A Family from the Czech Republic

A Family Arrives from the Czech Republic

               Recently a family arrived in Williamsburg, Virginia to apply for our Head Start program.  First, we asked the family if they were comfortable participating in an intake appointment in English or if they needed a translator.  They indicated that there was a family member who could translate for them.  As an agency, we also sought out a translator through a professional translation group and contacted the College of William and Mary to determine if there might be a student who could translate newsletters and other materials that might be going home to the parents.  We also took the time to research the life and culture of the Czech Republic to be responsive to them when they were ready to participate in the intake interview.  Through the intake process, we learned a great deal about the family structure, the reason for the move to the United States (high unemployment and internet capabilities), the language that they speak at home (Czech), and the support system they have living here in Williamsburg.                                                        

                                                

               The teacher was made aware of the new student for the classroom.  She began researching the Czech Republic as well to learn as much as possible about the culture.  She found pictures of children from the Czech Republic to put in the classroom.  As administrator, I contacted the library to ask for help locating books that might have pictures or stories from the country.  The teacher and teacher assistant warmly welcomed the new family to the program.  The child’s name was written in English and Czech.  The teacher received training about using picture cues and gestures to communicate with the child who spoke little English.  The child was encouraged, but not forced, to participate with the other children in the class.  The teachers also invited the parents to be active participants in the classroom.  They also encouraged the family to share their culture with the rest of the class.

               By locating a translator the family will feel more comfortable in sharing their ideas with both the Family Service Worker and the teacher.  Having pictures of children from the child’s native country, having her name written in Czech, providing books with stories from her native country would make the child feel welcomed and accepted.  Because the teacher also has picture cues and gestures as tools to help the child acclimate to the classroom, both the teachers and the child feel more comfortable about this new environment.  Sending home newsletters in the family’s native language, aids in the connection between school and home.  The family feels empowered to actively participate in the program.  Because the staff learned about the culture of the family before they came in for the intake interview, they felt more confident as they learned about the family. 

References

Central Intelligence Agency (CIA). (n.d.). In The World Factbook.  Retrieved from

               www.cia.gov/library/publications/the-world-factbook/geos/ez.

 Minister of Foreign Affairs.(n.d.). Czech Republic.  Retrieved from www.czech.cz.

The U.S. Department of State. (n.d.). In Diplomacy in Action. Retrieved from www.state.gov.

Experiencing bias, prejudice and inequity

Experiencing bias, prejudice and inequity

            Three and a half weeks ago I was in a car accident in which I experienced a couple of severe injuries.  The EMT asked if I would like to go to VCU/MCV Health Systems to be treated.  At first, I was hesitant as this is a teaching hospital and one which takes patients without health insurance.  My local hospital was so much more convenient but not acquainted with severe trauma.  For the most part, I was treated with the utmost respect and care.  There were some African Americans who did not want to have anything to do with me as a Caucasian.  Examples included taking 45 minutes to one hour to come after I had said that I needed to go to the bathroom.  I remember thinking how angry they would be if I wet the bed.  I did try to wait patiently.  One care partner was willing to do anything for the African American patient across the hall but ignored any requests that I made.  This made me feel marginalized.  While in the hospital I tried to be positive and encouraging to all staff.  Attitude does make a difference in the care that is received.  My roommate called the nurses’ station about every half hour.  I could tell that the nursing staff and care partners were tired of her constant needs.

            We were required to go to the café for breakfast and lunch in order to socialize.  There I met several patients who had been in the hospital for months instead of weeks.  They complained about the food and the service in the hospital.  I can understand their displeasure, however, they were getting three square meals a day of their choice, not having to cook the meal or clean up afterwards.  In talking with some of the other patients, I was able to offer resources that I knew about because of my work.  Some of the patients did not want to do physical therapy not realizing that the one hurt the most was them.  I always said that I would try.  I was not always successful at every task, but the staff appreciated my willingness to try.  I felt for some of the patients.  I have had zero pain since my accident.  That was not the case for many of the patients.  I spoke with one physical therapist when she was disappointed in a patient’s progress. I reminded her that the patient might have several other obstacles with which to deal which might reflect the patient’s lack of progress.  When there are several obstacles in one’s way, the patient must choose where to distribute their energy.  What they may deem important, others may not agree.  However it is important to respect people for the choices that they make even if they are different from the choice we might make.

