Saturday, December 22, 2012

WK8: What I Have Learned


One hope I have when working with children and families from diverse backgrounds is that they can feel they are understood and welcomed. It is typically easy to look nice and exchange friendly conversations. However, the roles of early childhood educators are deeper than being nice around the children and their families. I hope to understand what their beliefs are, what differences and discomfort they have experienced when dealing the dominant groups, and what anxiety they have so that I can help the children to develop positive identities and to be fully nurtured.

One goal I would like to set for the early childhood field is to increase the number of staff and teachers who are educated on anti-bias education. Anti-bias education is very important because it affects healthy identity development. I believe this is more important in the long run than teaching letters or math. However, I feel that currently more and more time and interest are devoted to more academic topics. That is why I set this goal.  

                    

To my colleagues,

Thank you very much for sharing your insights. I hope we all can become true anti-bias educator and make changes in the early childhood field. Please let me know if I can help you with something even after we finish our course.

 

Aya

Saturday, December 15, 2012

Start Seeing Diversity Blog: Creating Art






What I wanted to show in the illustration is that children build their identities from what other people think about them or their groups, which can be biases, something that causes children to feel discomfort or trauma (Spay of the colors indicating that). I also wanted to show that those messages or experiences stay in children as they grow up. I did not add physical features for the children because the differences among children are limitless and these differences are equally important. The colors are both in dark and bright colors because children get positive and negative messages and the mix of the colors can be taken as beautiful or dirty depending on people viewing it because I believe that identities are the same since some people may think one person’s features are cool and others may not agree. I chose to not put faces on the children as they are growing up in the illustration because some children view their identities as positive and others do not. I also wanted to show identities are subjective and dynamic in some ways.

 


Saturday, December 8, 2012

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!"


While out shopping at the mall with friends, my six-year-old daughter and her friend saw two adults with restricted growth walking, they started to giggle and said, “Look at those people!” to us moms while pointing at them. I told my daughter not to point at them, while my friend said the same to her son, and explained, in serious tone, that there are people who look differently and it is not something we should think of as funny.  

 

Our children instantly stopped giggling and did not pay attention to them when we came across them again later on as we shopped. So from our reactions, our children learned that we should not regard+ physical differences as funny things.  At that same time though, they might have taken our response as a message that we should not have interests or curiosities in people who look differently than ourselves.

 

An anti-bias educator might have used this as teachable moment. For example, he or she could have used the children’s curiosity to cultivate understanding. An anti-bias educator might have asked the children why they think little people were funny, explain why they are short and try to give a chance for the children to talk to those adults with restricted growth and ask if they are different inside.

 

Saturday, November 17, 2012

Gender, Gender Identity, and Sexual Orientation


Some of the ways you noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers, and schools.

 

I see homophobia in stores. Toys-R-Us’s website clearly identified boys’ toys and girls’ toys. This limits kids’ options on what toys to want and how to play and implies that playing with toys of different genders is bad or weird. I also see homophobia in the older Disney Princess movies. Princesses are usually beautiful girls who don’t voice their opinions if they even have them. They are beautiful and do housework without complaining, until they are saved by a Prince. However, I see changes in more recent kids’ movies. Fiona in Shrek fights against enemies with martial arts and makes a very deliberate choice to remain an ogre, which is considered ugly even though she could have remained a beautiful woman. The main characters in Chicken Little and How to Train a Dragon are not strong or powerful but end up becoming heroes because they care for others, and are smart

 

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

 

I would explain that our job is to provide children with environments that help them to build high-esteemed identities and to become people who respect various kinds of people. To do so, we need books depicting gay, lesbian and same-sex partnered families because it makes them visible in their world which raises awareness. Hiding that there are gay and lesbian people gives children biases that people who are not heterosexual are abnormal or less important. I would also explain that awareness does not increase the rate of children’s becoming gay or lesbian as adults.

 

 

 

 

 

Saturday, October 27, 2012

WK8: Thank you & good luck!


Thank you very much for sharing your thoughts. I am always motivated and supported by your diligence and common desire to make the early childhood field a better place for children and families. I hope we will see one another again in future courses and I also wish you good luck in all you do.

Saturday, October 13, 2012

WK6: Team


I think high-performing groups are hardest to leave. It is not only because it is working well but also it has a history that makes it a part of my identity. I have always had an important team since I was a child. Some of the teams that were hard to leave were my volleyball team, McDonald’s where I worked while I was in college and a school where I taught as an English teacher. I think they were hard to leave because I had memories of working together for goals and had achieved some of them, and the members grew by helping and learning from each other. Except for the volleyball team, I had parties as a kind of ritual. It is nice to have a ritual to be able to thank teammates and say good-bye to them.


I imagine that adjourning from my colleagues will be hard but also somewhat happy too because I will be sad not to be able to have contacts with them often but I will be glad that they will be thrive as early educational professionals as they wish to. I think adjourning is essential because we need to move onto our next goals. It will benefit the organizations we belong to and help us to grow up.  

