In this newest course "Building Research Competencies", we've been asked to choose a topic in early childhood that is of interest to us. I have chosen to study attachment theory and its relationship to healthy social and emotional development in young children. Recently, I have observed an increase in the number of families that are adopting children from foreign countries and I am interested in learning about the ways those children develop attachments to their new parents and how they adapt to the environment. I am also very interested in how language development plays a part in that process, particularly if the child is an English language learner.
In evaluating resources and information on the internet, I realize that I need to carefully evaluate each piece for quality and validity. The discussion this week encouraged us to look for sources that were both valid and non-valid and decide why they should be considered so. This will help in my search for information on attachment theory and language development and my colleagues have shared many great sites to search.
Social and emotional development is often overlooked in early childhood. With growing pressures for young children to perform academically, we must keep their emotional health in focus and understand that it is crucial for other areas of development. I think it is interesting that there is so much in the news these days about bullying in elementary and secondary institutions. The truth is it begins in early childhood, if you watch very carefully. And as educators I believe that we MUST partner with parents to ensure that children are acquiring the abilities to empathize and recognize emotion in others and themselves. In addition to the pressure to ensure academic success for children, teachers and administrators are now looking at having the primary responsibility of monitoring the emotional social treatment of others. I realize this is a side sub-topic that could be a research simulation in and of itself, but I think there are some similarities.
Do any of you (my colleagues) have experience with working with families that have adopted children, either from the area or from abroad? I would be interested to hear what services you know of that are available to them and how you think the process of language development affects healthy attachments. I am looking forward to studying this subtopic and learning from you all about yours as well!
Katherine
Saturday, September 17, 2011
Friday, August 19, 2011
Final thoughts on issues and trends in early childhood
In this last week of our course "Issues and Trends", we have been asked to reflect on the various issues we've studied and the various lenses we used to study them. In addition, we have been asked to reflect on the international early childhood community and how learning about it has influenced us as professionals. One of the consequences we face in learning about practices in the international arena is that we are forced to examine our own practices with a magnifying glass, looking for ways to improve, change, or match what our colleagues are doing worldwide. Personally, I have been stretched to think more globally about the field and not just focus on my own individual work. When I say "globally", I am referring not only to the international community, but also my own local community outside of my school. Another consequence is that we see that there are thriving programs in the most rural communities and in affluent areas there are children living in poverty. The same holds true for America and so we must look at the ramifications of economics on learning and the success of children and families. Finally, a personal consequence for myself is that, as I study the various programs and organizations that are working to support children and families worldwide, the desire to travel is stirred. One of my long-term goals is to work for an organization on a global level, allowing me to see the world and do the work I have chosen (or that has chosen me). In my very first blog entry you will see that it is titled "My Part Yet to Be Played". I do believe that I am in the right field and my desire to travel to various parts of the world to study and support children strengthens as I continue through this master's program. I appreciate my colleagues and the insights they have lent to my discussions and presented on their own.
I will continue to attempt to contact professionals in the international community. My goal is to create an exchange of information that will allow me to better understand the most pressing issues in various places and gather insight into how to improve practices in my own work and in my own community.
Thank you all and best of luck in future courses and your work!
Katherine
I will continue to attempt to contact professionals in the international community. My goal is to create an exchange of information that will allow me to better understand the most pressing issues in various places and gather insight into how to improve practices in my own work and in my own community.
Thank you all and best of luck in future courses and your work!
Katherine
Sunday, August 14, 2011
Another informative online resource
I continue to be amazed at the wealth of information that is available to us in the field of education. This week, we have been studying the United Nations Educational, Scientific, and Cultural Organization (UNESCO) website. Founded in 1945, after the second world war, its purpose was and is to create and maintain successful development of programs and policies that cultivate peace.
Specific to education, UNESCO has initiatives, internships, and programs around the world. I was most interested in the work they are doing in Africa. After my trip to South Africa, I tend to track progress in that area of the world more than others. UNESCO's work focuses on integrating native African languages in to lifelong learning promotion. I was also interested to read that UNESCO offers internships for graduate students, specifically on literacy. "They are engaged in UIL activities in support of literacy initiatives, lifelong learning policies and information provision in the field of adult learning and education." (UNESCO, 2011).
