Professional Hopes and Goals

     The hope that I have in working with children and families from diverse backgrounds is that we all stop judging based on physical characteristics without becoming attentive to others backgrounds, principles and ways of life.  As educators, we need to view each child’s individuality as an asset and continue to support them, and their families, to celebrate in the richness of their culture.

    

     A goal I have for the early childhood field relating to diversity, equity, and social justice is to use our dissimilarities as a tool to deepen our learning practices which will encompass everyone globally.  Everyone within the field should continually reflect and become awareness of their own biases, behaviors, attitudes, beliefs, values, and think of how these impact the way they interact with others. 

     As we conclude this course, I want to thank all of my colleagues for pushing, encouraging and aiding me in considering other points of view.  Through your kind words, I have been able step outside of my comfort zone and see through your lenses.  Thank you all for increasing my level of professionalism and I look forward to interacting with you again through our Walden educational journey. As we come to a close, I would like all to consider the fact that diversity is about all of us, and should emcompass each of us.

Welcoming Families From Around the World

     The country from which “my family” originated from is Brazil. The ways in which I would prepare myself to be culturally responsive toward this family and help them adjust to their new surrounds is

1.    Research and find out as much about the country, the traditions, routines, foods, and activities to ensure that they are comfortable within their new setting.

2.    Learn as much as I can about the culture and how diversity they respond to diversity, through the Brazilian Embassy.

3.    Contact a local Brazilian organization and speak to someone about my new family and their recommendations for making them feel content and at ease.

4.    To have a translator available to assist with any language barriers as well as learning a few useful words and phrases to make communication easier.

5.    Be open and convey to my new family that it is a new experience for us both and agree that it is a learning experience for us both.

     This country is particular known for its rich cultural diversity, so I would wish that through this incident my new family and I will benefit in that we have encountered lasting experiences that will make both families fortunate to have discovered and learned something meaningful and valuable.

The Personal Side of Bias, Prejudice, and Oppression

     A memory of an experience with involving bias, prejudice, and/or oppression is when I was working in another field and involved in the hiring process for a vacancy within our department.  The candidates had been narrowed down to just two, one white male and one black female.  As each candidate was interviewed, it was agreed that both candidates were highly qualified and ideal for possessing the attributes needed to manage a group of seven.  However, when conversing amongst the decision makers it was stated that the black female was very articulate and could handle the group of seven.  When I asked exactly what that comment meant, the individual stated that being the black female would be better at understanding and talking to the all black group of procurement agents. 

     This specific bias diminished equity verbally and through her behavior while feeling that the only person able to get along and manage the staff was one within the same race and of the same type.  This person’s prejudices and stereotypes were due to lack of knowledge and the reluctancy to get to know those within the group and what would be best for them.  Her belief was that only blacks should be managed by other blacks, who they can identify and relate to and this person being articulate was just icing on the cake.

     This specific prejudice evoked anger beyond belief that one could make such a statement and no one questioned her thinking process.  I knew and had experienced biases within my own life, and was not sure if the disrespect for others or the blatant comments affected me more.

     In order for this incident to turn into an opportunity of greater equity all individuals on the panel would have had to speak up and address the bias being spoken and exposed by the one panel member.  The qualifications and merits of both candidates could have been brought up and compared, not just skin color.  There could have been a dialogue amongst everyone, including the top executive as to their support for the right person where skin color did not make a difference.

Practicing Awareness of Microaggressions

     A vivid example of microaggression (microinsult) that I remember as a child is being ostracized in a church setting while visiting my grandmother in North Carolina.  My brother and two cousins were sent to Sunday school ahead of the adults and since we were different ages, I being the youngest, were separated and sent to individual classes.  Once I entered the class all heads turned and whispers began.  Once the teacher turned her back all the kinds started to giggle and make comments about me being white and not welcomed near them.  One particular child was so bold to say, “She’s an albino and we don’t like her”.  For a young child, at six or seven, you feel hurt, confused and offended that others could feel and say those things to you without remorse.  I remember immediately running to my brother crying about the nasty things said to me.  Not only was this entire situation terrible but I do not recall any of the adults consoling me or reprimanding the kids during or after this ordeal.

