culture, such as socioecomonic status, parenting styles, and home life practices.  Diversity seems to be an easier concept for most people to define and identify.  They know that differences are what make us unique and what bring us together to create communities.  In reflecting on these individuals' answers, I understand that we all struggle to define culture and diversity for ourselves personally.  We can generate a definition, but when we think carefully about either our own culture or that of the children and families we serve, we have a lot of work to do to fully understand where they are coming from and how to best provide for their needs.

Perspectives on Diversity and Equity

In my new course in diversity and equity, we are exploring the ideas surrounding the cultures and backgrounds of children and families, how families are defined, and how professionals can partner with families to provide the most quality experiences for children and families in our programs.

This week, we have been asked to consider the following scenario:

A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

Blog about all of the following:

A description of the three items you would choose

How you would explain to others what each of these items means to you

Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you

Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise

I would take a family photo, a family recipe book, and a small key chain with St. Christopher, the patron saint of travelers on it that I received from my dad before I traveled to Russia after high school.  The family photo would remind me of the bond we share as a family.  It would allow me to remember times when life was simpler and encourage me to establish that life again once we settled in the new country.  The recipe book would be important for us in that process to establish a sense of normalcy in the new country.  It would also be a tool to share our culture with others that have been displaced.  Food brings people together and sharing traditional foods is a great way to develop relationships with others.  The key chain would be important to me to remind me of my dad and the faith he and my mom raised my sister and I with.  It is a small token that holds very significant meaning.  I carry it in my purse every day!

If I was told that I could only keep one of the items, it would be the key chain.  I could carry it with me and remember my family and my past experiences, as well as feel a sense of security in the presence of a reminder of my faith.  I would feel a sense of loss in leaving the photo and recipe book behind.  When you think that those are the only possessions you have in the world other than the clothes on your back, it is tragic to think that they would be taken from you.  This exercise should be a reminder to us that this happens to people all over the world every day.  We hear in the news about people fleeing their homes because of war, famine, or other catastrophic events.  We must be thankful for what we have and the security we feel.  When we approach families, we need to be mindful of the pasts from which they come.  We often have no clear idea of the traumas they have experienced and the care they will require until we build a strong relationship with them.

Final thoughts on research

In this final week of "Building Research Competencies", we have been asked to reflect on what we have learned and experienced over the past eight weeks.  When we began this class, I was so excited to learn about the research process and the different elements that make a quality research design.  I think that we improve our professional environments based on the volumes of new research that is emerging all the time. 

Throughout the course, we focused on a simulation that we designed and "practiced" all of the steps that a researcher would take in completing the study.  I learned that the topic you choose must be very specific even though it can contain many different aspects that would be beneficial to study.  For example, my topic was social and emotional development and the relationship of healthy attachments.  I needed to narrow that down to how language development affects healthy attachments in children that have been adopted from non-English speaking countries.  There are so many aspects to research that I had not realized.  I found the literature review to be the most challenging.  In finding information about the study that I was conducting, it was difficult to determine what would be helpful and what I should not spend time reviewing.  I found that I examined the abstracts more carefully before exploring the full article.  It was also difficult to keep from following the tangents that the article searches often went on.  I had to keep my focus question in mind when searching for information.

Research in early childhood comes with it own challenges and considerations.  When working with children and families, we must be very sensitive to the dynamic that they present, the backgrounds from which they come, and what the impact of the research will be for them.  When planning a research design for early childhood, I think that the mixed method approach is important.  I found that the qualitative process creates more of an opportunity to explore the subjective nature of  children and their families.

My perceptions of professionals in our field have changed as a result of this course in that we can, and should, become active participants in the research process.  We should appreciate all of the wonderful discoveries that we are provided with, but we should also be pursuing our own.  This is a very exciting prospect for me.  Having been in the field for over 20 years, I am looking at my next 20 years with new eyes and all of the possibilities!

Thank you for all of my colleagues (again!) for your comments, questions, and feedback.  I look forward sharing ideas and learning more from you in the future.

Katherine

Exploring International Research Sites

This week we have been asked to explore a variety of international website devoted to sharing the latest research on early childhood education in their region.  I chose to focus on the European Early Childhood Education Research Association (www.eecera.org).  What I found there was that the research and topics of concerns are similar to that of the United States and align well with my own interests within the field.
The two main topics I found the most information on are inclusion in early childhood education and research around the birth to three age group.  Both of these topics are of interest to me and are ones that I am involved with daily.  In my work in inclusion, I have learned that it is a growing trend and becoming more widely practiced in early learning environments.  We are seeing the value in creating opportunities for children to learn alongside peers that have varying abilities.  I have always been passionate about the youngest age group in our care.  My "career" started in an infant room when I was 16!  It is fascinating to me to see the research and development of theory and programs on an international level.
The EECERA website has journal articles that share the knowledge on each topic.  One such article describes the shift in thinking around the education and care of babies in settings outside the home resulting from the increase in women returning to the workplace (Rayna, S. & Laevers, F., 2011).  The authors seeks to explain the various factors that influence the approach to caring for young children including research on attachment and social and emotional development.  Another article reflects on the idea of embedded instruction for children with special needs in inclusive environments.  The authors found that the use of embedded instruction was beneficial for children with special needs to gain new skills and also generalise them across other areas of development (Rakap, S. & Parlak-Rakap, A., 2011).  Embedded instruction is the practice of identifying natural times and activiites to engage a learner in the instruction of a particular skill or concepts.
While exploring the EECERA website, I found that they accept submissions for journal entries.  This is something that I have considered throughout this master's degree experience.  I am interested in sharing some of the knowledge and research I have gathered with others and I never knew how to go about doing that.  With more experience in writing on a graduate level, I hope to gain the confidence to submit some of my work to a professional organization similar to EECERA.


References:

Rakap, S., & Parlak‐Rakap, A., (2011): Effectiveness of embedded

instruction in early childhood special education: a literature review, European Early Childhood

Education Research Journal, 19:1, 79-96

Rayna, S. & Laevers, F. (2011): Understanding children from 0 to 3 years

of age and its implications for education. What's new on the babies' side? Origins and evolutions,

European Early Childhood Education Research Journal, 19:2, 161-172

www.eecera.org

Research Topic

I was recently exploring the ZERO TO THREE website for resources on infant and toddler development and the latest research that is being done to support the work done in that age group.  Social and emotional development is of great interest to me since, in my opinion, it is lays the foundation for successful, healthy children and adults.  Under the "Behavior and Development" tab there is a section on Early Childhood Mental Health.  On that page there is a video clip of an experiment done to show the effects of a responsive caregiver and a non-responsive caregiver.  The reaction of the child is fascinating and it truly shows how important our reactions to children are.  The research and work done in the area of mental health has direct implications on our field.  We all know that the demand for quality early childhood programs is increasing and with the information that is provided by this kind of research, we can begin to understand our role in training and sharing the knowledge with those in the field that are interacting daily with young children.

Here are more details about the video I referenced:

"The Still Face paradigm, designed by Edward Tronick, is an experimental procedure for studying infant social and emotional development. During the experiment, an infant and a parent interact playfully before the parent suddenly stops responding and looks away. After a short period, the parent reengages with the infant. The infant’s reaction to a suddenly unresponsive parent and his or her behavior when the parent resumes interaction, have been used to study many aspects of early social and emotional development."

"This video clip is excerpted from ZERO TO THREE's Helping Babies From the Bench: Using the Science of Early Childhood Development in Court."

References:

http://www.zerotothree.org/child-development/early-childhood-mental-health/