When I Think of Research.....

Gaining new insights on the value of conducting research has empowered me in the field of early childhood to participate in critical reflection of my past education and experience and how to apply it to my chosen research study.  I appreciate the approach shared by Mackenzie and Ling on the research journey from the perspective of the ‘supervisee’, “the journey begins with a naïve interest in a topic and over time constructs new knowledge and develops a new voice while the supervisor provides inspiration, knowledge and experience” (2009, p. 48).  From learning the different paradigms that can be used, to complying with ethical standards to analyzing data collection methods, the last eight weeks there has been added value to my knowledge bank and I have an increased understanding of how the research process works. 

I have known that the research process was complex but until I participated in this research college class, I did not understand that the amount of time that is necessary to complete a research study before it can effectively add value and new knowledge to the field; years and sometime decades have been spent completing a research study. Having the flexibility to embrace change during the process is a necessary character trait that can support the success of the research study.  There are several questions that need to stay on the forefront during the complex planning process such as, how will this study impact the field of early childhood?; how will this study impact the participants?; is it possible the results of this study could be misused to support an issue that could negatively affect children and families?; and will the methods chosen support an equal partnership between the researcher and the participants to result in rich data collection?.  Keeping these questions in mind may drive the decision to make necessary changes to the sampling, data collection methods or may even drive the decision to change the design from quantitative or qualitative to a mixed methodology.

The biggest challenge for me during the development of my research simulation was the refinement of my research question.  With my naïve interest in protective factors needed for children to build resiliency to overcome stressors in their little lives, I was getting sidetracked with all the information at hand and losing my focus.  Dr. Terry Davis, was my metaphorical ‘supervisor’ who guided me with her knowledge and experience in the development of a good research question that could produce results to positively support the field of early education.  In addition to the guidance from Dr. Terry Davis, my fellow students and colleagues supported me through the last eight weeks.  I would like to extend my appreciation to each of you for sharing your knowledge and experience with me.

Reference

Mackenzie, N. M., & Ling, L. M. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48–60 

Research in Sub-Saharan Africa

While touring the Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA) website I noticed some similar topics of research as in the United States, such as:

·         Improving the Quality of Care of Childhood through Parenting Enrichment;

·         Involving Fathers in Early Childhood Care and Development;

·         A Guide for Effective School and Parent Collaboration;

·         Assessment of Interaction and Stimulation in Single-Mother Low-Income Families; and

·         Assessing the Influence of Different Early Childhood Development Models on Pre-School Children’s School Readiness in Kenya.

All research projects were completed by students from the School of Child and Youth Care University of Victoria as a part of his/her thesis or major project for graduation.  Although the University is located in Victoria, B.C., Canada, the Virtual University is serving students from Africa.  The research projects are completed by the students in partnership with the expertise of the ECDVU staff. 

In reading one report completed in January 2002, I was shocked to read that in the country of Kenya 700 people per day were dying of HIV/AIDS related illnesses.  “The drop in life expectancy is related to the high prevalence of HIV/AIDS, especially among the age group of 15 to 45 years” (Ngaruiya, 2002).  The other childhood diseases causing children to die are malaria, diarrhea and acute respiratory infections.  With our state of the art world of medicine I am surprised the populations of Kenya are not provided with immunizations and preventative care that protect children from these deadly diseases.  I am hoping to find current information to see if the health disparities in 2002 are still prevalent nine years later.  I am praying some medical advancement have been afforded to African communities so children and families can live healthy and happy lifestyles.

References:

Ngaruiya, S. (2002, January).  A Report on the Status of Early Childhood Development (ECD) in Kenya.  Retrieved December 2, 2011 from, http://www.ecdvu.org/ssa/documents/Kenya_Country_Report.pdf.



 

As an advocate for continued and increased funding for Early Learning I was thrilled to find the results of a research study that proves the return on the investment is alive and active more than a dozen years after the child transitions from a quality child care setting to elementary school.  The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) carried out this study with 1,300 children with diverse backgrounds; low-income, middle-income, single parent and two-parent homes.  “The researchers sought to determine if early child care quality, quantity, and type predict children’s achievement and behavior problems at age 15” (Vandell,  Belsky,  Burchinal, Steinbert, & Vandergrift,  2010).

The results of the study include evidence that teens scored higher on tests and academic achievement when they attended high quality pre-school settings.  Due to attendance of high-quality child care settings during their toddler and pre-school years, the study participants showed “fewer behavior problems-including rule-breaking, arguing, and hanging out with peers who get in trouble – than teens who had attended poor-quality child care” (Vandell et al., 2010).