            When I left the hospital, I had the opportunity to write “Kudos” notes to staff that were particularly helpful.  I wrote eight notes!  When I got home, I wrote a letter to the administrator of the hospital telling him of specific incidences that were especially meaningful for me.  I hope that he will acknowledge them in some way.  By recognizing those who are doing well, others may follow suit.  As an administrator myself, I like to recognize those doing the right thing as opposed to pointing out wrongs.  When a staff member comes into my office that has made a poor choice, we talk about it as an opportunity to learn instead of dwelling on the mistake.  Being kind instead of hurtful makes each opportunity a win-win situation.

Hopes and Goals for Early Childhood

             My one hope for programs working with children and families from diverse backgrounds would be that all people accept and respect each other and to celebrate both the similarities and the differences that each brings.  I am not sure if this can ever be accomplished because there is a need in all cultures for one group to hold power over another group.  However, I can do my part to honor each person for where they are when they enter our program by modeling acceptance, trust and respect.  We have so much that we can learn from each other.  I have seen this through my interactions with people in the class as well as at work.

               A goal that I would have for the Early Childhood field might be that all early childhood professionals have a better understanding of culture-both surface and deep- in order to meet the individual needs of the children and families in our care (Derman-Sparks, L. & Edwards, J.O., 2010, p. 56).  By taking the time to better understand the culture of the children and families, we, as educators, can intentionally plan the curriculum to meet the variety of needs for the children in our classrooms.  It can also help to prevent microaggressions against people whose beliefs are different from that of our own culture (Laureate Education, Inc., 2010).  We can also help others to appreciate and celebrate the different gifts that each person brings to the classroom.  Lessons can be learned by gleaning the best from every culture and using the ideas to further early childhood education for all.

               I have thoroughly enjoyed learning about diversity and equity in this class.  In the process I have learned a great deal about myself and the issues facing others in the early childhood field.  Thank you for your willingness to share your strategies and struggles as we continue to grow through the Master’s Program.  Sadly, I will miss the next course because I was involved in a serious car accident so I must complete the papers I have missed.  I look forward to reading your discussions from weeks 6-7 and your blog posts as well.  I hope that our paths will cross again so that we can continue to learn from each other.

References

Derman-Sparks, L. & Edwards, J.O., (2010) Anti-Bias Education for Young Children and Ourselves.

               Washington, DC: National Association for the Education of Young Children

Laureate Education, Inc. (Producer) (2010). Microaggressions in Every Day Life. Baltimore, MD:                                                  Walden University

Microaggression Observations

Microaggression Observed

This week I began consciously looking for signs of microaggression.  While I did not witness any incidences of microaggressions, I did read about some.  The first was an article in last Sunday’s Flair section of the Richmond Times- Dispatch newspaper.  The article talked about a growing population of people from India.  In the article young people spoke about the importance of acclimating themselves to the culture of the United States.  They live two separate lives—their school life and their temple life.  The students explained that they were two entirely different lifestyles.  It is a shame that these people from India cannot maintain their culture within the North American culture.  There are things that I am sure we can learn from each other to make all of our lives better.  One of my co-workers is from India.  She and I often have conversations about finding inner peace in all situations.

Another article I read this week was in the September 2012 issue of Reader’s Digest.  It was taken from the March 1963 issue of the magazine and was written by Alex Haley.  The article titled “The Man Who Wouldn’t Quit” was about the life of his brother, George, at the University Of Arkansas School Of Law.  In the story George was the object of microassaults, microinsults, and microinvalidations (Laureate Education, Inc., 2010).  In order to go to the school he had to live in the basement of a building.  He was not allowed to use any of the resources available to other students of the time including the cafeteria and the library.  He endured a great deal of ridicule, but by his senior year many students were accepting him for who he was—a brilliant man with great insight. I am hopeful that incidents such as this do not go on today with the magnitude that they did in earlier times.

The third instance was an interview on the Today Show in which women who were in the military were raped by men in the military.  There was no action taken by the military to discipline the men who had done this.  What a horrible burden for these ladies!  When asked if they would serve their country again, these ladies unanimously said they would even though this atrocity had occurred.  I know that this happens also in society.  It is very saddening to think about the secrets that men, women, and children keep within when they are the victims of rape. I wonder how it affects their daily lives.