Saturday, October 6, 2012

WK5: Conflicts


This is a small conflict that happened at work. At the school where I work the art teacher visits the classrooms to teach arts. She brings the stuff she needs to teach. The lead teacher for my class has asked me to watch out for that the art teacher does not take things that belong to the class and to not let her to use them as much as possible.

 

At the first art class of the school year, the children used markers. The art teacher had two big boxes of her own markers, but she put our class markers on the table without asking. I thought it was not what the lead teacher wanted her to do but I did not stop her because her markers were black outside and our markers were white outside. So I thought I would be able to distinguish them and put them back to where they should be at the end of the class because I am the one who does the majority of the cleanup.

 

At the second art class, the lead teacher was around. I put classroom markers on the table because I knew the art teacher wanted to use them again. The lead teacher asked me not to let them use our markers. So, I put them back saying “I see.” However, the art teacher stared to put our markers on the table a minute after that because she was not watching us. The lead teacher told the art teacher, “I do not want your markers and my markers mixed. Mine are white and yours are black. So please do not mix them when putting away.” She also explained the same thing to the children.

 

This experience made me notice that I tried to avoid conflicts even small things. I do not like to show disagreement. The lead teacher’s attitude showed that we can and need to speak out about what we want even in politeness. She gave this as advice too. She also said, if we do not show what we want or what we think, we could get in a trouble even if we are right.

Saturday, September 29, 2012

WK4: Similarities and differences between my evaluations and other people’s



I asked my coworker who is the lead teacher in the preschool class I am assisting and my husband to evaluate my communication. The scores are below.

 
Person who evaluated--- Communication Anxiety Inventory, Verbal Aggressive Scale, Listening Styles Profile

Me   41, 55, People-oriented

Junko(Japanese)---34, 57, People-oriented

My husband(American)---53, 55, People-oriented

 

The scores are slightly different but the categories I was evaluated into were all the same.

 

I have a mild level of anxiety in communication and communication is not a problem but I have some situation I feel unconfident in (public speaking). I have a moderate level of Verbal Aggressive Scale. I have a good balance of respecting and considering other people’s viewpoints, and arguing fairly without attacking people. As a people-oriented listener, I am empathetic and concerned with others but this may interfere with proper judgment by trusting them too much.

 

The surprising thing is that the evaluations are so similar even though Junko and my husband are form different countries and I have relationships with them in different areas. I had expected to find that people from different cultures perceive my ways of communication differently. It is interesting that I can tell why the scores were a little different. I need to hide and overcome my anxiety towards communication at work and I try to have and show my opinions more clearly at work than at home.

 

One of the insights is that from the similar results from people with different backgrounds, I noticed that I slightly change my ways of communication unconsciously depending on who they are. I believe that we need to pay attention to the changes we make unconsciously.

 

The second insight is that there are many ways of communication that are appropriate. By reading comments that were not applied to me too and found out it is not a right-wrong topic but about styles and preferences. I believe that we can learn from other people and choose to use the styles we do not usually use in certain cases if we think these ways will work better.       

Saturday, September 22, 2012

Three Strategies


I think I tend to hide my feelings especially negative feelings such as anger, sadness and frustration more than people from different groups because I do not want other people to feel bad. However, this is not a good thing for effective communication. I also try to say things vaguely because I do not want to sound blunt or bossy. I feel that having these tendencies from Japanese culture and the Japanese language make me ineffective sender of messages here in the US.

I would like to make three changes for better communication. First, I would like to use nonverbal communications intentionally so that listeners will know what I feel and think easily or people won’t misunderstand my actions as displaying indifference to them or their feelings. Second, I would like to say what I want before giving the reasons why I want them because I often feel that that is the way people in dominant culture here communicate and get confused by my approach. Lastly, I would like to imitate ways other people communicate and see the reactions of others for better understanding of different ways of communicating.

Saturday, September 15, 2012

WK2: Watching a drama with and without sound


I watched the drama called “Furi-ta- ie wo kau” This title is difficult to translate but it means a person who only have low wage part time job buys a house. When I watched it without sound, I thought I understood their relationships and what kind of topics they were talking about. After I watched it with sound, I found out that I got most of the relationships right even the details like a couple whose relationships are not going well even though they like each other. However, what they were talking about was rarely right and sometimes completely different from what I guessed. One interesting fact is that I didn’t remember some of the short scenes I watched without sound.  

For me the “aha” moment was in recognizing how the non-verbal messages still fit what was going on in the story, even though I had not gotten them right.  This means that we really should avoid acting as if we can understand what someone means with their non-verbal messages alone.  Most of the time knowing why someone is feeling the way they feel is just as important as knowing that they feel that way.

