Research Journey

A part of becoming a professional in early childhood education requires one to become familiar with research on the topics related to the field. It is important to be abreast on these topics in order to improve the strategies and curriculum in the classroom to encourage child development.

As parents and teachers, the primary focus for many of us is development in cognitive intelligence. Recognizing the long-term benefits of children’s success in the early years has motivated advocates to develop curriculum and standards that encourage children to develop in this area. Because we focus heavily in this area, we may fail to give just as much attention to developing emotional intelligence. Emotional intelligence is just as important as cognitive intelligence as we become adults. Proper social development helps us to be able to communicate and relate to others in an appropriate way. We want our children to become great leaders. It takes a great leader to motivate others to work toward a particular purpose, goal, or mission. I think that this topic will help me to understand curriculum and ideas that target the students as a whole person instead of just focusing on part of their development (i.e cognitive intelligence).

I was introduced to the National Library of Medicine’s database that offers links to journal articles, books, and related material of research topics. I believe that this database will be useful in my research of emotional intelligence in early childhood. These articles will provide literature review that may raise other questions that I may want to consider for research.

Please feel free to offer any advice or suggestions for the research process for this topic. What are some other websites that you think may be useful for this research?

My Supports

FAMILY SUPPORT

Family support is very important in my life. My husband, children, and even my siblings provide support to help me through challenges that I face. My husband and children encourage me that my health challenges do not have to be what I live with for the rest of my life. My husband encourages to continue with my education in order to pursue my purpose in life.

 

 

 

Our daily lives can be filled with so many obligations. My husband and I have dreams for our children and even after they grow up. There are financial goals that we have and they require planning. Having a budget and reviewing it weekly helps to support the financial goals that we set.

 

Thoughtful corner…

If I had the challenge of caring for elderly parents, I would need and request the support of my siblings. That support would be in the form of their physical presence, when possible. I would also solicit the help of professional care that would alleviate some of the work.

Without the support…

If I didn’t receive the support of others, the challenge of caring for elderly parents would become overwhelming. If I had a family while trying to care for my parents, it would be difficult to balance caring for my family and my parents. Even if my parents lived with me, the responsibility of caring for parents would be added to the responsibility of caring for children and husband.

Being overwhelmed can lead to physical challenges in health if prolonged. Stress can lead to health issues related to the heart.

The stress that life offers confirms that we all need some type of support. We are not required nor built to handle everything on our own. The challenge that we all have is finding the right support that will encourage us and have a positive impact on our lives.

 

My Connections to Play

“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.”

-Leo F. Buscaglia

“Play is so integral to childhood that a child who does not have the opportunities to play is cut off from a major portion of childhood.”

-Musselwhite

“Children need the freedom and time to play. Play is not a luxury. Play is a necessity.”

-Kay Redfield Jamison

 

During my early years, play was an important part of life. Without recognizing the benefits at the time, I enjoyed play time because I was able to interact with friends and even make new friends. Through my studies in early childhood, I realized how play can encourage social, physical, and cognitive development.

Playing with doll babies was very interesting to me. I believe this was role playing. I treated the baby like my mom would treat my baby brother. I think this explains why I would treat my brother as if he was my “doll baby.” I helped my mother feed him and would want to look after him while she did other household chores. Even now, I treat my baby brother as if he was my son instead of my brother.

Another form of play that I enjoyed is playing games with other children. I believe that playing team-based games helped me to learn how to cooperate and develop strategies with others in order to attain a common goal.

This type of play creates a foundation that I will later learn the importance of everyone completing their task for the common good. For example, I loved playing kickball when I was younger. Members on the team were responsible for different positions. You had a pitcher and people who were designated for first, second, third, and home bases. And there were also people in the outfield (similar to baseball) for those kickers who could kick a far distance. This type of play is essential in the early years to help children learn that individualism is important even in a team. A team effort utilizes each person’s strengths.

While growing up, physical activity was important for children in school. Physical education was required and was a lot of fun. During that time, obesity among children was not as common as it is today. Even if educators did not consider other benefits for play, they thought it was important to allow physical activity for children during the day to combat obesity that leads to other health issues.

I have noticed a difference in play of my early years in relation to play for children today. When I was younger, you could ride through neighborhoods and see children outside playing games or exploring. Today, the neighborhoods are a little empty because children are mostly inside either on computers, gaming systems, or watching television. And they do not play the games that we use to play.

The girls are not familiar with jump rope and are unfamiliar with double dutch, which helps develop motor skills and uses the brain for feet coordination.