I have filed this research study in my resource bank for future references when I am working with my colleagues in writing letters to legislators pleading for continued early learning funding.  No matter the state of the current economy, it has been my experience that we need to continue educating legislators and the general public on the benefits of not only investing in early learning but also investing in oversight to ensure quality services for all children and families. This research study will support our efforts.

Reference:

Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N. (2010, May 14). Child Development, Vol. 81, Issue 3, Do Effects of Early Child Care Extend to Age 15 Years?  Retrieved November 17, 2011 from www.srdc.org. 

MY PERSONAL RESEARCH JOURNEY

The chosen topic for my research simulation is: ways to foster resiliency for children in early childhood programs in overcoming toxic stressors in their life. 

As a Training/Technical Assistance Provider, my work with staff who support at risk families I have found that staff need additional knowledge and resources so they can strengthen the resiliency levels of the children who are exposed to toxic levels of stress.  In a majority of the trainings I facilitate the main concern from Head Start staff is how to work with children who are exposed to the multitude of stressors that accompany living in poverty.

In searching research documents on toxic stress I have found that researchers have used two different definitions for toxic stress in their work.  I must make a decision on which definition I would like to use in my continued work on this topic. 

“Toxic stress occurs when children lack frequent protective adult support for prolonged periods” and “can be triggered by extreme poverty, recurrent abuse, chronic neglect, or a parent with a drug or drinking problem” (http://my.brandeis.edu).

Or

“The terms positive, tolerable, and toxic stress refer to the stress response systems’ effects on the body, not to the stressful event itself. Because of the complexity of stress response systems, the three levels are not clinically quantifiable—they are simply a way of categorizing the relative severity of responses to stressful conditions.” (http://developingchild.harvard.edu)

Both of these resources and documents found in the Walden University library will support my research journey in finding additional knowledge to support early learning programs in providing nurturing environments that will support strong resiliency foundations for our at risk children.

References:

Brandeis University (2005, May 23).  Reversing ‘toxic stress’ on children.  Retrieved November 12, 2011 from http://my.brandeis.edu/news/item?news_item_id=103832&show_release_date=1

Center on the Developing Child Harvard University (2011).  Toxic Stress Response:  The Facts.  Retrieved November 11, 2011 from http://developingchild.harvard.edu/topics/science_of_early_childhood/toxic_stress_response/

Collaborative Learning Community

It has been an absolute pleasure making contact with early learning professionals on an international level.  My first attempts were not fruitful as I received two ‘messages undeliverable’ and one reply from the executive direction at the Canadian Child Care Federation.  She responded one time letting me know that she was extremely busy but she said she would be willing to answer any questions I may have.  My first question to the professional at the Canadian Child Care Federation was regarding teacher qualifications for preschool classrooms.  I understand how hectic our roles can be in the field and I have learned that reaching out to share resources will be a time investment with great returns.  When I did not receive a response from the Canadian Child Care Federation,  I proceeded to watch a podcast on the World Forum Radio website.  This is where I listened to Delfena Mitchell with the Liberty Children’s Foundation and was inspired to see if I could establish contact with her.

I am thrilled to have established contact and learn about the services provided at the Liberty Children’s Home.   I hope to continue my contact with Delfena Mitchell to learn as much as possible about the successes and challenges faced by the staff, children and families at the Liberty Children’s Home.   Currently they are experiencing a budget crisis and it is my hope that they can find the funding that will support the return of the Parents as Teachers program and support expanded services for their pre-school program.  It is also my hope that Delfena Mitchell has the physical and emotional support necessary to fulfill her role as Director of the Liberty Children’s Home. 

My International Contact-Liberty Foundation

  A couple weeks ago I was introduced to Delfena Mitchell from the Liberty Foundation while listening to podcasts on the World Forum Radio.   Ms. Mitchell is the Director of the Liberty Children’s Center in Belize.  My first question to her was concerning Jaden and how he was doing.  Jaden was 9-years-old when he came to the Liberty Children’s Home after experiencing years of child abuse.  He is now into his second year of receiving loving and nourishing care in a safe and welcoming environment.  He loves to play the drums, singing and dancing.  His teacher recently called Ms. Mitchell to let her know he is doing very well in school.

The sad part of this communication is the economic crisis in the United States and Europe has severely affected Liberty as they rely heavily on donations and much of their donors who can no longer help came from the US and UK.  In order to reduce expense and operate in an ever shrinking budget, they have had to cut their programs and staff.  Liberty no longer has their Parents as Teachers outreach program, and the preschool is in danger of closing so that the residential facility can survive.  Recently the government of Belize started to help with a monthly stipend but they are still operating with a very limited budget which has Ms. Mitchell scrambling to find ways to further reduce their expense and to find funding.