Wednesday, September 5, 2012

WK1: Good communicator


I think my husband is good at getting mistakes fixed at stores. He talks more professionally than usual and never talks emotionally even when he is really angry. He explains what happens accurately gets the person to confirm what should have been expected and gives reasons why he thinks things are not done properly.  He also focuses the conversation on how the situation can be fixed instead of accusing the person who of not doing the job properly.

 

I would like to model this because he often gets what he wants without upsetting anybody. I think his talking professionally invisibly encourages the listeners to speak and act professionally in return and his not getting emotional and not accusing any particular person puts the listeners on his side and helps them want to help him out.

Saturday, August 18, 2012

Professional Hopes and Goals


My hope is to speak about our differences with children and families and show a desire to learn them and appreciate them as a good role model. This might not sound big but I believe that it will have a big impact on children. I have been learning that children are creatures which are naturally disposed to learn and think about what they see in daily life. For example, my daughter made a mouse cage with a running-wheel by arranging her toys creatively:  She used a kitchen pan and a box of blocks.  She did this on the same day my family visited a garage sale where she saw a real mouse cage on sale. I would like to stimulate children’s curiosities for differences and potentials to see them equally in the daily setting.



I would like to contribute to the working environment and classrooms where people talk about differences of us and things people feel are inequity. Since I learned a lot of insights and became aware of issues of diversity, equity, and social justice, I would like to pass them to other people and create opportunities for people to think about these issues.



To my colleagues,

Thank you very much for sharing your thoughts. I am always motivated and supported by your diligence and common desire to make the early childhood field a better place for children and families. I hope we will see one another again in future courses and I also wish you good luck in all you do.

Saturday, August 11, 2012

Welcoming Families From Around the World


The country of origin of my imaginary family is Tonga.

Things I will do to prepare myself to be responsive to the family in the childcare setting are following.  

1.       Visit the website of their national tourism guide such as http://www.thekingdomoftonga.com/.

2.       Visit a community of people who are from the country the family us from.

3.       Study about attitudes to education and discipline in Tonga.

4.       Study about religion in Tonga.

5.       Study the language(s) of Tonga and find a person who can work as interpreter if they only speak Tongan, or as a cultural interpreter if they speak Tongan English.

I hope visiting their national tourism website can teach me about their history, political situation and cultures such as food, clothes and festivals. I think I can learn what type of people they are and discover differences and similarities beforehand and hopefully I can get advice from community members who have already experienced a daycare in the US by visiting a community of their people.

I hope these preparations will benefit both of us by lowering the barriers of language difference in both ways, reducing the possibilities of my pushing my values on to them, and helping them to maintain who they are. I think their feeling supported and happy will be the biggest benefit for me.


Saturday, August 4, 2012

The Personal Side of Bias, Prejudice, and Oppression


I have heard from some of my friends at play-dates saying we should avoid schools that many Latinos go to. When I heard that first, I didn’t know why so I asked the person the reason. She explained her belief that Latino people have low interests and motivations in education and have dubious morals. This bias diminishes the equity by implying that Latino students are not desirable and influence negatively on other students even though there is no such evidence and it may encourage Latino children to act like that only because other people expect them to do so. When I heard the explanation, I felt that it is not fair for Latino students because I believe there are going to be bad students in any ethnic and cultural group but they are not attributed to their ethnic or cultural groups except in this case.   And it is also weird that non-Latino people who do not really know much about Latino culture decided to label Latino students in this way.

I think the best way to turn this incident into an opportunity is for many Latino students to show their excellence in school. I think this is much easier than before because there are successful bilingual Latino youths and adults who can help younger Latino students. I also think teachers must not have these biases and prejudices against them because biases limit students’ performance levels and other students pick up the microaggressions from their teachers. Another thing we can do is that non-Latino parents can try to get to know Latino parents. I believe that they will find that parents in any culture usually think their children and their children’s education is very important.

Saturday, July 21, 2012

Perspectives on Diversity and Culture

I do not usually get offended even though some attitudes or words casted to me could be microaggressions. However, I have an experience where I was not really happy. Me and my husband visited an insurance company to get a life insurance. The agent was male. Among questions he needed to ask us for the setup, there was a question about occupations. I answered a stay-at-home mother. He said “It is the hardest job,” but I felt the faking of politeness in it. I understand he was trying to be nice, but I was not happy because I felt his prejudice that all housewives need to hear compliments since they are not really compensated and being a housewife is not a career. However, I chose to become a stay-at-home mother and I was totally enjoying it thus I did not need pity or a fake compliment to make me feel better. Also from my experiences, working outside and being a stay-at-home mother are both hard work in different ways and I did not feel that being a stay-at-home mother is the hardest. This made me think he was just being polite. So if he used the word “the most compensating or the worthiest” I would have been more happy.  


This experience made me think that one of the big effects of discrimination, prejudice or stereotype in the form of microaggressions is creating another prejudice towards an ‘’opposite” or “counter” group which in my case was career-focused males. I also think that prejudice and steretotypes, especially if they are microaggressions, from others make the targeted people think people from other groups are not able to understand them and builds a wall between them.