Because The United States of America is a melting pot of all different types of people, it is important that as a nation and individually we learn to accept people for whom they are.   We must celebrate each person for the gifts they bring to our society because of the life experience they have had.  We can learn from each other, and in doing so, grow as individuals.

References

Bell, J. (Producer) (2012, September 26). Today Show. [With Matt Lauer, Savannah Guthrie, and

            Al Roker]. New York, NY: National Broadcasting Company.

Haley, A. (1963, March & 2012, September). The Man Who Wouldn’t Quit. Reader’s Digest,

            144-151.

Prestidge, H. (2012, September 23). Indians’ commitment to one another and other transcends

            economic and social circles. Richmond Times-Dispatch, p. G1, 8.

The Meaning of Culture and Diversity

The Meaning of Culture and Diversity

        

           As I embarked on my assignment of finding out what others knew about culture and diversity, I expected them to mention aspects of surface culture.  What I found is that the people I asked knew very little about what culture and diversity are.  When I asked my hairdresser about these two terms, she said that culture was about ancient times and how they lived.  She thought diversity was one person thinking one way and another person thinking another way.  A male friend of my husband’s came over for a visit.  He said that culture was the way a particular group lived—like the Mennonites.  He had to think for a while before saying that diversity was how people change their thoughts after learning about something.  I think he was thinking about diversifying instead of diversity.  Then I asked an elderly neighbor her definition.  She said that culture was the way we live our lives, and that diversity is how we are different.  Her answers were the closest to the definitions we have learned about in our studies thus far.

            If you look at the definition of culture given to us by Janet Gonzalez-Mena “culture is unconscious rules that govern everything we do”, my elderly neighbor is closest in that definition.  My husband’s friend was on the right track as well.  Even my hairdresser was thinking about how people from ancient times lived.  However, they merely scratched the surface as most people do when they think about culture.  They did not talk about extended family relationships, their ideas about education, those who may have migrated, what they do for recreation, etc. (Derman-Sparks, L. and Edwards, J.O., 2010, p. 56)  Diversity was a much more difficult concept for them to explain.  Each person I asked had to reflect for a while before answering.  I liked the definition that I found at the University of Tennessee website:

Diversity is a commitment to recognizing and appreciating the variety of characteristics that make individuals unique in an atmosphere that promotes and celebrates individual and collective achievement.

Examples of these characteristics are: age; cognitive style; culture; disability (mental, learning, physical); economic background; education; ethnicity; gender identity; geographic background; language(s) spoken; marital/partnered status; physical appearance; political affiliation; race; religious beliefs; sexual orientation.

In this definition it is clear that culture and diversity are related.  The people with whom I spoke used general terms when talking about diversity, but they did not explain specific details about how we are diverse.

          After doing these interviews this week, one thing is clear.  We, as educators, must do a better job of making people aware of what culture is and celebrate the diversity of the United States and, indeed, of the world.  Perhaps if we put more effort into understanding and appreciating people from cultures different from our own, there would be more harmony in the world at large.  It will not be easy, however, because people/nations want to be in control, to have power.

          I look forward to learning more about culture and diversity so that I can do my part to make the world a better place!

References

Laureate Education, Inc. (Producer) (2010). Culture and Diversity. [Course Media].

            Baltimore, MD: Walden University.

University of Tennessee, (2003). What is Diversity? The University of Tennessee Libraries

            Diversity Committee.  Retrieved from the University of Tennessee website using the

            Google database:  http://www.lib.utk.edu/diversity/diversity_definition.html

Reflection on Family Culture

Representation of my Family Culture

            When I first read this assignment, in my mind I began thinking about things I would take for survival.  Those things would have been dependent upon where I would be living.  However, since I am choosing things that represent my family culture and not tools for survival, it changes somewhat the things I would choose.

            The most important thing to me is my faith.  Doing devotions and prayer every day is a part of my routine.  The Bible is what I would take.  It offers me guidance and strength as I face difficult circumstances in my life.  It also provides hope for the future and grace to forgive myself and others.  It gives me examples of how to treat others with respect and dignity, even those different from myself.

            I would also bring a photo album.  It would help me explain to my new found friends the environment in which I lived.  It would also help to explain to others my family structure and how important relationships are to me.  It would bring me comfort as I thought about those who did not survive or were sent to a different location.

