This blog is a journey through my Masters studies of Early Childhood Education.
"Children are like wet cement. Whatever falls on them makes an impression. - Dr. Hiam Ginnot
Thursday, June 21, 2012
Issues and Trends in the Early Childhood Field Final Post
Sunday, June 17, 2012
Getting to Know Your International Contacts—Part 3
What issues regarding quality and early childhood professionals are being discussed where you live and work?
What opportunities and/or requirements for professional development exist?
What are some of your professional goals?
What are some of your professional hopes, dreams, and challenges?
Kathryn from Ireland, updated Sunday 06.17.12:
Our principal feels that out of all the areas of curriculum, personal,social and emotional is most important; being able to have a conversation with adults and peers, being able to listen and sit for a period of time, having an awareness of self imagine and feelings and being able to express how they feel. And being able to cope with routine changes and new situations. I enjoying seeing 3 year olds develop opinions and ideas and become confidant expressive 4 year olds.
At the minute our education body would like us to be able to train staff to be able to manage more special needs difficulties ourselves with in our setting, we have had staff trained on parenting skills and speech difficulties. I am always up for new ideas and chances to learn something new:) I would be more than happy to continue to work where and how I'm working:)
I asked Kathryn if the teacher renew contracts each year or are they hired until retirement or their choice of leaving? She said that she has a permanent contract and will remain at the school she is at until she decides she may want to venture elsewhere. But she seems very happy where she is!
Crystal from Korea:
As far as private hakwons (their term for students in their school), not much... there is preference now, however, to only hire persons with certification (only receivable in Korea), and/ or an MA degree for public schools. The truth is, however, that within the next 20 years the need for foreign teachers will probably be void, because most schools find the cultural differences rough, and are training up Korean staff to take foreigners positions ie all English teachers will be Korean natives, and it will save a lot of people money, as well. My personal professional goals are not to teach English at all.. I am merely here, because the cost of living in Korea is very cheap, so I can save up well and move to a more impoverished country, and learn more about sustainabble living, and how to meet peoples social needs. From there, I would like to find a mate, start my own non-profit, and church planting team, and raise support for ministry oriented self-sustaining micro/macro financing businesses (which will probably also have an emphasis on education.) I am merely taking this season of my life to dabble in a bunch of options, and to learn a lot about the inner workinigs of business and the eductaional system in foreign settings to prepare myself so that when I am in my 40s-50s, I will be able to head an organization, which is well-rounded smart, and efficient for the sake of the needs of a community. Honestly, I have been thinking about heading to Thailand next to try to learn about women's needs...
I'm not able to connect with my other contacts this week.
Thursday, June 7, 2012
Sharing Web Resources
Saturday, June 2, 2012
More from the International Contacts
Friday, May 25, 2012
Websites and additional resources
- Currently I am speaking with a
professional overseas on a Dodds school, mixing that with a sister whose
husband is in the Marines, the military assistance program was something I
wanted to explore further. A number
of centers that I am associated with accept NACCRRA assistance and I
believe it to be a great thing!
Providers must meet standards and apply to be a part of the NACCRRA
program. Also, the amount of
support given by NACCRRA is “Fee assistance amounts vary
by program. For many programs, your fee assistance will be based on your
total family income and provider rate” (NACCRRA, 2012). Families in more of a need will receive
more assistance than others.
- One area I thought was pretty
controversial was the support and lack thereof for politicians. In my opinion, when organizations get
too involved in political stand points it takes away from the objective of
that organization. If the focus is
on children, allow the focus to be on children . . . not taking the
opportunity and podium to voice one’s opinion or slanted version of
people.
- Reading some of the articles posted on
the website, NACCRRA includes in their posts the politicians that voted in
favor of bill/act/law. One area
that was slightly shocking to me, I thought more states required child
care professionals to pass some form of a background check. Understanding more now “The
Child Care Accountability and Responsibility Act of 2012 (CARE for Kids
Act) calls on states to conduct a fingerprint check against federal and
state records and the sex offender, child abuse and neglect registries”
(NACCRRA, 2012).