Finally, I was interested to learn that the founders of this organization included well-known pioneers in educations like Maria Montessori and Jean Piaget.
As I review my professional goals this week, I am encouraged by all of the information and opportunities that are available to me in the field of early childhood education. I am no longer required to remain tied to direct instruction and can begin to see the scope of influence that I could have unfold in front of me through this course of study, my part yet to be played.
www.unesco.org
Specific to education, UNESCO has initiatives, internships, and programs around the world. I was most interested in the work they are doing in Africa. After my trip to South Africa, I tend to track progress in that area of the world more than others. UNESCO's work focuses on integrating native African languages in to lifelong learning promotion. I was also interested to read that UNESCO offers internships for graduate students, specifically on literacy. "They are engaged in UIL activities in support of literacy initiatives, lifelong learning policies and information provision in the field of adult learning and education." (UNESCO, 2011).
Finally, I was interested to learn that the founders of this organization included well-known pioneers in educations like Maria Montessori and Jean Piaget.
As I review my professional goals this week, I am encouraged by all of the information and opportunities that are available to me in the field of early childhood education. I am no longer required to remain tied to direct instruction and can begin to see the scope of influence that I could have unfold in front of me through this course of study, my part yet to be played.
www.unesco.org
Sunday, August 7, 2011
Exploring the Zero To Three website
There are two additional links that I have found on the site. They lead to the National Infant and Toddler Care Initiative and Early Head Start. In addition, there are links to a funded project for military families and to their national training institute, listing the upcoming conference they are having in December.
After exploring the project that supports military families, I am excited about the work they are doing. Here is a description of one of the projects:
ZERO TO THREE is committed to supporting young children and families within the military community. Coming Together Around Military Families® (CTAMF), an initiative at ZERO TO THREE supporting military families, strengthens the resilience of young children and families across all military service by increasing awareness and collaboration throughout the military community. In turn this knowledge allows parents and professionals to more effectively care for very young children and their families.
One newsletter I receive from the site is like an "ages and stages" informative newsletter for families. In the most recent, "From Baby to Big Kid: Month 8", it has various links back to the website for information on what to expect from your 8 month old. It gives specific examples of milestones and what to do to support the child.
Though this newsletter does not offer specific information on the current study we are doing on equity and excellence in early childhood, I was impacted by the link on the site to the projects they are doing to support military families. I think this is often an overlooked community of people that are looking for ways to maintain consistency in their lives when one or both primary caregivers are away on duty.
www.zerotothree.org
After exploring the project that supports military families, I am excited about the work they are doing. Here is a description of one of the projects:
ZERO TO THREE is committed to supporting young children and families within the military community. Coming Together Around Military Families® (CTAMF), an initiative at ZERO TO THREE supporting military families, strengthens the resilience of young children and families across all military service by increasing awareness and collaboration throughout the military community. In turn this knowledge allows parents and professionals to more effectively care for very young children and their families.
One newsletter I receive from the site is like an "ages and stages" informative newsletter for families. In the most recent, "From Baby to Big Kid: Month 8", it has various links back to the website for information on what to expect from your 8 month old. It gives specific examples of milestones and what to do to support the child.
Though this newsletter does not offer specific information on the current study we are doing on equity and excellence in early childhood, I was impacted by the link on the site to the projects they are doing to support military families. I think this is often an overlooked community of people that are looking for ways to maintain consistency in their lives when one or both primary caregivers are away on duty.
www.zerotothree.org
Saturday, July 30, 2011
Global Children's Initiative
This week, we explored the Global Children's Initiative's website, which is part of the Center on the Developing Child at Harvard University. The goal of the initiative is to educate and inform policy makers about the science behind development, to support the science and research that drives the work we do in early childhood, and define a leadership role in global development of systems and policies for early childhood. They are focusing on three arenas: child development, child mental health, and children in crisis and conflict. Some of the activities the initiative has begun to engage in are improving preschool quality in Chile through effective interventions, measuring outcomes linked to malaria control in Zambia, and establishing child and family-based strategies to address mental health issues related to the HIV/AIDS crisis in Rwanda.