            The third thing I would bring would be my laptop. In this day and age it is how I connect to the world around me.  I can use it to resource information I might need about the new culture into which I will be immersed.

            The third thing I would bring would be my laptop. In this day and age it is how I connect to the world around me.  I can use it to resource information I might need about the new culture into which I will be immersed.

            While I would be upset about having to give up two of the three items that I had brought with me, it would not bother me considerably to have to give them up.  I have learned that things are not important.  Relationships are.  Since my immediate family is with me, I would be perfectly content.  I might be able to download the pictures to my laptop before I left. I could use my laptop to find Bible passages that give me strength and comfort.  The laptop could also offer information about the language and culture of my new location.  I could also use it to find work and directions for getting wherever I needed to go.

References

Harris, S. R. (2008). What is family diversity? Objective and interpretive approaches. Journal of

Family Issues, 29(11), 1407–1417. Retrieved from the Walden Library using the SAGE Premier 2010 database.

Laureate Education, Inc. (Producer) (2010). Family cultures: Dynamic Interactions [Course

Media]. Baltimore, MD: Walden University.

        

            

Reflection on a Resarch Simulation

Reflections on a Research Simulation

            I was very nervous thinking about taking a research class.  It had been a long time since I had done a formal research project.  I know that I have a great deal of respect for people that do research now.  Learning how to read research papers to look for supporting data for your own research helps to save time (Lepuschitz, J.K. 2011, p.3).  Going forward, I will pay special attention to research that has been done when reading articles or reviewing curriculum and resources for our Head Start program.

There are many factors that must be considered when writing a research paper.  Even before beginning a research project, research has to be completed to determine if there is support for your research topic.  Being a methodical person, it was reassuring to know that there is a process to be fulfilled before the research project can come to conclusion.

            There are several steps to consider when doing a research project.  First, a topic has to be chosen.  It should be something that stirs passion in the researcher.  Next other people’s research must be read to find support for the research paper.  Then a specific research question can be developed.  Choosing a design for the research is important as well.  Will it be quantitative, qualitative, quasi-research, or a mixed methods methodology?  Data will be collected based on the design choice. The data collected is then analyzed, conclusions are drawn and results are shared (MacNaughton, G., Rolfe, S.A., Siraj-Blatchford, I., 2010, p. 14).  Ethical issues have to be examined.  Using equity in research also helps to validate the project.  Because of the brain research done in the 1990s, we know that children can play an active role in research.  Their ideas should be valued.

Choosing a research question was one of the most challenging aspects of the simulation.  It took a while to narrow down the topic.  Finding other research about my topic was difficult as well.  Changing the words I used in my search seemed to be helpful.  Deciding on a research design also took some time.  Just when I thought I had it figured out, another factor would need to be considered.  I had to step back and look at the overall project to finally decide that a mixed methods approach would be the best.

Going forward, I will be more critical about the articles I read in early childhood.  I will more carefully examine the methodology of the overall research project.  Seeking out work from other countries will help me to gain a global perspective and perhaps, acquire ideas about possible solutions to issues in the United States.  Throughout my journey through the Master’s program, I am constantly reminded of the importance of staying current in the early childhood field.

I want to extend my gratitude to my fellow classmates.  You offered encouragement and support.  Some asked great questions of me.  In your different roles in early childhood you bring different perspectives to the concept of research.  I have enjoyed reading your personal comments and continue to wish you well as you pursue your Master’s Degree at Walden University.

References

Lepuschitz, J.K. (2011). A Practical Guide to Reading Research Articles. Laureate Education,

            

             Inc. Baltimore, MD

MacNaughton, G., Rolfe, S.A., Siraj-Blatchford, I. (2010). Doing Early Childhood Research:

International Perspectives on Theory & Practice (2^nd ed.) New York, NY: McGraw-Hill.

Educational Issues in Australia

Education in Australia

Children learning in Australia

            As I looked through the links on the Early Childhood Australia website, I was impressed with all of the resources available to caregivers and citizens alike.  I especially enjoyed reading some of the articles for parents and caregivers in Everyday Learning and Every Child  Magazine. Media releases are also available through Every Child news.   Value is placed on parental views and its relation to early childhood education. The website is very easy to navigate.  I was also captivated by all of the information that is available from the actual webpage.