In response, I provided her with the Atlas Family Foundation website.  This foundation funds 16 grant opportunities per year and I am hoping this is a resource that will support continued services for the children at the Liberty Children’s Home.  Ms. Mitchell, like all of us in the early childhood field wants to continue adding value to the lives of as many children as possible.

There is an opportunity for everyone to show their support to the Liberty Foundation.  If you have old cell phones sitting around your home you can send them to:  Liberty Foundation, 67 Castle Street, Farnham, Surrey, GU9 7LN.  Envirofone will recycle your unwanted phones and give the Liberty Children’s Home a donation in the process.  To spread the word about supporting the Liberty Children’s Home you can also post this information on your FaceBook page, giving your friends and colleagues an opportunity to participate in this opportunity to support quality services for at risk children.  You can learn more about the Liberty Foundation at www.libertyfoundation.org.uk. 

Inside the International Step by Step Association: Quality Care and Education for All

As I was exploring the website I went to the Global Network link and found a list for the core members of the International Step by Step Association (ISSA).  It was great to see organizations on the list from countries like Albania, Croatia, Czech Republic and Slovakia.  There are a total of 29 countries represented on the list but none from the United States of America.  I found this odd since all the documents I have downloaded from the website have had at least two or three authors on the list of authors who developed the documents, such as the ISSA Pedagogical Standards Observation Form and the ISSA’s Definition of Quality Pedagogy, Competent Educators for the 21^st Century.

The Competent Educators for the 21^st Century document triggered my curiosity so I decided to explore it a little more.  There are seven focus areas in the document; 1) Interactions, 2) Family and Community, 3) Inclusion, Diversity and Values of Democracy, 4) Assessment and Planning, 5) Teaching Strategies, 6) Learning Environment, and  7) Professional Development.  The document is intended to support quality services for the children and families we serve and to encourage early educators to be agents of change in our “crucial roles of developing self-esteem and self-confidence, lifelong learning skills, the disposition for living and working with others, and respect for diversity.

The e-newsletter had a link to provide country profiles on emergency preparedness as it relates to keeping children safe.  The five countries represented were Bosnia and Herzegovina, Georgia, Kyrgyzstan, Moldova, and Tajikistan.  The main lesson of this work supported by UNICEF and ISSA was to support “making children an immediate priority in emergency planning and management.”    This is a 128 page document providing information on the types of emergencies each country has/can experience, the population demographics and resources to support safety during an emergency.   One factor that really stood out for me from this document is the enrollment of children in early education programs.  Moldova has the highest enrollment rate at 80% while Tajikistan has the lowest enrollment rate at 10%.  All countries address the issues of natural disasters such as floods, earthquakes and avalanches.  Bosnia and Herzegovina, Tajikistan, and Georgia addressed the emergencies associated with war.  Kyrgyzstan addressed emergencies associated with toxic and radioactive waste.

The work of the ISSA builds upon the United Nations Convention on the Rights of the Child, including making sure all services and decisions for children are in the best interest of all children.  When the Convention of the Rights of the Child drives the work of associations and early childhood educators, the outcome will be equity and excellence for all children and families across all nations.

Glocal Issues on Early Learning Equity and Excellence

Due to my tardiness in making contact with the Director of the Liberty Children’s Home in Belize I have not received a reply to my communication.  The other contact I made with the Canadian Child Care Foundation let me know she would do her best to maintain contact with me as this is a very busy time for her; I am currently awaiting her reply to my questions regarding the quality of care in early learning environments and teachers qualifications in one of the most educated cities in Canada; Ottowa.  In the interim, while I am waiting to hear from my global contacts I have investigated the Global World Initiative website.

As I navigated through the Global World Initiative website found at http://developingchild.harvard.edu/activities/global_initiative/ the first document to catch my eye was the Global Children’s Initiative Fact Sheet:  Mission and Activities.  The document describes the participation in four activities, Early Childhood Development; Child Mental Health; Children in Crisis and Conflict Situations and Building Broader, More Diverse Leadership Capacity in Research and Policy.  The Global Children’s Initiative is focusing on the quality of early learning environments worldwide, measuring child outcomes and using malaria control strategies in Zambia, and supporting an increase in preschool quality in Chile.