- Taking advantage of the “Media Kit” on
this website offers a large array of information. Information on advocacy,
products/services, and partnerships.
Any chance to grow in resources within this field is a chance that
should be quickly taken advantage of!
Wednesday, May 16, 2012
Poverty
pov·er·ty [pov-er-tee] noun
There is a good deal of diversity in our classrooms, both ethnically and racially. Again, this directly reflects the military community in general. We have a number of ESL students - where one parent or the other comes from a Hispanic, Asian or German background. I don't think that this diversity affects our school community in a negative way - on the contrary, I think that it lends itself to a sense of open-mindedness and a lack of cliques that I've observed in stateside public/civilian schools.
As far as low-income students - we do see a difference in students who come from very young families (which would also mean from lower ranking soldiers = less pay). I'm not sure if their finances make the difference in their child rearing skills, or if it's just a lack of maturity. The military has an excellent support system to ensure that children/families are provided the very basic needs. They also offer many services (for free) that would not be as readily available in the civilian world - i.e. financial classes for parents, parenting classes, child care services (low or no cost), low cost extra-curricular activities for students including sports, dance & artistic classes, etc. There is a free/reduced lunch program that anyone E-4 and below qualifies for, and we have WIC available for the same demographic. With all of that provided, however, we still see students coming to school under dressed, without proper lunches, lacking sleep/structure/supervision...so it's hard to say if it's a reflection on finances or their experience. I will say that if we have a consistent problem with a family - once we contact their Command there is usually a swift solution.
Wednesday, May 9, 2012
Changing Demographics and Diversity
Wednesday, May 2, 2012
Establishing Professional Contacts and Expanding Resources
I have chosen to further my knowledge with the National Association of Child Care Resource & Referral Agencies @ www.naccrra.org. My purpose for desiring to look into this organization further is that I do not have a strong knowledge of it and it being a leading organization within the field; I want to further my knowledge of it.
Sunday, April 15, 2012
When I think of Child Development . . .
When I Think of Child Development …
“The path of development is a journey of discovery that is clear only in retrospect, and it’s rarely a straight line.”
― Eileen Kennedy-Moore, Smart Parenting for Smart Kids: Nurturing Your Child's True Potential
Another ending to a great session of learning is upon us! Good luck to each classmate and colleague as we continue on with this journey! I'm sure we'll all find each other along the way again :)
Sunday, April 1, 2012
Assessments in Children
Holistic Assessments
In the state of VA, regarding school age children, the main development is based on Standard of Learning (SOL) testing. The SOL’s begin in the 3rd grade, and from my experience are tests that are strongly stressed for classroom passing (hence school wide passing) to ensure continual funds to the specific schools. If a school, entirely, fails SOL’s for two consecutive years guardians of enrolled students have an option of enrolling their child(ren) into a neighboring school (same county of schooling though) of their choosing that has successfully passed the SOL’s. With the threat of losing students to other schools and ultimately the loss of funds and transferring of educators or releasing of educators that continually show failing student test scores, the main focus within the classrooms is the understanding of content solely on the SOL testing.
My purpose for sharing this specific scenario is based on the lack of properly committing to the holistic development of a child. Although cognitive learning is of a high regard, without the effective monitoring of biosocial, psychosocial, and cognitive development a child can go beneath the radar of emotional development and lack the apparent skills he/she needs to be a successful adult (or other developmental areas emotional was used as an example). In my opinion, if a child is properly assessed at all developmental milestones then any delay or difficulty the child may have will be quickly recognized and hopefully properly treated which enables the child to be best suited to succeed.