Saturday, July 14, 2012

Perspectives on Diversity and Culture

First I talked to my husband. He feels that culture is the deeply held beliefs and learned behaviors that a person gets from the people that they grow up with and live around. He says that culture forms many of the basic filters that shape how we begin to approach the world around us since the thoughts and words of others tell us almost everything we need to know about how to get by in the world. It tells us how to greet people, what things are just “edible” and what things are really foods, as well as what it takes to be a “good” person.  Since culture has been with us since birth, it even affects the parts of our minds that just process information as emotions, and without words, so that we react to things based on our culture without even realizing that we’ve had a reaction or have knowledge of the event in our conscious minds.



As for his definition of diversity, he says that he sees diversity as more than a situation where people are just allowed to be different. He says that this is just tolerance and that tolerance can just turn in to negative feelings that are bottled up and hidden, or come out in negative ways later. He thinks diversity is about seeking out and celebrating differences and not trying to say that everyone is really the same if you can get past the little things.  He said he feels that things are usually better if there are different ideas that are being considered.  He said that there can be more than one way of doing things in many situations, and in others, even if there is a better way, having different points of view can help us use “…the best practices,” or at least make a conscious decision to do things in a certain way based on values, or objective facts rather than just doing what others have done previously for the sake of doing them without having to think about why.  My husband also added though that this idea was easier to talk about than actually do, since our cultures really do make us react to things that our culture sees as wrong at a “…deep, emotional level.”



His definitions are more detailed and complicated than I expected. I believe this is because he majored in Anthropology in college and Applied Linguistics in his master. The examples he gives are similar to what I learned from the course. However, his idea of us getting aspects of the culture by how we act and what we say in certain situations is inspiring.



Second, I talked to my friend Mie. She has similarities to me because she is a Japanese woman who is married to an American man. The differences are that she is more than 10 years older and she has lived in many places in the US and Japan. Her definition of culture is focused on people having different ways of living such as food, houses and fashions and different attitudes towards things such as education and morals. She also shared stories about the military community that are very unique and show a lot of insight about one of the military’s sub-cultures. She shared that the wives of service members, amongst themselves, will unofficially organize themselves in ways that reflect their husbands’ ranks in the military. She also shared that attitudes towards her (as a foreigner) are different various areas of the US. Her definition of diversity is being different. She thinks the measurements include skin color, languages, food, manners and attitudes towards toward everything such as people, education and their job.



I think her answer reminded me of one of the panelist’s telling the culture is about how people exist in the world not only about how people look or what languages they speak. It was a little difficult to see cultures which are not ethnical cultures. So, her story about the military community gave me a hint to see cultures based on non-ethnical ways, which I have been omitted. Her definitions are similar to mine but her experiences with other cultures made me clear that there are so many kinds of cultures.



The third person is my father-in-law. He seems to be in different cultures from me because he is 74, a male, Caucasian, and an American who is a veteran of the military. His definition of culture is that it is the environment that someone grows up in, and the norms that reflect the beliefs of a particular group of people. And his definition of diversity is a recognition that there are differences, and a desire to become aware of the differences that exist without really being concerned with labeling those differences as objectively good, or bad, or grading them on relative scales of better to worse.



From his answer, I was able to see that some aspects of cultures are ascribed, which I learned in week 1. The omitted part is that people do think cultures in good/bad scale even though I learned that it should not be seen like that. Because of my backgrounds, me, and people around me are usually the ones who focus on understanding and co-living with differences as if they are looking at cultures from outside or between cultures. So, I felt that his ways to see cultures as if looking at from inside are to the point.

Saturday, July 7, 2012

My Family Culture




I would choose a omamori, manekineko , and chopsticks.  Omamori is a talisman. It is a small bag that contains paper or wood chip inside on which something religious is printed. I would bring one for my family’s health. Manekineko is a statue of cat and one with right hand lifted gather the luck of money and one with left hand lifted gathers the luck of people. I would bring one with left hand lifted. The last one is chopsticks.

I would explain that omamori is important because I can mentally depend on it for my family’s health. Manekineko is similar. I would like it to help me to gather people in the new country so that I can have another happy life there in my new community. Chopsticks might sound less important compared to the other two. But from my experience living in a foreign country, the only thing I get frustrated with and find inconvenient regularly is when I don’t have chopsticks. I think this is because they are an important part of my daily life.

I would feel sad, similar to a feeling of having to leave my friends behind when I had to give up two items among three I brought.   If I was forced to choose just one, I would have to keep the manekineko.

Since I have lived in the United States as an immigrant, this simulation may not be a big impact on the way I see my culture or how I handle with cultural issues. Even though I know I do not usually stick to my culture, it is interesting that I try to bring Japanese items that will bring my lucks or works as a guard. It means that Japanese culture means a lot when it comes to spiritual beliefs. It also proves that I see myself as belonging to Japanese culture even though I am not planning to go back to Japan or that I seem not to care about Japanese culture in my daily life here.