To address child mental health the initiative is assessment mental health services in China, supporting family-based strategies in Rwanda to empower families of children infected with HIV/AIDS, and addressing child maltreatment and mental health in three Caribbean nations; Barbados, the Republic of Trinidad  and Tobago, and Suriname.  This last child health activity supports my interest as I have reached out to the Liberty Children’s Home in Belize.  Belize currently has the highest number of child abuse incidents in the Caribbean.  It is understandable why the Global Children’s Initiative is focusing energies in the Caribbean because “in Latin American and the Caribbean, 40 million children under 15 years of age suffer violence, abuse and neglect in the family, the school, the community and the street” (2009, p. 9  http://www.eclac.org/dds/noticias/desafios/0/37890/Challenges9-cepal-unicef.pdf)

To address the Children in Crisis the initiative is supporting survey activities in Chile and Haiti to determine child outcomes as a result of the most recent earthquake and using science to education policy makers on the effects of acute malnutrition on brain development.

To secure a more diverse leadership capacity, the initiative has developed activities to provide training for researchers, policy makers and educators so we can educate and advocate on a local level using one voice packed with the latest research on how positive early relationships support brain development with the ultimate outcomes of improved health, behavior and learning throughout life.

Sharing Web Resources

The winter 2010-2011 newsletter found on the International Step by Step website includes a document titled “Culture and Learning”.  The document will support my work with Head Start education staff to support the diverse cultural backgrounds of the children and families enrolled in their programs.  There are three sections to the document titled, Development and learning; Living and learning; and Learning and schooling.  At the end of each section are Policy Questions pertinent to each section.  Examples of Policy Questions are:

·    How far do policies and programmes support mothers and other caregivers in forming the close and nurturing relationships which are the foundation for children’s earliest development? (2010, p. 16)

·    What steps are required to protect children from harmful or exploitative work while at the same time respecting the positive contribution that appropriate kinds of work can make to children’s development? (2010, p. 32)

In the Living and learning section there are two pages dedicated to promoting play with a case study from Sudan.  The case study described was an observation of young girls playfully acting out the events of the social life in a Sudanese village after they are done with their daily work.  There are many references to the United Nations Convention on the Rights of the Child and how child development is a cultural process.

My knowledge on the value of children working at a young age changed when reading this document.  Every time I heard of a child working I would think about young children working long hours in a factory.  Sometimes children’s work is driven by circumstances that are out of the family’s control.  In some of the poorest communities, parents and child care providers are found to incorporate developmental practices into the work the child is participating in; hanging clothes can also support the learning of colors and sizes or teaching the characteristics of weeds and crops while working in the fields.  Parents and communities are supported to ensure children are not subjected to harsh working conditions.

The document is an easy read and has beautiful pictures of children and families from around the world.  The information provided can support all early learning programs in their work to implement inclusive practices in all our professional early learning practices.   It can be found at the following website:  http://www.issa.nl/newsletter/10/winter/files/Culture-and-learning.pdf

Children Living in Poverty

My emotions were deeply moved when I was listening to World Forum Radio Podcast with Delfena Mitchell from the Liberty Children’s Home in Ladyville, Belize in Central America.  The Liberty Children’s Home is home to 40 children, most between the ages of zero to five-years-old, who have been abused or abandoned.  As she was describing the abuse afflicted on a nine-year-old boy my heart was heavy with sadness.  This little boy was abused for so many years he completely shut down, including using language to communicate.  For one year this little boy did not talk to anyone.  The warm, respectable and nurturing environment provided by the staff at the Liberty Children’s Home supported this little boy to trust adults enough to use his language skills again one day while on a horseback ride with Ms. Mitchell.   With Belize having the number one incident of child abuse in the Caribbean I was curious to know why the Liberty Children’s Home can only accommodate forty children.  After exploring the website I learned there are efforts being made to expand their facilities so they can support the success of additional children.

The staff at Liberty Children’s Home uses the Pikler approach while working with the children.  The Pikler approach was developed to ensure optimal development for institutionalized children.  I enjoyed reading about the Pikler approach, specifically about how the infants/toddlers are “allowed to move naturally and at will and freely and allowed to spontaneously follow their own in-born developmental time-table” (2010, http://pikler.org).  This approach is evident in the work with the nine-year-old little boy; all children are allowed time to heal before they are introduced to the daily routines of academic practices.  Allowing this little boy time to heal in a safe, respectful and nurturing environment allowed him to build trust and eventually open up with Ms. Mitchell.

Childhood Poverty Research: Kyrgyzstan

Economic difficulties have followed Kyrgyzstan since their independence from the Soviet Union in 1991.  Today is it is the second poorest country in Central Asia.  As of statistics from 2001, 47% of the population lived below the government poverty line; 13% of this population were living in extreme poverty.  As for children living in poverty, 41% of children living in urban parts of Kyrgyzstan live in poverty and 51% of the children living in rural areas live in poverty.  Kyrgyzstan had a higher level of health and education before their independence from the Soviet Union; in 2001 14% of the population had no access to health care.  Continued poverty has forced about 24% of children to work on farms, in domestic services, child prostitution and trafficking.  The government has produced the National Poverty Reduction Strategy paper in hopes of reducing poverty.  There are other national and international non-governmental organizations engaged in poverty reduction for children in Kyrgyzstan.