     As we entered Thanksgiving week, I was keenly tuned into myself and others regarding their perceptions of biases and/or stereotypes of others.  As the family gathered throughout the week and I ventured to another state, I was delighted to not witness any prejudices.  Everyone I came into contact with was very friendly, approachable and kind.  What a better world this would be if we all continued on this pattern of interacting with everyone, showing kindness, compassion and humanity, regardless of their or our own disparities.

Perspectives on Diversity and Culture

I spoke with three individuals regarding the definition of culture and diversity.  They are stated below:

1.    My friend, White female, defined culture as who and what we come from and how we were raised.  Her definition of diversity is working, socializing or inclusion with a group of people different from your own background.

2.    My brother, Black male, defined culture as everything that shapes a person into adulthood (how they behave, what they eat, their beliefs, etc.).  Culture includes a person’s religion, experiences, and personal preferences and who/what a person is accustomed to being around.  Diversity is just differences in a common environment, as an example different groups with different beliefs attending the same school or college.  Diversity allows people to see other perspectives.

3.     My colleague, Hispanic female, described culture as the set of traditions, beliefs, values, ways of life, and ways to speak.  People pick up their culture heritage while growing up and this becomes a part of them.  Diversity means variety, people with different behavioral patterns coexisting on common ground.

The aspects of culture and diversity reflected in the above answers from friends, family members and colleagues include the social identity identified throughout Kay Deaux’s Social Identity.  It was interesting that no one related specifically to social representations or stereotypes but to the idealistic explanation, in their words, of both.  Most stated and understood the importance of family involvement with culture; however, no one stated the dominant culture and their connection to politics, economics, or gender.

Listening to others views on culture and diversity makes me more interested to learning and becoming informed on learning about others.  It makes me appreciate all differences and acceptance of others cultures (beliefs, attitudes and behaviors).  But most importantly, it makes me acknowledge that we are all unique and should be understood and grateful for our differences. 

My Family Culture

     The unthinkable has transpired and the thought of having to leave all your special and personal belongings compounds the fact that you must evacuate the place that love.  The three small (WOW) items I would choose to carry with me are:

1.   A family portrait of my immediate family taken several years ago.  This photo is one that I treasure because it includes my father, who passed away from cancer. In this photo he is holding my youngest son, whom he adored but never really got to see him grow up and become a fine young man and is often told he looks like his grandfather.

2.   Several Christmas’ ago, I gave my mother a Circle of Love necklace that she returned to me stating that it was an article she wanted me to have.  This necklace reveals the love I have for my Mom and always keeps her dear to me.  It is through this necklace that I feel close to her and I feel receives her wisdom and encouragement.

3.   The DVD, Autobiography of Miss Jane Pittman.  I can and have watched this movie endlessly and always find a touch of something that I have missed before.  Through this account of her life, I see someone who eloquently never forgets where she came from and would not allow those around her to forget the struggle.

     It can be seen that through the items chosen how much I love my family and how significant they are in becoming the focal point of my life.  Everyone who has been a part of my life has nurtured and supported me, making me the person I am today.  These three items only show a small part of the love I have for them. 

     If told I had to give up two items, I would be devastated but would quickly keep the family photo.  Without the necklace I would feel empty, as if I was missing a part of myself (in turn my mother.) and would hate to give up treasured items, but they are just that items-material things.  The family photo could never be replaced. 

    This experience has made me reflect upon what is important to not only me but to my family.   It instills in me that family traditions build strong connections amongst each other and encourage a sense of identity to the younger generation and something for them to look forward to, if not pass along.

When I Think of Research . . .

   In taking this course, I am now more conscious and informed on the reasons in choosing a topic, conducting, analyzing and addressing research issues.  I now truly understand that research is set in place to assist in the improvement of a particular area.  In the case of early childhood education, research on Universal Design Learning can help differentiate instruction by providing methods or strategies to make it easier for children struggling in all academic areas.