Wednesday, June 27, 2012

Hi everyone!



Hi everyone,

My name is Ayako March. I’m Japanese and I moved here with my first child and my American husband 5 years ago. Now I have two daughters who are five and two.


I am looking forward to knowing about you and sharing our thoughts through this blog assignment!

                               

Aya

Saturday, June 23, 2012

When I Think of Research...

One of the insights I’ve had about research is that we have a lot to think to make quality research. It is not all about research techniques. Researchers need to think carefully to collect objective and trustworthy data, balance the benefits and interests of the research and ethics and so on. My Idea about the nature of doing research changed from researchers’ curiosities to social benefits. From research simulation, I learned that it is very difficult to prove relations between some events and a child’s behavior because children become who they are by being influenced by many factors. The most difficult part of this course was the vocabulary. It is sometimes hard to understand what the textbook says. To meet that, I tried to concentrate on grabbing the outlines first and read for details when doing assignments. This course modified my perceptions of early childhood professionals to more academic and influential for the society than I used to think.



For my colleagues,
Thank you very much for sharing your thoughts through the course. They were very important because research is a difficult topic. Good luck on your future courses where I hope to see you soon!

Saturday, June 2, 2012

Research Around the World


Researches in the sub-Saharan area seems to relate to training or assessment to improve the quality of the care for children.  The surprising fact is that the quality level they are working on is still very basic such as survival rate, community health and orphanages.  The Australian website introduces the topics like what we see in America. They are for understanding children so that educators and caregivers can provide quality care and education. The surprising fact from a journal from this website is that one in five children living in low-income or single-parent families have mental health concerns. The European one has a lot of interesting and up-to-date topics such as children’s self-esteem in computer and learning and playing in different languages. One of the new insights here is that there are studies done about the challenges of children’s real participation. The noteworthy information/insight is that the interpretation of observation and interviews are always done by adults so what we think is true from the research results might not be true so we have to continue to study about children to understand children more accurately.

Saturday, May 19, 2012

Research that Benefits Children and Families—Uplifting Stories


This is a story that benefited me as a parent. I co-slept with my daughters after they became three months. This is natural in Japan because we think close attachment between a mother and a baby helps the baby to become stable and satisfied so that he or she can become independent sooner and considerate of others. However, I felt that I was doing something wrong in the US. because I knew a lot of people believe that  co-sleeping is a bad idea, is dangerous or is spoiling a child. When I read a research article that explained that different cultures have different opinions about co-sleeping and a lot of them are positive, I got free from the anxiety and guilty feeling, and became confident with what I was providing my children by co-sleeping.  I tried to find the original article I read but I couldn’t find it. However,  The Natural Children Project (http://www.naturalchild.org/guest/tami_breazeale.html) introduces research that show children whose mothers co-sleep develop stronger secure attachment and says “[c]osleeping is the cultural norm for approximately 90% of the world's population”(Breazeale, 2001, para. 3).



Reference

Breazeale, E. Tami.(2001). Cosleeping. Retrieved on May 18, 2012, from http://www.naturalchild.org/guest/tami_breazeale.html

Saturday, May 12, 2012

Your Personal Research Journey


The research topic I chose for week 1 assignment is How Does Bilingualism Influence on Children’s Socio-emotional Development? The subtopics are 1.Are Bilingual Children More Self-Esteemed?  2. Are Bilingual Children More Resilient to Stress? 3. Do Bilingual Children Have Different Personalities When Speaking Different Languages. I came up with these topics from questions that came from my personal daily experiences of learning English and raising my children to be bilingual. I am also most interested in socio-emotional development among the three main domains of child development because I think it controls the other domains. So, I wanted to know how being bilingual influences children’s socio-emotional development. For my final choice, even though I am most interested in 3, I chose 1 because I thought this is the most workable question based on what our textbook says, and I also thought it is the most purposeful topic that can bring benefits for both children desiring to be bilingual and children not seeking language skills who are in need of more self-esteem.


What I would like advice on the most is if I should combine 1 and 2 because they are related or if I should concentrate on only 1.


I found this website when looking for articles for myself and feel it might be helpful for someone else. http://papers.ssrn.com/sol3/DisplayAbstractSearch.cfm

 Thank you.

 Aya

Saturday, May 5, 2012

Hi everyone!


Hi everyone,

My name is Ayako March. I’m Japanese and I moved here with my first child and my American husband 5 years ago. Now I have two daughters who are five and two.

I started Walden while being stay-at-home mom but I recently started a temporary preschool assistant job at an international school because this is the school I had been interested in for a long time. The position is only for 8 weeks, so I can get started there, but will be able to stay available to my girls until they are more ready for me to work full time.