International Step by Step Association

“ISSA advocates policies that ensure that every child regardless of gender, race, religion, nationality or ability has the opportunity to develop to his or her full potential.”   This purpose statement is my attraction to this website.

To join the ISSA it costs $65 per year and many benefits come with the fee.  Opportunities are provided to participate in free on-line trainings.  The training that started in September 2011 includes 12-modules focusing on child-centered education and the framework of ISSA’s Principles for Quality Pedagogy.  The course is available in the English language and the Slovak language.

I found a beautiful list of children’s books available to purchase from the ISSA.  The authors of the book are from different countries like Haiti, Mongolia, Albania and Czech Republic.  The books have a wonderful representation of cultures from around the world and they are all available in 15 different languages.

As I was getting to know the website I came upon the ISSA Pedagogical Standards Observation Form.  I immediately pulled out my Classroom Assessment Scoring System (CLASS) manual to make some comparisons as both tools use teacher/child interaction observations and score according to a provided rating scale.   The ISSA tool rates on seven domains while the CLASS tool rates on ten domains.  The ISSA tool includes a Family Participation domain with indicators that focus on family engagement and making the home-school connection; all ten domains of the CLASS observation focus on supporting child development.   The three key rating scale for the ISSA tool is ‘consistent’, ‘sometimes’, and ‘rarely’.  The CLASS tool includes a rating scale of one to seven; one and two are low scores;  three, four and five are middle scores with six and seven being high scores.  The CLASS tool does not include an interview with the teacher beforehand whereas the ISSA tool does.  The CLASS tool suggests a 20 minute observation and the ISSA tool suggests a 30 minute observation with a 15 minute teacher interview.  The CLASS tool requires an observer to take a test to prove they are reliable CLASS observers and maintaining this certification is $35 annually with testing annually.  The ISSA tool appears to be a user friendly tool and does not require an annual fee or test.

This website will remain on my ‘favorites’ list so I can easily access it to support my continued work with children and families.

Expanding Resources

In the last 9+ years as a Head Start Program Manager and Training/Technical Assistance Specialist I have become very familiar with the resources in the popular web sites such as NAEYC, NHSA, PreK Now and Children's Defense Fund.  I decided to venture out and scan the web sites for early learning resources outside of the United States.  After looking at the Save the Children and the Global Fund for Children websites I decided I wanted to become more familiar with the International Step by Step Association at http://www.issa.nl/.  Initally I was attracted to this website because the work and resources are a collaborative effort of early learning professionals from 30 different countries.  Wow!!  I would love to work with this group of professionals.  As I ventured into the website I saw the document titled, "ISSA Pedagogical Standards for Preschool and Primary Grades".  The standards are for early learning professionals working with age groups from preschool to fourth grade.  I was so excited about finding this document I did not venture any further; I knew this was the website for me to gain valuable resources to not only support me in my role with the Head Start programs but my role as a board member with our NAEYC affiliate group the Northwest Association for the Education of Young Children.

Establishing Professional Contacts

Using NAEYC’s Global Alliance web site I found e-mail addresses for four early learning professionals outside of the United States.  This website helped me to proceed with making the following connections.

 Since Canada is 16 miles from my home I was interested in establishing a relationship with Yvonne Dionne at the Canadian Child Care Federation.  I used the e-mail address posted on the Global Alliance website and it was returned as undeliverable.  I went directly to the Canadian Child Care Federation website and found the e-mail address for Robin McMillan who is the Senior Consultant for the organization.  I am waiting for her response.

I am motivated to establish a professional early learning relationship with Mr. Eric Atmore from the National Early Childhood Development Alliance as a continuation to a previous assignment where I learned about Nairobi’s Community Safety Nets that provide services for the 60,000 street children living there.  The National Early Childhood Development Alliance is located in Clarinch, South Africa.  Using e-mail information found at the Global Alliance website I sent Mr. Atmore an e-mail and waiting for a response.

I have also e-mailed Dr. Betty Chan Po-king from the Pacific Early Childhood Education Research Association in Hong Kong.  Again, from a previous assignment I learned that students are assessed to determine placement in the elite academic programs and I want to learn more about  how or IF the early learning programs implement specific practices to prepare children for memorizing the large amounts of material needed to score high on the assessments. The initial e-mail address found on the Global Alliance website was returned as undeliverable.  I proceeded to acquire another e-mail address directly from the Pacific Early Childhood Education Research Association website.  This one has not been returned and as with my other e-mails, I am waiting a response from Dr. Betty Chan Po-king.