Parents, educators, administrators, and advocators must understand the importance of play.  According to the National Association for the Education of Young Children (NAEYC), there are quite a few benefits to children’s play:

1. Play is a child’s context to learning
2. Play reduces stress
3. Play is healthy
4. Play encourages learning and development of skills

These benefits should be reason enough to discourage policy makers from taking away play from the curriculum for our young children. Although school systems try to adhere to national standards, it is equally important to focus on the children as individuals. Children’s play can highlight their strengths and interests.

Relationship Reflection

There are a few relationships that I regard as being important to me, albeit they are different. My longest, lasting relationship is with my siblings. I grew up with two brothers (my older siblings were adults when I was born). We have experienced the death of both parents and still remain closely knit in adulthood although distance divides us. Our experience growing up is mostly responsible for us remaining close. I think that our parents required us to do so many things together. We took turns with doing chores, we were involved in various community and school organizations. However small it may appear to be, these experiences strengthened our bond.

Growing up, I saw the importance of commitment. First, I saw this with my parents’ commitment to each other to remain married. Commitment was important in my other relationships like friendship. I have friends with which we have been friends since elementary school. Through the years, we learned to trust each other with secrets and we were comfortable with being who we are. My commitment with my friends and the way I witnessed commitment with my parents is largely responsible for my commitment to my marriage. Commitment is made easy when trust can be reciprocated by the other person.

There can be challenges to maintaining relationships. One challenge that we cannot control is the death of another person. But even these relationships can be beneficial. My mother died when I was younger. However, the lessons she taught either verbally or by demonstration can be seen in the relationship I have with my daughter. We can also learn from our relationships by taking the mistakes and adjusting our behavior. This may be true in our work relationship. Maybe a person was passive in a past position and was not able to advance in a company. As they become aware of what they expect to be successful, they may take a more responsible role in their success; this may take the form of doing more than a job requires to prove their ability for another role in a company.

I think that the level of commitment that I have for my personal relationships can be used to be an effective early childhood professional. Commitment can be the foundation to which one can build trust with families. A commitment to engage families in the education of children will give families a sense that educators are really interested in the success of their students. Consequently, families can start to trust that the suggestions and recommendations for their children are through genuine concern.

 

International Early Childhood Education

Just as we can learn from our peers on different methods for studying or ideas for assignments, the early childhood education system of America can learn from other countries. We can incorporate some of the teaching methods of other countries. For example, China’s educational system in the early years are more teacher-directed and group effort. This is in contrast of  America’s system which encourages more individualism and creativity, and the children usually self-initiate work in the arts (Vaughan, 1993).

JoAn Vaughan gives details about the system of early childhood education in China; she shows how their socialist ideas contribute to the curriculum and methods of teaching in the classroom. Another interesting concept in the curriculum and teaching practice of the Chinese early childhood education is that there is not an emphasis on academics for children under the age of five (pre-primary age group) unlike the American culture that strongly encourages academics very early in childhood. One may also find that the Chinese culture may include music and dance as part of the curriculum in early childhood; children as early as two-years old are learning well-rehearsed dance routines and performances.

In American culture, one may find that early childhood programs either foster to care or education. However, the Chinese culture believe that early childhood should be two-fold, involving both childhood care and education. Vaughan also explains how these programs are funded in China. The funding for these programs are from various groups such as “the government, government-licensed private individuals and neighborhood communities, and work units” (Vaughan, 1993).

As we become more diverse in the classroom, it is important that educators and administrators become culturally sensitive. This sensitivity is not only important to handle issues with students, but it can help students develop the necessary skills to engage with others of a different culture. When educators become culturally sensitive, they may encourage more family engagement. As parents and communities are more involved with the early childhood education system, we may find that the support can foster the success of children.

Reference:

Vaughan, J. (1993). Early childhood education in China. Retrieved from https://www.pbs.org/kcts/preciouschildren/earlyed/read_vaughan.html

Professional Goals, Hopes, and Dreams

It’s that time again….BACK TO SCHOOL for many students across the nation. As the children prepare for school, parents and teachers are getting acquainted because both will be spending a large amount of time with their children. All dedicated teachers want to make that the time they spend with children be effective. As a resident of South Carolina, I am most concern with the quality of education that my children receive.

 

According to a report by the US News & World Report, SC ranked last in the nation in education and ranked number 45 overall.  The education assessment is based on metrics that include high school and college graduation rates and standardized test scores. Deanna Pan (2017)—the author of the article—explained to readers that the data shows that although SC has a high four-year college graduation rate and the standards of its state-run pre-K programs are of quality some of the damaging statistics are that students in K-12 still have low math and reading scores on national assessment testing and there is a low pre-K enrollment.