I am looking forward to communicating with you all through this blog assignment!
                            

Aya

Saturday, April 21, 2012

Final Blog Assignment


The biggest consequences of learning about the international early childhood field for my professional and personal development is that I now understand that there are no borders for early education in the world. We can learn from each other and help each other. I think, of course, personal connections with early education professionals around the world are beneficial but interactions between governments should be more active so that national level revision of systems and supports for developing countries are encouraged.

 Another consequence is that more support is needed for developing countries. There are countries where basic things such as children’s health and children’s rights have not yet been guaranteed.

A third consequence is that I understand that the early childhood field in the world is changing.  The connections between countries are tighter and research corroborated by early educators in different countries is not rare now. So, it is our job to keep up with the changes by visiting the websites we found during the blog assignments.

 My goal for international awareness right now is to learn how children are taught in different counties and how early educators encourage international awareness in children because I will be working at an international school until the middle of June.

Saturday, April 14, 2012

Getting to Know Your International Contacts—Part 3

I listened to Susan Lyon’s podcast. She is pursuing the Reggio Emilia Approach and started the Innovative Teacher project. Since she did not explain Reggio Emilia much, I visited the website of the Innovative Teacher Project to learn about it. The base concept of it is “educators [should] view education as a relationship among three protagonists: child, teacher and parent. Exchange and dialogue is valued between children, teachers and parents”.  I agree that all the teachers should keep this in their mind for quality education for children.


One of the insights I gained from UNESCO’s “Early Childhood Care and Education” webpage is solving access inequity issue is not easily solved just by government’ providing supports for the most devastated children. Since those supports are limited to certain aged groups, areas or incomes, there are many children who are excluded from targeted groups even though they also need support.


Another insight I gained is that the world has started to value early education. The government of Gambia has a plan to create ECD Centers for 3-6 years old children in disadvantaged areas. The government’s goal is to increase the enrollment rate from 20% to 70% by 2015.


The third insight I gained is about early education in Singapore. Childcare and preschools are much more affordable and available there than in America. More than 99 percent of children have experienced preschool education. This is mainly because the government supports early education so that women can join the workforce. The Ministry of Community Development and Sports (MCDS) and the Ministry of Education (MOE). MCDS purviews childcare centers for children between 2 months and 6 years from 7 A.M. to 7 P.M. MOE purview preschools for 2- 5 hours. The fees are state-subsidized and further financial assistance is eligible for poor children from NGOs.


Sources

http://www.innovativeteacherproject.org/reggio/values.php

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/



Saturday, April 7, 2012

Sharing Web Resources

I have been studying the NIEER’s website. This week, I followed some of the links. My favorite link was one that leads to their YouTube website where you can watch videos about preschool press conferences, mothers’ voices and so on. These videos reminded me that preschool teachers must keep learning because we are involved with different children, families and their lives every year, and we need to find out the best ways to support them. I especially like the video titled “Growing and Learning in Preschool”( http://www.youtube.com/watch?v=or10f-YcM8Q&context=C40dac15ADvjVQa1PpcFM2h-dm5fGo3d2OTHOXnl6ZJe1sNhTXq9Q=) because I can actually see techniques about how we can maximize children’s eagerness to learn.

NIEER’s website had an article about state’s supplements for Head Start. The trend is unfortunately downwards. Even though a state understands the importance of investments in early education programs, the supplements decrease as the economy gets bad. This is not the way government should work, but I understand the difficulty with getting financial resources for equity. (http://preschoolmatters.org/2012/03/27/state-support-for-head-start-over-the-years/)   

One of the new insights I gained is that half of preschoolers are not taken outside for play by parents or caregivers, even though playing outside is crucial for children’s physical development and mental health. I believe this is also an equity issues because preschools and daycares that offer big yards or even a swimming pool require expensive tuition rates that poor families cannot afford. (http://thechart.blogs.cnn.com/2012/04/02/half-of-pre-schoolers-not-playing-outside-daily/)

Saturday, March 31, 2012

Getting to Know Your International Contacts—Part 2

One of the new insights I gained at the Global Children’s Initiative website is idea groups. They are consisted of professionals from various fields who exchange ideas and make innovative thinking into actionable plans. I believe this kind of group is efficient in any type of organization including preschools and daycares.


Another insight I gained is that scientists showed evidence that relationships with parents and caregivers actually shape brain circuits. The theory that secure relationships have positive influence on children’s mental development and academic success is old but the scientific support is new.  I believe this will improve policies such as maternity leaves and kindergarten curriculums.


The other insight I gained is that the early childhood field is now global. There are many international conferences and collaborative research projects by professionals from different countries. Sharing knowledge, ideas and research with professionals around world helps us to gain deeper understanding of child development and issues.  Using research from many sources to ensure children’s healthy development around the world by educating policy makers is an efficient way to see the bigger picture. I think this is what early childhood should be because children in any county have a right to have a quality childhood and childhood education.