SUPPORTING LIFE'S HAPPINESS

My Supports

My Supports

Support systems in my life are abundant!  My family supports me in my role as an early childhood professional and as a student.  My position in the early childhood field can be a demanding position, traveling to threes states and at times across the nation to the east coast can make my eight-year-old daughter, Tamara, wonder why this job is so important to her mom.  Thanks to my husband’s work schedule, working 40 hours in three days, there is many times my husband and Tamara has an opportunity to travel with me.  Whether we are traveling together, or I am on the road alone, my husband takes on the roles of mom and dad to take care of our youngest daughter.  My 30-year-old daughter, Stefanie, is the other great support system in my life.  Stefanie loves taking care of her little sister while I am traveling so my husband does get some reprieve from taking on both roles of mom and dad in my absence.  Stefanie also entertains her little sister while I am doing homework.

My biggest supporter while dieting is Tamara.  A few weeks ago I was diagnosed with high cholesterol and thankfully, I was provided the choice to take medication or change my lifestyle!  I have chosen to change my eating habits and add a little more exercise to my daily routines.  With every bite of food I take, Tamara will ask me if it is healthy for me and she loves to walk with me after dinner.

And, what would my world be like without my laptop with all the supporting software and my Blackberry?  Thanks to technology, I am able to text and call my family while I am traveling and access information as needed.  These tools support my success in my career and my education.  These tools also support my family as they each pursue their educational and personal goals with one of the favorite websites for Tamara being the www.mathfactcafe.com. 

Imaginary Challenge

As I was walking through the Salt Lake City airport on Friday I was watching a mom walking with her little girl.  Before I start this story I would like the reader to imagine the hundreds of people buzzing around this airport, racing to meet flight connections, suitcases on wheels flying behind them, backpacks being tossed from one shoulder to the next, and people stopping in the middle of the walkway when they realize they are lost.  Now imagine a little girl of about three or four-years-old, maybe five with physical disabilities.  The little girl is determined to push her stroller in the hectic airport and mom is right behind her guiding the little girl as she struggles with each step.  Neither mom nor daughter realizes all the chaos surrounding them; they both have a smile on their face and appear to be content in their own world, even with a disability.

Not thinking about this assignment at the time, I began to imagine what kind of mom I would be if my Tamara was born with a disability.  Would I have the patience of this mom?  Would I be happy amongst chaos as I watched Tamara struggle with each step through the airport pushing a stroller?  Supports I would need to support our success would be a strong connection with a local Parent-to-Parent support group.  I would also be reading all information possible from Wrightslaw, a free special education advocate website that offers support in learning the laws that support the Individual Disability Education Act (IDEA).  Wrightslaw provides a lot of information on how to advocate for your child with facts and not emotion.

Since I would not want to be in my current position in the early childhood field and raise a child with special needs my support system at home would change.  I would need my husband and Stefanie to be available while I was keeping up on the latest research to support Tamara with her special needs and to continue providing the same wonderful care they are currently providing.  Without these supports, the stress of raising a child with or without special needs alone may interfere with my emotional balance causing Tamara to experience additional stress in her little life.

My Connections to Play

“Play allows us to develop alternatives to violence and despair; it helps us learn perseverance and gain optimism.”  Stuart Brown MD

This quote is a true reflection of how play affected my childhood.  I was not exposed to violence as a child but my family was in despair quite often.  I had a favorite tree that I would go to at the ‘Tree Park’ located two blocks from my home.  I was able to climb into this tree and pretend I was flying to exotic places and engaging in exciting adventures.  I played with big Maytag appliance boxes, making them into castles and fancy cars.  During the summer months we played outside from the time we woke up until bedtime; riding bikes, playing hide and seek, kick ball or playing red light green light.  During Halloween I would make a haunted house in our apartment with blankets and chairs; as my little brother and his friend crawled through the dark tunnel of blankets they would stick their hand in cooked spaghetti, jello and tomato sauce with me telling them they were feeling a brain, a heart and blood. This play supported resiliency and adaptability as my family experienced despair throughout my childhood.

“If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society.”  Jean Piaget

 As a teenager I was provided an opportunity to work in Glacier National Park where my uncle was the facilities engineer for the big hotel and cabins.  During my three summers of working there, I did engage in many exotic adventures; hiking up mountains and to glaciers deep in the mountains, canoeing and swimming in clear, clean lakes, and horseback riding.  My aunt and uncle always made sure I had food in my backpack, bug spray, blanket, first aid kit, bells to keep the bears away and extra socks in case my feet got wet.  It is these experiences that kept me optimistic through different life struggles through my teenage and adult years.