In our centers we use Ages and Stages Questionnaire as a form of assessment. What I love about the ASQ’s is that they touch on each developmental area (biosocially, psychosocially, and cognitive). Parents and educators together assess the child, which results in the best assessment. Children tend to behave and learn differently in the different arenas of life that they are in. By including the guardians in the assessment, I believe it allows for the best “holistic” assessment available. Below is a sample of an ASQ assessment.
http://www.agesandstages.com/pdfs/questionnaire_diagram.pdf
Assessments in South Korea
“They take this test called the PELT exam in Korea. (and other parts of SE Asia). It's a test that revolves around the child's listening/reading comprehension abilities in English, and they are asked multiple choice questions regarding conversation, and problem solving- there is even some math (in English) on it. The children are mostly grouped by age, but also by level of ability. If you check out the Kid's College website for South Korea, there is actually a graph that shows how they range the kids according to ability. Most Hagwons (day elementary) and kindergarten schools are judged like this. They do not merely have a grade 1, grade 2, grade 3 for example...but the A students go with the A students, the B with the B etc, and once the kids compete and particular kids advance in the class they move them up. For instance, I teach a second grade class, level "2" which is a medium level second grade class. My 10 year olds (age 8 and 9 here) are in 5th grade, but because they are high level they are grade 5.5.)- They are also mixed with international students within the school if they grade on an honor roll level/ this is considered to be ivy league in Korea; to be able to goto school with persons of other cultures” (C. Trigaux, personal communication, 30 March 2012).
Website per assessments used in South Korea per discussion of assessments.
http://www.kidscollege.co.kr/kidsaaa/board.php?board=vxxenglish&config=2&command=body&no=17
“I taught 3-6th grade and the assessment were based off of tests. tests. test. I honestly did not see any other way of assessment, at least not in my "English" class. I know the Korean teachers were big on lecturing, board work, worksheets, tests. When I observed their classes there was not any goofing off. The kids sat still followed the teacher and did what he said...completely different from here in the States” (J. Ferguson, personal communication, 30 March 2012).
Ferguson, J. (2012, March 30). Email communication.
Trigaux, C. (2012, March 30). Email communication.
Wednesday, March 21, 2012
Diseases or Life Threatening Illnesses
Disease and Life Threatening Illnesses
Disease or a life threatening illness is something that can strike a family cold! One of my nieces was born with a metabolic disorder that only one in a million children is born with across the world! Beginning with a birth of prematurity, we had no idea of what was about to be the beginning of a very stressful battle.
A 6 year old sister’s prospective:
“Jesus has angels, and Alie is my special one!” Alisa was only 6 years old; her Father was deployed serving in Iraq for another 6 more months when he was American Red Crossed home for the emergency birth surgery where her Mother’s life was endangered. Being 6 years old and attempting to comprehend the loss of the child growing within her mother as well as also her mother was enough to cause misunderstandings! After the birth it was a joy filled celebration that the two were safe. Alie was released from the hospital it was months of struggles and continual fussiness that caused Alisa to have many headaches and stress filled evenings. The battles of the wrong formulas, sleeping patterns, reflux, etc. that were the beginning signs of Alie’s disorder began to affect the children within the hou
sehold as well as the parents relationship (each undetected until the diagnosis of connecting the dots in January/February). After her parents received the news of this metabolic disorder, the struggle of how to communicate this to a 6 year old. Seeking professional assistance dealing with grief (for a military family is both easily accessed as well as so broad that it was very confusing) the family decided on their approach. Alie lived much longer than the doctors diagnosed (18 months of age actually!) and during this time Alisa grew in favor with Alie. Looking forward to her turn to hold and feed her, her turn to show her little sister she could read, and the normal milestones an older sibling is excited for. During Alie’s last days, Alisa’s house was continually filled with family, hospice, clergymen, friends, and supporting military personnel that it became so overwhelming. This was reality. Alie passed away in their home, and each person was given a few moments to hold her and say something before the body was taken away. “You are my special angel, thank you for protecting me now” There was a formal service, with a casket, and we were each able to write something on a piece of paper to be left with Alie. After the service the body was cremated and the family took a trip to Hawaii (the place she was conceived) to scatter some of the ashes. For Alisa, she wrote her cares, concerns, and needs on a piece of paper (some her Mom assisted in writing and some she drew a picture for privacy) to help keep Alie safe and to be her new Angel in heaven over top of her. For a now 7 year old, this is how she knows Alie still remembers her and protects her. Alisa received a lot of love and support from family, professional assistance, and anything her parents could do to help her understand and live on. Just recently, Alisa turned 15 years of age and has begun to struggle with the loss again. Each person handles the illness and loss in many different forms, diseases and a life threatening illness is real. It doesn’t just resonate during the life but the struggles later on and how they are handled are just as meaningful.