 The issues that are faced in Australia are similar in many ways to the issues faced in the United States.  They are looking at quality care and what that might look like.  They have developed a movement to help communities in their awareness of early childhood education called Hands Up for Quality.  They are trying to develop a quality rating system, just as many states are trying to develop in the United States now.  Funding is an issue there as well.  Play is an important part of learning in Australia.

Aboriginals in Australia

            Another issue that brings concern is the education of the aboriginals.  They are beginning to realize that different strategies may need to be used in order to best meet their needs.  Educators and administrators must begin to respect and understand the differences in their culture and incorporate their culture into the classrooms.  Many of the aboriginals meet poverty guidelines so additional resources must be obtained to improve their living conditions.

            I was surprised and impressed by the work that is being conducted in Australia.  I was surprised because when I think about Australia, I think of the outback and their pioneer type spirit.  I know that there are culturally aware sections of the country, such as Sydney, but largely I think of Australia as being wide open spaces with most people living in the country on large farms or plantations.  It must be a challenge to try and educate all young children when some of the population is spread over large areas of land.

            I applaud their efforts to improve early childhood education in Australia.  Because we face many of the same issues, perhaps we can learn from each other.

References

Early Childhood Australia.  (2012). Every Child Magazine. Retrieved from

            www.earlychildhoodaustralia.org.au/

Early Childhood Australia. (2012). Every Child news. Retrieved from

            www.earlychildhoodaustralia.org.au/           

Early Childhood Australia. (2012). Everyday Learning Series. Retrieved from

            www.earlychildhoodaustralia.org.au/

               

Research in Virginia

Research Project in Virginia

            I have been fortunate enough to be a part of research concerning a Quality Rating Improvement System (QRIS) from its inception.  The whole process has been very exciting because I have also seen the results of participating in the QRIS in our program in Williamsburg, Virginia.  There were several different committees working on each component for the rating system.  I actually helped to develop the milestones for different age groups and activities connected with the milestones.  As one of the piloting programs, I have seen the final product in action. 

            For our program I have seen some major improvements.  When I became Education/Disabilities Coordinator for our Head Start program, it was not a very highly regarded program.  Thanks, in part, to our participation in the program, we have begun to have a huge waiting list.  My first year we were scrambling to have our required 147 children enrolled.  For the past three years, I have been able to set a preliminary class list before leaving for vacation.  Additionally, we have access to some other professional development components.  The most important of these is a mentor for each of our sites.  The mentors are able to work with individual teachers at each site to increase their skills.  Because they work for other programs, they are able to offer other resources for our program.  The mentors also do workshops for our program.  Right now our emphasis revolves around building vocabulary through open ended questions.  It has been eye opening for the teachers.  When I go in to do observations, I can see a difference in the way that they approach topics.  Children are more actively engaged, therefore, there are fewer behavior issues.

            If your state does not yet have this system, I encourage you to do so.  If memory serves me correctly, there are 14 states that do not have a Quality Rating program.  You can see where your state stands in the area of early childhood by visiting this site http://www.pewstates.org/research/analysis/proof-into-policy-pre-k-milestones-infographic-85899376577.

I actually thought that Virginia was doing quite well until looking at this site.  It is exciting to be on the ground floor of this new incentive for improving education for young children in Virginia.  It has also given me the opportunity to meet others in the state interested in high quality education for young children.  I have met and worked with college professors, business executives, pediatricians, government officials, and other educators.  Watching it unfold has been truly remarkable!

References

Pre[K]Now: A Campaign of the Pew Center on the States. (2012, March 16).  Proof into Policy:

Pre-k Milestones [Infographic].  Retrieved from
http://www.pewcenteronthestates.org/initiatives_detail.aspx?initiativeID=31672

Smart Beginnings. (2007). Milestones of Child Development. Virginia Department of Social

            Services Child Care and Development Fund.  Retrieved from

            http://www.earlychildhood.virginia.gov/documents/milestones.pdf

Research Simulation, Part 1: Benefits of Play for Parents and Children Together

Parents and children playing together is invaluable

Research Simulation, Part 1

This week I began a research simulation.  The topic that I will be immersing myself in is The Benefits of Play for Parent and Child Together.  I chose this topic for several reasons.  First, there is an emphasis in Head Start on the parent involvement piece of our program.  Secondly, I often overhear parents in the hallway talking with each other wondering “All they do is play.  Aren’t they supposed to be sitting down with paper and pencil learning to write and read?”  From hearing these comments I know as education coordinator that the importance and benefits of play must be shared with parents—through play.  I also felt that there must be numerous benefits for parents as well as they play with their children.   Many of our parents are young, children themselves, and some parents work two or three jobs and feel they don’t have the time or energy to play with their children.  Knowing the benefits of play for parents will support my efforts to get them to play with their children.