             

Play for children today is different than it was 40-50 years ago.  We did not have cable television with Disney or Nickelodeon.  Going to a movie theatre was a big treat when I was growing up, now there are big screen televisions with high definition to show movies at any time.  Legos and Lincoln logs took the place of video games and playing outside when it is dark is an absolute NO today compared to when I was a child.

The topic of play this week has caused me to look at play in my adult life.  I have an 8-year-old who is very good at keeping me active with play and using my imagination.  I am just not too sure I would be as playful without her in my life.  I also have a 30-year-old who has accused me of being a workaholic so without the 8-year-old to remind me how important play is, I may have spiraled into a depressed workaholic.  Unless this college class saved me from being my own worst enemy and I included play in my life to remain optimistic, adaptable and creative.

Relationship Reflection

“Let us be grateful to people who make us happy, they are charming gardeners who make our souls blossom.” ~Marcel Proust

I have a reserved personality, my family is small and I am not a social butterfly.  My relationships are few and mighty.   Relationships allow you to multiply your happy times and cut your sorrows in half.  Relationships with family, colleagues and friends are established because of mutual interests.   It is through experiencing these shared interests that allow the relationship to blossom.

My husband and I have created and maintain a nice home for our children.  We enjoy providing a warm and nurturing environment for our children and all their friends.  We have fun riding our bikes and walking the local beaches and beaches in Hawaii.  We have been there to support each other in the deaths of our moms and we have celebrated holidays, birthdays, anniversaries, births, and promotions.

My 30-year-old daughter and I have seen each other in the best of times and the worst of times.  We can talk with each other about anything and everything.  We can tease each other, we laugh at each other’s silliness, share our frustrations and share our daily experiences in life.   We are both in the field of early childhood and share a passion for supporting a foundation of learning for zero to five-year-old children.

The 8-year-old is the light of my life.  We sing silly songs, play Mario brothers on the Wii, exercise, take nice walks, play games, and read.  We also enjoy playing Skeet Ball at the arcade in the mall, and then it is fun to watch her decide what prizes she wants from all the tickets we win.  Making silly faces in front of the camera at the little photo shops in the mall is also a highlight for us.  We also enjoy our quiet times in the rocking chair cuddling; her talking about the daily experiences with me listening and asking questions.

I have a unique role in the field of early childhood.  As a member of the training and technical assistance network my work is with Head Start directors and content area managers.  Establishing relationships with the staff from 34 different programs can at times be challenging because they see me as a federal employee there to find their faults.  Once they learn I was also in their positions relying on my T/TA provider and I am there to support them to be successful in providing quality services for children and families the barriers slowly come down.  Partnerships are established because of mutual interests and our mutual interest is for children to thrive in the classroom and families to thrive in the community.  I try to ask the right questions and then become an active listener.  I am a learner of the dynamics and demographics of Head Start programs in 34 communities which are all made up of unique strengths and challenges; being a learner of each program is the key to establishing partnerships with the staff.

Eunice Kennedy Shriver

Many of my classmates know that Eunice Kennedy Shriver is my hero.  I admire her commitment to advocating for children with special needs.  She opened up her back yard every summer to children with varying abilities; they enjoyed swimming, horse back riding, baseball, soccer and many other athletic events to support gross motor development and self-esteem.  In 1968 she organized the first Special Olympics with about 1000 athletes participating.  The speech Eunice Kennedy Shriver provided during the first Special Olympics in 1968 included this quote,

"Let me win, but if I cannot win, let me be brave in the attempt."

With fewer than 100 in attendance to watch the Special Olympics there was not much hope that this would be a successful annual event.  Today, thanks to Eunice Kennedy Shriver and her son Timothy Shriver's dedication and hard work there are about 3 million athletes training year round to participate in this event, an event that is life changing for so many families.
http://www.eunicekennedyshriver.org/bios/si

Identifying Strengths through Assessments

Assessing pre-school age children will support creating individualized plans for each child.  In an environment that is nurturing and safe, teachers can use observations, work sampling, discussions with child, and family interviews to gain information on the development of the child cognitively, socially and physically.  Through these techniques, the teacher can identify the strengths of the child and potentially use the strengths to reach the identified developmental goals that are in line with the early learning standards.  Taking a holistic approach means assessing all three domains of the child, cognitive, physical and social.  The interplay of all three developmental domains that happen during the development of the child constitutes the need to assess the whole child.  Assessing children with this holistic approach also provides the teacher an opportunity to know cherished details about the child that will support an emotional bond.  When teacher and child have this close connection, the child’s development is supported to reach his/her full potential.