The SC Department of Education (SCDE) has constructed an amendment to its Elementary and Secondary Education Act of 1965 due to the national Every Student Succeeds Act that replaced the No Child Left Behind. South Carolina is a state that ranks among the highest in poverty. However, the SCDE wants to improve educational conditions and success rates for its children. The mission of the SCDE is “that all South Carolina students graduate prepared for success in college, careers, and citizenship” (SC Dept of Education, 2018). The initiatives and strategies presented in the amendment speaks of South Carolina’s commitment to improving the educational success of the children. The requirements for educators is aggressive so that the quality of education meets or exceeds the national standards.

My professional goals include starting an early childhood education center within a low-income community. I want to be able to give children access to a high-quality education that will foster development. There is data that supports the idea that poverty presents great challenges to the educational success of young children. Just as the National Black Child Development Initiative (NBCDI) strives to improve the lives of Black children through education, I hope to give the opportunity to all children to have access to high-quality education. The return is so much greater than the cost.

The challenges that I will face with my professional goal is to offer a high-quality standard. First, the early childhood education profession is known for having poor wages. The challenge is employing teachers that have both extensive experience and education that will be most valuable for the children. I will hope to compensate teachers based on their skills. Another challenge that I believe will be presented is the cost to run a high-quality facility in a low-income community. I would not expect families to fund much of the cost. Finding other funding sources will be necessary. I hope that these sources will believe in the long-term investment benefits that providing early childhood education to these children will be.

References:

Pan, D. (2017). South Carolina ranks last in education in US News. Post and Courier. Retrieved from https://www.postandcourier.com/news/south-carolina-ranks-last-in-education-in-u-s-news/article_5a7d26c8-fe9d-11e6-9644-2bab813ed6f7.html

South Carolina Department of Education, (2018). The elementary and secondary education act of 1965, as amended by the every student succeeds act consolidated state plan. Retrieved at https://ed.sc.gov/newsroom/every-student-succeeds-act-essa/consolidated-state-plan-approved-by-usde-on-may-3-2018/

Carter, M. (2008). Assessing quality: What are we doing? Where are we going. Exchange (19460406), (184), 35-35.

Sharing Web Resources on Early Childhood – NBCDI

The National Black Child Development Institute provides a lot of information on improving the success of Black children. Throughout the last few weeks, I have been introduced to not only the efforts of NBCDI, but also the names and efforts of its partners that are aligned with their mission:

“To improve and advance the quality of life for Black children and their families through education and advocacy.”

The organization offers an opportunity to educators and advocates to attend their annual conference that focuses on the agenda of the organization. The conference for 2018 will feature some of the following workshops:

“Promoting Healthy Practices in Early Childhood”

“Delivering on the Promise to End Suspensions and Expulsions in Early Childhood Education”

“The Responsible Transformation of the Early Childhood Education Workforce”

Through careful research of the website, one can find that the organization, Alliance for Early Success partners with NBCDI to strengthen their efforts in improving the development of leadership as well as family engagement between parents and children. Family engagement is an important focal point of the organization. While reading this section, I was redirected to the Global Family Research Project–a non profit organization that supports families and communities. Their support is primarily focused on providing help with children to be successful both in and out of school. Once known as the Harvard Family Research Project, thr organization was once affiliated with Harvard University Graduate School of Education; however, as of 2017 the organization separated into now an independent organization known as the Global Family Research Project. This organization aligns with the goals of NBCDI in that they “connect research, policy, and practice” to facilitate collaboration efforts between family-centered and child-centered organizations (https://globalfrp.org/Articles/Welcome-to-the-Global-Family-Research-Project). This is helpful in combining efforts of different organizations into a single effort.

While exploring NBCDI’s website, I came across information that was thought-provoking. Their public policy agenda is centered on the goal that all children are able to read proficiently by the end of third grade. This objective is in response to data that reveals only 15% of Black children are reading proficiently by the start of 4th grade. I think that this number is very alarming and is cause for us to develop strategies that will increase this percentage.

Information in this blog can be found on the following websites:

New Home

https://globalfrp.org/Articles/Welcome-to-the-Global-Family-Research-Project

 

Excellence and Equity in Early Childhood

There should be a common consensus between teachers, professionals, parents, and communities that our children receive the best high-quality education for better opportunities to success. Even policies regarding education have been a concern for many that we expect higher standards for those children in early childhood. So much research have produced results that exhibit the importance and greatest return on investment when we provide children with a quality education in childhood.