This strategy is seen in the podcast of Maysoun Chehab. She worked for psycho-social support project in in Lebanon. Adults and children there were affected negatively by the war and devastated. She targeted parents and teacher first to care and train so that they could care children.


Sources
“World Forum Foundation Radio” (http://www.worldforumfoundation.org/wf/radio.php)


Saturday, March 24, 2012

Sharing Web Resources

Sinc I have not started my career, it is hard to choose sections particularly relevant to my current professional development. But I think the section called the latest research is useful. It includes data and results of new programs all around the US, scientific research on child development, public policy and funding, and so on.  
A controversial topic I found in the newsletter is about mandatory retention at third grade. Advocates for it argue that third grade is the line that changes form learning to read into reading to learn and children without enough literacy skills will fail in school. They point out positive outcomes such as that “reading scores for kids who repeated third grade went from way below average to well above average” and “Florida's Hispanic students alone are ahead of 31 other states' total student populations in fourth-grade reading”(Smith, 2012, p. 1). Opponents for it argue that better scores of children who spent another year at the third grade is natural because they are older than others and those gains faded by 8th grade.  They think holdback is traumatic and stigmatizing. They suggest that schools should spend the money it takes to give children another year for other resources such as tutoring.
There was an article about a conference where Nobel prize-winning economist James Heckman told business leaders and policymakers the importance of investment in child education. He insisted that quality early education makes a productive workforce and remedial investments are excessively costly while investments for early ages have high returns. I feel that supports from economists are very meaningful not only because support from other fields make the issues open to more people but also they could appeal to policymakers and businessmen who can actually make ideals into real practices.   
The new insights I gained about dual-language programs are that they are beneficial for English speaking children in language, literacy, and mathematics and they learn Spanish without losses in English language learning. I think every child should be given the opportunities to learn two languages

References
NIEER. (2005). Nobel Laureate Economist Calls For Major Investment in Public Pre-K. Retrieve on March 24, 2012, from http://nieer.org/psm/index.php?article=96

Smith, T (2012). Schools Get Tough With Third-Graders: Read Or Flunk

Retrieved on March 24, 2012 from http://www.npr.org/2012/03/05/147980299/tough-love-reading-laws-target-third-graders?ft=1&f=1013


Saturday, March 17, 2012

Getting to Know Your International Contacts—Part 1 (Poverty)

I joined a community of preschool teachers in Japan. This site is managed by Lina who is a preschool teacher there. I can send emails to members as well as make posts. I’ve been trying to engage with people about academic topics but nobody has responded yet and I have begun to feel this site is not good for academic topics.

So, I went to the podcast website. Barnabas Otaala's episode tells a story about a village in Namibia. The villagers were in need of a lot of things because they were so poor but more importantly, they found that a girl was HIV positive. Her father didn’t want to tell the fact to the villagers because they might dispel him. I believe his phenomenon is based in poverty, but I learned that poverty doesn’t only mean not having enough food, supplies, and money to go to hospitals. It also influences on how people think and what they think of as their priorities.

Since I haven’t got a reply from my podcast, I studied about poverty in India at the website of the Childhood Poverty Research and Policy Centre because a lot of Indian people live in my neighborhood. India had been suffering from poverty but a lot of programs reduced the rate of poverty there. Yet,[a]lmost half of all children (about 62 million) under the age of five are malnourished and 34 percent of new-borns are significantly underweight” (CHIP, 2012, p. 1) Improvement is that infant mortality rate has dropped and the enrolment of primary school-aged children rose. However, India still has 20 % of the world’s out-of school children. Caste, class, ethnicity and gender inequity impede improvement in certain groups or states. While urbanization has been supporting their economy, it “result[ed] in new health problems, such as HIV/AIDS, which is placing greater strains on society and the health of the poor in particular” (CHIP, 2012, p. 1). Even though improvement is obvious, they have more places to help, fields to help further, and new issues to solve. I think that the cooperation of government and international organizations is the key for India’s future.

Reference
CHIP. (2012). Country Overviews. Retrieved on March 16, 2012, from http://www.childhoodpoverty.org/index.php?action=countryo

Saturday, March 10, 2012

Sharing Web Resources

I selected the National Institute for Early Education Research (http://nieer.org/) and have subscribed their newsletter.


Their focus is to show facts related to the trends and issues in early education and child development that are the result of research. So, they include information about a wide range of topics but their information is always based on science and not just opinions or anecdotes.


The article which caught my attention shows the result that student who lack of oral proficiency have significant disadvantage on reading and math through 5th grade. The gap is serious especially for Hispanic students and students in the lowest socioeconomic quintiles. It is critical for preschool teachers to know that “oral English proficiency at kindergarten entry has a significant impact on students’ math and reading achievement during the elementary school years” (Galindo, 2009, p. 26). I think this is another indication that child- centered, play-based curriculum brings better outcome than curriculums focusing on early literacy.