I learned about examinations in Singapore when I found the video titled, “When Children Learn, Nations Prosper”  http://www.youtube.com/watch?v=fn2I90km_-8.  The video started by describing the devastated economy in the very small country of Singapore and how the educational system supported a new generation to create an economy that now produces wealth.  Interviews with teachers talk about creating students who are “enthusiastic about life”, who want to build character and attitude to sustain a job. 

In an article titled, Assessment Around the World, I learned more about examinations in Singaport.  Students are tested to determine “student placement in the education system and access to elite academic programs."   The results of these test scores are not a reflection on the teacher.  Singapore students are under enormous pressure to score well on all exams as these scores play a major role in the child’s future.  This examination system also demands the students to memorize large amounts of materials.

Both the video and article are wonderful resources to have and I anticipate I will be using them quite often in my career.

Rotberg, I. C. (2006). Assessment around the World. Educational Leadership, 64(3), 58-63. Retrieved from EBSCOhost.

Stressors in the Life of a Child I Know

My younger brother has really struggled in life due to being diagnosed with attention deficit hyperactive disorder at a young age.  He had minimal verbal skills at four-years-old and at the age of five-years-old he was prescribed Ritalin.  Once he did learn to talk he stuttered almost every word. Raised by a single parent, we were at times subjected to chaos and poverty.  In addition to the chaos that comes with a single parent trying to work two jobs and raise two children, my brother’s medication caused him to be on an emotional and physical roller coaster.  One minute he would be zoned out for several hours at a time coloring and without any warning, he was raging through the house.  By the time my brother was ten-years-old he had been hit by a car two times; both times causing serious injury, the second time more severe than the other.

He is now an adult and struggles to be a functional member of society.  I do not feel he has ever fully recovered from the injuries or the medication.  There were times he resorted to street drugs and alcohol to help him work through the emotional and physical stressors he continued to feel as a teenager and an adult.  Needless to say, this behavior impacted his life even harder and he is still paying the consequences at the age of forty-seven years old just as he continues to struggle in finding joy in life.  Berger states, “It is possible for deep emotional memories from early childhood to interfere with verbal, rational thinking, as when a person might have a feeling of dread in some situation but not know why” (2009, p.229).  Unfortunately, my brother did not beat the odds; he continues to stutter in his verbal communication, he struggles to think rationally and his feelings of dread over power him finding happiness.

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.

Nairobi’s Most Vulnerable Population

In my work as a Grantee Specialist, supporting the success of American Indian/Alaska Native Head Start programs, I sometimes hear complaints about the numerous regulations mandated to maintain the federal dollars invested into each program.  There are close to 2,000 federal regulations and it can be quite overwhelming for Head Start staff in trying to maintain compliance.  My role is to find solutions and break through the overwhelming feelings by putting a new perspective on why there are so many regulations; CHILDREN DESERVE THE BEST!  We are serving the most vulnerable population!  The 2,000 regulations support high quality services for every child and family enrolled in the program. 

There are other countries that do not have subsidized programs that can protect and educate their most vulnerable population.  Currently Nairobi has approximately 60,000 street children, between the ages of 4 and 18, living on the streets because they have been abandoned by their parents.   The children are victims of poverty and abuse with no access to education.  When found by police, the child will be institutionalized until a juvenile court ruling determines the future for the child; which can be continued confinement in an institution or resources become available to support family reunification.

When children are exposed to stressors of this extreme, abandonment, poverty and abuse, their limbic system cannot development to its full potential and children are not able to rationalize and have a deficit in social skills.  Berger states, “Children whose earlier experiences were stressful and who lacked nurturing caregivers may have impairments of their limbic systems” (2009).

Thanks to an Italian Cooperation project named, “Children Community Safety Nets”, there are Italian teachers working with the Nairobi police force on changing their approach to children and this team of teachers is also working with the staff at three different ‘remand’ schools; the Children Remand Home, Dagoretti Rehabilitation Institute and the Thika Children Rescue Centre.  The Italian teachers and the Nairobi staff worked together to develop a manual that guided step-by-step instructions for supporting children learn how to gain a sense of self, learn how to improve relations with others, learn how to cope in the current environment and how to make good choices that will produce positive future consequences.

References:

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.

Cooperation: in Kenya for the protection of vulnerable children. (16 May 2011). African Press Organisation. Database of Press Releases Related to Africa.  Retrieved May 28, 2011, from ProQuest Central. (Document ID: 2348083091).