What surprised me as I began to do research is that there is not a great deal of research about the benefits of parents and children playing together.  I can think of benefits, but I need to have research to back it up.  There is some material through Aistear Early Childhood Curriculum Framework—curriculum in Ireland.  It is endorsed by the National Council for Curriculum and Assessment.  The Australian Childhood Foundation also had some recommendations.  I found these sources on the internet.  I will have to do further investigation into the research behind the ideas presented.  From the Walden Library I was able to find a few articles about the benefits of play.  One referred to relationship play therapy for children with behavior issues.  It had some good suggestions about letting children lead play which as an educator I know is important.  It also suggested that play allows for relationship bonding.  Another article spoke of the importance of reading, singing and rhyming with young children as an aid to literacy skills.  The third article was about sex-stereotyping when parents choose toys for their children.  Helping parents to be aware of this would be beneficial to the child.

I enjoy a challenge because it helps me to stretch and grow.  I am finding both the text and articles we read each week to be extremely helpful.  The most helpful has been “A Practical Guide to Reading Research Articles”.  Through its recommendations I am able to eliminate articles rather quickly that don’t relate at all.  I was very nervous about doing research when I began the course, but now I am becoming more confident.

I would appreciate any help that anyone can give regarding this topic.  If you can help to guide me in the direction of good research articles or resources, it would be greatly appreciated.  If you have come across articles in your reading or work, please let me know about it.  I know I will be looking at the Office of Head Start’s official site: Early Childhood Learning and Knowledge Center.  I am also going to look on the Teaching Strategies website to see if Creative Curriculum has any insights for me.

Many of my fellow colleagues expressed their nervousness as well.  I hope that you, too, are feeling a bit more confident.  I will be reading your blogs this weekend.  If I can help you in any way, I will.

References

Information for Parents: Learning and Developing Through Play [Pamphlet]. (2012). Aistear,

            The Early Childhood Curriculum Framework in Ireland. Retrieved from www.ncca.ie/

            aisteartoolkit

Berger, K. S. (Ed.). (2009). The Developing Person Through Childhood (Fifth ed.). New York, NY: Worth Publishers.

Child’s play is a parent’s business [Pamphlet]. (2012). Australian Childhood Foundation, Fostering Children. Retrieved from www.kidscount.com.ua/English/chapter 05.asp

Eisenberg, N., Wochik, S. A., Hernandez, R., & Pasternack, J. (1995, December 1995). Parental Socialization of Young Children’s Play: A short term longitudinal study. Child Development, 56(6), 1506-1513. doi:10.1111/1467-8624.ep7252407

Hill, A. (2010, August 26). Parents are forgetting how to play with their children study shows. Guardian, The State of Play, Back to Basics. Retrieved from www.guardian.co.uk/life and style/2010/Aug/26/parents-children-playtime

Johnson, G., Kent, G., & Leather, J. (2005, January 1). Strengthening the parent-child relationship: a review of family interventions and their use in medical settings. Child: Care Health & Development, 25-32. Retrieved from Walden University using the Academic Search Complete

Keenan, T., & Evans, S. (2009). Theories in development.  An Introduction to child development (pp. 33-43). Thousand Oaks, CA: Sage.

Powell, D. (2004, August 4). Being a good parent is simply childsplay; Welsh parents are some of the best in the UK when it comes to playing with children. Liverpool Daily Post and Echo Ltd. Retrieved from Walden University using the ProQuest Central database

Wood, C. (2002). Parent-child preschool activities can affect the development of literacy skills. Journal of Research in Reading, 25, 241-258. Retrieved from Walden University using the Academic Search Complete database

Consequences and Goals in Relation to International Contacts

Consequences and Goals with International Contacts

            I have thoroughly enjoyed reading about and communicating with international contacts and websites these eight weeks.  As a result of communicating with my international contact, I am grateful for our social-emotional emphasis for early childhood education.