Another topic which caught my attention is from the newsletter. One of the various topics they offered is that there has been an increase of Kindergarten redshirting in recent years. Parents who are in favor of it discuss the benefits of their children’s being more mature, better skilled, bigger and stronger which are factors that are known to lead to confidence and success. However, there is an argument backed by research that says that these children are more likely to become bored in the class, cause disruptions and dropouts. I think this topic is difficult because their success is not only dependent on when they start kindergarten but also on a child’s future personality, as well as his or her peers and teachers.  These are factors which parents cannot know when they have to make decision.

Saturday, March 3, 2012

Establishing Professional Contacts & Expanding Resources

Since I would like to help children at a Japanese preschool or an international school in the future, I tried to find web community for Japanese preschool teachers. I found one called “youchien no sensei"(Preschool teachers). This is a private community managed by Lina, a preschool teacher in Japan, and to be accessed by only mixi(It is like facebook for Japanese people) members. This website is not so formal but I expect I will hear honest opinions and daily classroom issues at preschools in Japan. I posted a greeting and explained why I joined them. This is the address for the page. (http://mixi.jp/view_community.pl?id=197768) I believe that I will get to know more people there.


I could not find the second contact, so I am thinking about using World Forum Foundation Radio(http://www.worldforumfoundation.org/wf/radio.php) too.

Sincce I have read an article from them, I chose National Institute for Early Education Research( http://nieer.org ) for my resource. The website looks useful to gain the knowledge about current developments in the early education field because its articles are based on research. I subscribed to the newsletters.

I am also interested in The Montessori Method. So, I went to Japanese Association Montessori(http://montessori-jp.org/index.html). Even though this website does not carry much information, I found The Association Montessori Internationale(http://www.montessori-ami.org/) from their link and this one is very activate and looks useful.

Saturday, February 11, 2012

My Supports

I thought about supports related to my going to school.  I get emotional support from my family. My husband shows understanding about how hard it is for me to do this because English is not my first language and we have two young children who need extra efforts from me because they are learning two languages and two cultures. My elder daughter cheers me up and waits for me when I am doing my assignments.  For practical support, I get school loans and my husband works two jobs so that I can stay home while doing my school work and raising our children. For physical support, my husband proofreads all of my assignments.  All of these support systems make it possible for me to go to school, stay motivated and keep my grades up.  If I didn’t have this support, my studying would have become a torture.  I would have forgotten why I wanted to start this program, and I would have lost my passion for early education. It means my life would have been a life without a career goal.



If I had weak sight, I would want every reading resource to be transferred to a clear and big font, or converted into braille or audio recordings. Emotionally, support from family would mean more. They would cheer me up and give me encouragement when I finish each assignment. Practically, a text-to-speech tool and a key pad with braille would make assignments easier to complete. Physically, my husband would support me and make sure everything goes OK for school and for our family in general. He would read out instructions for assignments, arrange what I need for my assignments, proofread and finally turn my homework in for me. This kind of supports would make an impossible thing possible. If these supports were not available, I probably would not be in the program and even if I was, I would fail. My life would be a life where I gave up on something I have really wanted for a long time.

Saturday, January 28, 2012

My Connections to Play

Two quotes that I feel summarize what play represented for me in childhood are following.

We worry about what a child will become tomorrow, yet we forget that he is someone today. Stacia Tauscher

Children find everything in nothing; men find nothing in everything. ~Giacomo Leopardi, Zibaldone Scelto

I chose them because they contrast who I was in childhood and who I am now.  I in childhood was all about “now” and so busy finding out what I wanted to do with things I had around me. I never got bored and always felt I needed more time to play. My favorite items were old mattresses I was able to build forte, walls, a house and beds, and leaves and petals which I was able to use to make juice and chemical liquid. Another important thing was my legs and feet. It was just fun to run around, walking on the rocks and jumping from the gates.



When I was little, people supported play letting us play freely. It is unbelievable now but children were allowed to play alone in the park, run around and ride a bike in the neighborhood and take trips of up to a couple of miles to look for adventures. But adults and communities were watching us to be safe from criminals and they trusted us to find out what dangers were around by ourselves.

 I feel that plays are different now and when I was a child in regards with what we play with. I do not remember having many toys. I played outside a lot. Things like leaves, dirt, rocks were toys to me and finding out what I could do was the fun part.  But children nowadays have many toys. However, my daughter sometimes uses them in the ways which are not made to use so. For example, puzzle pieces becomes vegetables when she plays kitchen and becomes money when she plays shopping. I feel that the nature of children hasn’t changed much but the environment has changed.

I remember play was the fun of thinking and challenges when I was a child. I believe what I involve with is different now but I still like thinking and challenges because I know the fun of them and it enriches my life. I worry that environment surrounding children might not be various and wide enough to satisfy their curiosity and potential since adults limit where children go and what they play with because of the safety issues.