Professor Jack Shonkoff was interviewed after President Obama’s State of the Union Address in 2013. Although Professor Shonkoff was refreshed that the agenda of early childhood was a concern for our nation’s leader. Shonkoff did warn us of the challenges that we will probably face as we make changes to the standards in early childhood education to strive for improvement. Some of the challenges that he considers is that professionals should give attention to quality services that is provided even through education. It is not enough that parents be informed; we should be challenged to help support parents as teachers.

One important concept that he talked about in the interview is one to which the business community holds fast. Although the cost of any project is important for consideration, it is even more important to consider the return that can be gained (or lost) from taking on a project. Although there are many challenges and even unintended consequences for improving our early childhood education, the return is so much greater!

The National Black Child Development Institute (NBCDI) works hard to improve the lives of Black children through education. Recognizing the effects of poverty on the development of young children, the organization is partnering with other organizations on projects like FirstSchool. FirstSchool aims to prepare leaders and teachers in the early childhood field “to improve the early school experiences of African American, Latino and low income students by promoting an equity framework of effective instructional practices across the PreK-3rd grade continuum” (https://www.nbcdi.org/point-of-proof/firstschool).  The success of the program is based on schools’ ability to creating school cultures that promote caring and nurturing teachers to encourage positive relationships and development of the child; the culture should also “strengthen self-efficacy and racial identity.”

Improving the quality of life for all children and their families through education and advocacy should be at the forefront of our agenda in providing excellence and equity in early childhood.

References:

Center on the Developing Child. (Producer). (2013, June 5). Harvard EdCast: Future of early childhod ed. [Episode]. Harvard Graduate School of Education [Audio podcast]. Retrieved from https://www.gse.harvard.edu/news/13/06/harvard-edcast-future-early-childhood-ed.

National Black Child Development Institute. (n.d.). Point of proof: FirstSchool. Retrieved from https://www.nbcdi.org/sites/default/files/point-of-proof/2016-09/PoP-FirstSchool.pdf

Saving Our Children

The National Black Child Development Institute is taking leaps to improve the lives of Black children. In 2017, NBCDI partnered with W. K. Kellogg to start an initiative that targets children who are identified as a part of the “preschool to prison” pipeline. It has been identified that Black children in preschool are four times more likely to receive one or more suspensions than White children in preschool. The initiative focuses on alternatives that can help our preschoolers to stay in school and out of jail.

To help make changes, NBCDI has launched Community of Practice. The community represents researchers, politicians, advocates, families, community leaders, etc. NBCDI wishes to engage the community in creating steps, policies, and community programs that are aimed at reducing the expulsion rate with young children.

Your interest in the organization proves that you are seeking out ways that you can help in the early childhood field. The website gives you information on how you can assist in their efforts and become involved in the Community of Practice. Visit them at https://www.nbcdi.org/news/nbcdi-launches-community-practice-initiative-take-action-end-disparities-suspensions-and

Getting to Know International Organizations

Let me introduce you to the United Nations Education Scientific Cultural Organization (UNESCO)

The organization strives to gain international peace through education, science, and culture. Some of their efforts focus on emphasis on peace and promoting all cultural heritage. Through cultural education, we can begin to exist as an intercultural world instead of multicultural. Intercultural focuses on acceptance and respect of another culture while seeking understanding of another culture. Multicultural only focuses on more than one culture existing.

UNESCO poverty reduction efforts include educating the masses about the statistics. One of the resources that is provided is Policy Paper 32/Fact Sheet 44 entitled Reducing Global Poverty Through Universal Primary and Secondary Education. This paper revealed some statistics that we should be aware of:

• The amount of children out of school due to poverty has steadily decreased from 2000 to 2015; however, these numbers are almost unchanged for the past few years from 2015 to 2018.
• The gender gap is decreasing for those children that are out of school due to poverty. In most cases, women and girls are more than likely to be out of school because of poverty than men and boys.
• The majority of out of school children is most present in the sub-Saharan region. It is important to note that this is partly because a large amount of the children are denied a right to an education. They also note that the United States has a high number of children that are out of school but this amount mainly accounts for children who are being homeschooled

It is noted that there are studies that strongly suggest the association between poverty and education; increased poverty can affect both attendance and children’s cognitive development. The policy paper suggests that through educational institutions and policies that promote access and inclusion, we can experience economic growth. Growth in the economy can fuel poverty reduction and inequality. Economic growth includes employment for families and job creation in those regions and countries that are considered poor. Education is key to providing skills for jobs.

Information provided by UNESCO’s website at https://en.unesco.org/

Pdf of policy paper is located at http://unesdoc.unesco.org/images/0025/002503/250392E.pdf