       The system in Poland that they use to compensate teachers is an interesting one—one I might pursue more information about should pay compensation become a major issue in the United States.  I know it has been an issue in the past, but because no one solution could be agreed upon, it was dropped.  I don’t remember a point system being considered before.

      Both of the websites that I explored had information that will be valuable when making presentations to organizations in Williamsburg. The Pew Research Center continually updates their information so that the most current data is available.

(Pre[K]Now: A Campaign of the Pew Center on the States
http://www.pewcenteronthestates.org/initiatives_detail.aspx?initiativeID=31672
(Newsletter: http://www.preknow.org/signupform.cfm )

And

Association for Childhood Education International
http://acei.org/
(Review also these online resources at: http://acei.org/knowledge/ )

      I also enjoyed learning from your contacts in Australia and South America.  It is great to know that there are people in other countries who are as passionate about early childhood as I am.

      My goal is to regularly visit the sites that I have become familiar with.  It is just one more way to stay up-to-date on current issues and trends in early childhood education.   Zero to Three, a website many of you chose to study, is one of my favorites!  I visit it on a regular basis.   I have enjoyed reading your blogs and look forward to future contacts as we move through the Master’s program.

International Contacts, Week 7

     First, there were some questions that you asked of me in earlier blogs that I would like to answer.  One person asked if students did not pass the test after “middle school”, did that finish their education.  They can go back and repeat the last year of the “middle school” and retake the examination.  If they plan on furthering their education, they must pass the test to move on.

     Someone else asked what happens to children that are taken away from their mothers if they are unable to take care of them on their own.  They go to orphanages, but if the mother can prove later on that she can care for the children, then she can get them back. There is a different mentality in Poland.  A woman is expected to find a husband and have children.  She is not to get a divorce because it is not recognized by the Catholic Church.   As I mentioned in an earlier blog, many couples are choosing not to have children because of the economic situation in Poland.

      Teachers are required to have a bachelor’s degree in order to teach children ages 2-6.  They must have a Master’s degree to teach once the children are 7 and ready to enter school.  Public kindergartens ages 4-6, have a teacher but no aide.  Private kindergartens have one or two aides depending on the budgets of their program.  Professional development is required.   How much must be done depends on who is in the office of the government.   A point system is used in order for teachers to get more pay and credibility.  After the first, second, and third years, the director meets with the teachers and talks about the points they have earned for that year.  Points are given for education, experience, and the opinion of the director.  After the first three years, teachers and aides continue to accumulate points and meet with the director at year five, 10, 15 in increments of 5 .

       Monika (personal communication, June 14, 2012) wants you to know that there are good things about the education program even though she likes America’s system better.  She is thankful that she had to take foreign language classes all the way through school.  She is very thankful for the English that she learned.

        My parent’s mother-in-law started as a teacher.  Because she was a very good teacher, and the director liked her, she was able to study while working.  Her education was free.  When she completed her Master’s degree, she became a director herself.  She worked with the Department of Education on committees and was even offered jobs in the government.  She turned them down because she loved being a director and she hoped that my parent and her son would move back to Poland so that she could be the grandmother while they worked.

         My parent has just gotten her AA degree in early childhood.  She applied to Old Dominion University to get her bachelor’s degree in early childhood.  Then she wants to get her Master’s degree in special education.  She wants to help people the way people helped her when she came to the United States.  She said that she feels like she will always be a 2^nd class citizen because she is from Poland, even when she achieves her citizenship in the United States.  I told her that she is just as much a citizen as I am once she gets her citizenship.  That made her cry…tears of joy!!!

      I have truly enjoyed my time with Miss Monika and learning about education in Poland.  All countries have issues that must be addressed.  Learning with and from each other, education in all countries can be great!

Web Resources, Part 3

http://www.acei.org/acei-news  Association for Childhood Education International

This week I chose to focus on a tab within the website.  The tab I chose is News and Publications.  Within that tab are several subtopics- ACEI News, Global News, Blog, ACEI Publications, Bookstore, ACEI Radio, and Enews.  A topic in ACEI news was actually a blog discussing positive childhood through play.  I especially liked a blog by Aileen Puurveen-Abma:  

The guiding principles specific to global educational policies and practices therefore, must equally consider each particular developmental area in the context of the whole. 
“S” social development “I can learn to reach out to others, share and have friends”
“P” physical development “I can learn to move my body that best expresses my abilities”.
“E” emotional development “I can learn to believe in myself and love who I am”.
“C” Cultural development “I can learn and celebrate who I am in the context of others”.
“I” Intellectual/ cognitive development “I can learn to succeed to the greatest of my ability”.
“A” Artistic development. “I can learn to freely express myself through the arts”.
“L” Language and land development. “I can learn to communicate to others and to the earth itself”.