In addition, I reviewed a podcast from the World Forum Radio featuring George Forman. He has worked intensively in the area of how children think and has authored several books on Piaget. He states that it is important to think about the development of children's thought processes in terms of how things in their environment change and the ways they notice and adapt to those changes. Instead of teaching children concepts in one state only, such as "What color or shape is this?", we should allow children to explore and investigate the changing state of concepts, such as how colors change. In his experience with the Reggio Emilia model, he was impressed by the idea that even fantasy play could help children reflect on their thinking and that symbolization allows their thinking to become visible. I so appreciate this way of thinking when it comes to early learning. In our recent studies about the state of our programs in the U.S. and how we are moving toward a universal, standards-based approach, I fear that we will lose sight of the importance of play and exploration in our field. Children learn through playing and no matter how strict the standards or how much time we devote to direct instruction, nothing will replace the role of play and the valuable lesson it alone can teach.
References
http://developingchild.harvard.edu/index.php/activities/global_initiative/
http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio
In addition, I reviewed a podcast from the World Forum Radio featuring George Forman. He has worked intensively in the area of how children think and has authored several books on Piaget. He states that it is important to think about the development of children's thought processes in terms of how things in their environment change and the ways they notice and adapt to those changes. Instead of teaching children concepts in one state only, such as "What color or shape is this?", we should allow children to explore and investigate the changing state of concepts, such as how colors change. In his experience with the Reggio Emilia model, he was impressed by the idea that even fantasy play could help children reflect on their thinking and that symbolization allows their thinking to become visible. I so appreciate this way of thinking when it comes to early learning. In our recent studies about the state of our programs in the U.S. and how we are moving toward a universal, standards-based approach, I fear that we will lose sight of the importance of play and exploration in our field. Children learn through playing and no matter how strict the standards or how much time we devote to direct instruction, nothing will replace the role of play and the valuable lesson it alone can teach.
References
http://developingchild.harvard.edu/index.php/activities/global_initiative/
http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio
Saturday, July 23, 2011
Sharing Professional Web Resources
As I continue to explore the Zero To Three website, I have found the information on early literacy extremely interesting and am learning ways to make the information useful in my current role. On the homepage currently, there is the following information:
Promoting Early Language and Literacy Development - ZERO TO THREE’s Policy Center announces the release of a video and a new policy brief illustrating how early language and literacy development contributes to a child’s success throughout life. Play the video right from our website and show it to policymakers, advocates, community partners, and others. For more information, check out the early literacy webinar and our wealth of early literacy resources.
The video referenced is about 6 minutes long and it very well done. This is a simple way to share the importance of early literacy and learning and how one investor saw a need and filled it because he realized the impact it will have. The research that continues to emerge about the impact of early interventions and programming for children in the area of literacy will be pivotal in convincing lawmakers and economists to shift the thinking to include early childhood in policy development.
There is a section of the website that address "maltreatment" and the fact that infants and toddlers are at a disproportionately higher risk of abuse and neglect. While not necessarily controversial, I find the information disturbing and it creates, yet another area for which to advocate. I have volunteered for a local child abuse prevention organization during a fundraising event and I believe this is an important social issue to address with policy makers as well.
www.zerotothree.org
Promoting Early Language and Literacy Development - ZERO TO THREE’s Policy Center announces the release of a video and a new policy brief illustrating how early language and literacy development contributes to a child’s success throughout life. Play the video right from our website and show it to policymakers, advocates, community partners, and others. For more information, check out the early literacy webinar and our wealth of early literacy resources.
The video referenced is about 6 minutes long and it very well done. This is a simple way to share the importance of early literacy and learning and how one investor saw a need and filled it because he realized the impact it will have. The research that continues to emerge about the impact of early interventions and programming for children in the area of literacy will be pivotal in convincing lawmakers and economists to shift the thinking to include early childhood in policy development.
There is a section of the website that address "maltreatment" and the fact that infants and toddlers are at a disproportionately higher risk of abuse and neglect. While not necessarily controversial, I find the information disturbing and it creates, yet another area for which to advocate. I have volunteered for a local child abuse prevention organization during a fundraising event and I believe this is an important social issue to address with policy makers as well.