The Aunt’s prospective:
It was late January/early February and I was in my junior year of college, intentions to spend the entire summer student teaching overseas in Mali, Africa, when I received the news that Alie would only have a few more months to live. At this point Alie was only but 3 almost 4 months of age, I was dumbfounded! Alie was grandchild #20 for our side of the family and each child was healthy with milestone development, upon hearing this I was at a loss. What is a person to do? How does a sister support her loved ones when she doesn’t even comprehend birthing a child much less dealing with the news of losing a child? I began to read text books, articles, anything I could get my hands on for support as well as speaking with professors weekly on coping and dealing with #1 the loss myself, #2 how to support the circumstance for a loved one, and #3 as a future educator my role. Nothing a person can read or study can prepare you for the long journey our family was about to enface. Religion or an entrustment in a God that I have believed in since a young child wasn’t even enough to help me get through this. C.S. Lewis wrote a book “A Grief Observed” where he wrote of his anger toward God due to the loss of his wife. It was while reading this that I accepted; it is okay to be mad at the situation. It’s okay to be mad, even though I am a devoted Christian, at the circumstance God has placed our family in . . . but what will I do about it? Misery loves company, and C.S. Lewis was a great company for me during this time but also a great encouragement to realize I have to move on from it. A life threatening illness or disease is not something that anyone wishes upon another! I spent the summer home in Virginia, and most days at Quantico base holding the baby and growing a bond with her that was unbelievable. Having been told we would only have but a few more months with her at the beginning of the year, each day felt like Christmas! Fall semester came, and I debated whether to attend full time schooling in Pennsylvania or remain at home where I felt not only I needed to be but also my family needed me to be. After much pushing and support I returned to Valley Forge but drove home every Friday morning for the weekend. That semester was excruciating for me! Receiving phone calls that “she won’t make it through the night”, I would drive to be with the family. Upon her passing, while giving her eulogy, I realized this disease was something that not only overtook my newborn niece but our entire family. We were all affected in some form by this and in the same manner we were forced to unite together and find a way that worked for our massive amounts of people to support and encourage one another each day. It’s been 7 years since her passing; she is thought of daily and remembered for her strength!
Disease in Guatemala
I have traveled the world pretty extensively, through private, mission, and leisure trips one thing that tends to stand out is the poverty and disease infestation. I traveled to Guatemala in 2006, and during my stay we had the privilege of working with a government appointed official for child care center improvements, assisting street kids, and disabled. This official brought us to many centers that here in the states would be shut down immediately if an official of any kind would step foot in! In one facility, I still have the picture engrained in my head; there were children that had many different diseases (none diagnosed for lack of health care funds). These children were outcasts and were basically living within the facility as an orphanage because their parents would leave them in locations in neighboring towns as they didn’t have the funds to care for them and needed their funds to be used for the healthy children and persons within their households. The difference in American standards for assisting those with diseases or life threatening illnesses is leaps and bounds ahead of most countries in this world! It was hard not to think of what illnesses or diseases these children were condemned to (and even harder as an educator to be within the same facility as them with no materials for protection but gloves). Each time I travel to another country, doing work of this kind, I continually am reminded of how blessed we are here in the states for the security and assistance we are provided with. These diseases some of the children are sentenced to are caused by improper birthing procedures, lack of nutrition, misunderstanding appropriate health care needs, and some birth defects. No one person can change the world or supply the answers in how to repair these problems; but I will continually travel and assist in educating parents around the world in the resources available to them and how to get in contact with them!
Lewis, C.S. (1961). A Grief Observed. London, England: Farber.
www.usometrodc.org – supplies assistance to military families in many forms