(Puurveen-Abma, 2012)

In the Global News section, there was a great article about the importance of early childhood education and its connection to health.  In a paper within the Global News section many of the same issues and solutions we have studied this week are also said to be relevant for communities around the world.

 ACEI Radio had several webcasts that were interesting including “The Impact of Media on Children” and “Appropriate Goals for Learners in Pre-Education for All Global Monitoring Report: pre-K and Kindergarten”

Pre[K]Now: A Campaign of the Pew Center on the States
http://www.pewcenteronthestates.org/initiatives_detail.aspx?initiativeID=31672

On this website this week I chose the Research and Analysis tab.  There was a great report about funding for public pre-k titled “Return on Investment: Monetary Benefits and Cost of Evidence-Based Public Policy”.  It was stated that because state aid and property taxes are going down, school divisions are losing funding.  This causes school divisions to either lay off staff or cut programming and/or benefits.  It also mentioned that the number of male teachers in early childhood is decreasing because of the economy. 

There was also a section on webinars.  One that looked particularly interesting was the home visiting webinars.  Because this is one of the new hot topics in early childhood, I looked at opportunities to participate in those webinars.

I am really enjoying reviewing the websites.  There is so much great information to support the cause of high quality early child care.  This is important as we seek to find new funding sources for our programs.

References

Education for All Global Monitoring Report . (2012, April ). Expanding equitable early childhood care and

education is an urgent need.  Policy Paper 03.  Retrieved from

http://unesdoc.unesco.org/images/0021/002160/216038E.pdf

Puurveen-Abma, Aileen. (2012, June 7). Promoting a Positive Childhood. [Discussion group comment].

                Retrieved from the Association for Childhood Education discussion group:

                http://www.acei.org/blog/entry/attacks-on-education-1.html

               

More about Poverty and Education in Poland

I really enjoyed speaking with Monika again this week.  I gave her a list of questions early in the week so that we would have time to discuss them when I called her.

Over twenty percent of children in Poland live in poverty.  While poverty used to be a rural issue because Poland was an agricultural state, now poverty can also be found in pockets of the city.  The unemployment rate is high-- about 44%. " Women make 14 times less than men in equal jobs" (Monika Kulwikowski, personal communication, June 1, 2012).  Jobs are difficult to find for all adults as I mentioned in my previous post.

Approximately forty percent of children attend "kindergarten", ages three to six.  Parents must pay for it whether it is public or private because it is not mandatory.  Children learn basic skills here, but the numbers are high for classrooms so not as much learning takes place  Regular school begins at age seven.   There are two-teachers in each classroom- lead teacher and a special education teacher for children with special needs. Yearly assessments are done with an external competence test given after six years.  Accommodations are given for children with special needs.  These accommodations include testing in a special room and being given more time to complete the test.  In some cases students with special needs can take the tests at home where they feel more comfortable.  Students move on to three years of "gymnasium" after that.  The primary and gymnasium are mandatory schools.  If students pass the "gymnasium" test, then they have a choice of four years in general secondary school, three years in technical school or four years at basic vocational school.

Because of the large degree of poverty and young adults choosing not to have children in Poland, an initiative was put in place.  It is titled the Family Policy Package.  Mothers receive more time to be with their children and receive minimal funds for doing so.  Fathers can take off a month and receive a small amount of funds also.

People asked in my last blog if there are any agencies that help families in poverty.  UNICEF, Habitat for Humanity, the World Bank, and the Catholic Church are the main contributors of help for families in poverty.  Because many families in poverty live in rural areas, sometimes it is difficult to locate the families to offer help.  Poland is also part of the Organisation for Economic Co-operation and Development.  This is a group of 30 democratic societies that work to help each other with solutions to policy and social issues.

References

EUROPA- The European Alliance for Families. (2011, Dec.). Poland: Tackling the Challenge of work-life

      reconciliation. European Union. Retrieved from 

      http://ec.europa.eu/employment_social/emplweb/families/index.cfm?id=4