www.zerotothree.org
Saturday, July 16, 2011
Podcasts and poverty
This week we are studying the effects of poverty on children and families, both in the US and abroad. According to the Children's Defense Fund website, there are 15 million children living in poverty in the US. Ironically, they all live in a working household. In the country of Kyrgyzstan of the former Soviet Union, the poverty rates have fluctuated since they sought their independence from the union in 1991. They have gone from 32.9 percent of the population living below the poverty line in 1991 to 60 percent in the mid 1990's, to the now still shocking rate of 47 percent. Proportionately, young children are experiencing higher rates of poverty and extreme poverty. Children are entering the workforce in the areas of agriculture, selling in markets, and domestic service. "Recent research estimate that approximately 24 per cent of children work either full or part time, similarly since transition there are now homeless or 'street' children in Kyrgyzstan's cities, and some reports of child prostitution and trafficking (Childhood Poverty Research and Policy Centre)." I think the last portion of the quote is so alarming. While I understand that it happens more often and in many other countries, it is disturbing that one would view a child as a commodity rather than a valuable asset to society. Another insight from the information I gathered about this country is that they are experiencing lower levels of education than other countries. The use of kindergartens dropped to 6 percent (from 30 percent) in 2001, after 10 years of economic upheaval. This fact alone is a key predictor of troubling times ahead for these children as they enter adulthood. The country is working to address these issues, but as any struggling country, it is a very slow process.
I traveled to Russia and the Ukraine in 1992, just after the fall of the union, and things were bleak then. I was only 18 so I was not fully aware of the implications of the disruption of the government's systems and processes for citizens and families. What I do remember is that after a home visit in a very small town in the Ukraine, we went with the host family's daughter to the market to buy a thank you gift for her and her family. We stopped at a flower market and asked what kind of flowers her mother liked. She picked daisies so we proceeded to gather a bunch of them for her. The daughter stopped us after picking 6 or 7 and said it would be too much money if we purchased more. I don't recall what the price was in rubies, but it was equivalent to about 80 cents! That is an experience I will never forget.
I am still waiting to hear from my international contacts. In the mean time, I have been listening to World Forum Radio and have enjoyed the short stories of success and the experiences they have had. Susan Lyon shares about her journey to her work with the Innovative Teacher Project she launched in 1994 in San Francisco. As a teacher she worked with a boy on a spelling list and she was trying to help him with the word "city". She described it for him and when she eventually told him what it was, he responded with "That's a small for a big place." It was this simplicity of thinking that led her to study the Reggio Emilia approach to teaching, where there is a progressive image of the child, the child has some control over their learning, and they learn primarily through sensorial experiences. Today, she leads the Innovative Teacher Project, which is a network of schools that share environments and take part in round table discussions about processes and practices. There are both public and private schools that participate in the project and teachers come to use it for professional development. One of the greatest impacts she has found is that she can create and encourage quality, even in a public school setting.
Resources:
www.childrensdefensefund.org
www.childhoodpoverty.org
http://worldforumfoundation.org
I traveled to Russia and the Ukraine in 1992, just after the fall of the union, and things were bleak then. I was only 18 so I was not fully aware of the implications of the disruption of the government's systems and processes for citizens and families. What I do remember is that after a home visit in a very small town in the Ukraine, we went with the host family's daughter to the market to buy a thank you gift for her and her family. We stopped at a flower market and asked what kind of flowers her mother liked. She picked daisies so we proceeded to gather a bunch of them for her. The daughter stopped us after picking 6 or 7 and said it would be too much money if we purchased more. I don't recall what the price was in rubies, but it was equivalent to about 80 cents! That is an experience I will never forget.
I am still waiting to hear from my international contacts. In the mean time, I have been listening to World Forum Radio and have enjoyed the short stories of success and the experiences they have had. Susan Lyon shares about her journey to her work with the Innovative Teacher Project she launched in 1994 in San Francisco. As a teacher she worked with a boy on a spelling list and she was trying to help him with the word "city". She described it for him and when she eventually told him what it was, he responded with "That's a small for a big place." It was this simplicity of thinking that led her to study the Reggio Emilia approach to teaching, where there is a progressive image of the child, the child has some control over their learning, and they learn primarily through sensorial experiences. Today, she leads the Innovative Teacher Project, which is a network of schools that share environments and take part in round table discussions about processes and practices. There are both public and private schools that participate in the project and teachers come to use it for professional development. One of the greatest impacts she has found is that she can create and encourage quality, even in a public school setting.
Resources:
www.childrensdefensefund.org
www.childhoodpoverty.org
http://worldforumfoundation.org
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