   My idea about the nature of research has grown in that that I am now more aware of the steps involved to complete a research study.  I was oblivious to the countless areas involved in guaranteeing a reliable, impartial and valid study when involving children and participants.  It is crucial to all to recognize that the more studies we conduct, the more information we will have and the closer we are to solving an issue of value.

   When it comes to planning, designing and conducting research in early childhood I am more attentive to planning and the steps involved in deliberating on what is to be researched (topic of interest to researcher), how it is to be researched (observations, interviews, surveys, checklists, etc), when and where the study will take place (setting and environment), who will be participating, what type of design will be used (qualitative, quantitative, mixed methods, etc.) and how the data will be evaluated.

   Challenged encountered in my research design was time frame.  I had to schedule appointments with teachers, administrators and parents which were not always according to my schedule.  I was able to meet all but two with plenty of flexibility added into my schedule.  I met with all during planning times, physical education periods and some after school.  Another challenge for me was students, and parents, that are part of the ESOL (English Speaking Other Language) population.  With the assistance of our school ESOL teacher, I was able to have all Hispanic students and parents participate without interruption of the research project.

   As a result of Building Research Competencies, I am now more comfortable in conducting research and identifying the steps along the way.  Through this course I can define and describe how to start the research process and pinpoint ways investigate and describe research activities.  I understand the role of a researcher as we make it our mission, during the process, to build equitable and reliable research.

Research Around the World

   My chosen international early childhood interest is the European Early Childhood Education Research Association (EECERA).  This journal is one of the most prestigious early childhood periodicals in the world and has been in existence for 18 years.  Some of the current topics include articles on Introducing Children’s Perspective and Participation in Research, Participating Research with Preschool Children With and Without Disabilities, Seeking Meaning and Understanding of Children as well as looking into the professionalism of educators.  As you can see there is quite a bit of concentration in the research area focusing on children and their participation.  The articles informed you of effective methods and ideas used to conduct research successfully.  These articles were of great interest as we are preparing our on research with children and families.

   The insights I expanded upon as I read through and learned more about this international association was their attention to the importance of childhood play and how it relates to children’s success.  Educators and the general public are very interested in the correlation between how and when children play and the significance of how it affects development.  Articles address the concern of how teacher professionalism can be improved upon and practiced within the Early Childhood field in ways that uphold children's rights and interests while promoting the vital role early childhood teachers play in young children’s daily lives.

   Other noteworthy information on this website that caught my attention was their conference list and the importance of sharing research information with various institutions locally and nationally.  The Special Interest Groups (SIG) mentioned assume a large role in the life of this organization as they critique, encourage and support various issues through global partnership.  A SIG formed in Malta and based their needs on specific work.  The actions of this group have been underway since 2007 and making great strides with their efforts.

References:

http://www.eecera.org

Research that Benefits Children and Families

     I often hear Holly Robinson-Peete discussing her son who is affected by Autism and being that I have several students with this disability I have always kept abreast on ways to best understand and help them make progress in school and in their daily lives.  “Now at the age of 13, he is a well adjusted and happy child who tries new food and gets along well with friends and classmates. (Robinson-Peete, H., 2007).” Recent calculations found that about 1 in 150 children have autism spectrum disorder (ASD). This estimate is higher than estimates from the early 1990s. However, some people believe increased exposure to a new crystalline compound, from the extra new vaccines recommended for children, explains the higher occurrence in recent years. However, evidence from several studies does not support such an association. 

     While researchers are scrambling to determine whether autism is linked to genetics, environmental factors or a combination of both there are many who seem to think it is related to vaccines.  In 2004, Pediatrics conducted a study done in Atlanta comparing ages of children who received their first measles-mumps-rubella (MMR) vaccination with children with autism and children who did not have autism. The children researched involved 624 cases (identified from multiple sources) and 1824 controlled   children (identified and matched based on age, gender, and location of school).  The study clearly showed that vaccinations were more common among case children than control children, as they are enrolling in early intervention programs.  While the CDC recognizes the alarm for finding causes and healing for autism, they are unyielding in partnering with research centers, governmental agencies and parents in ensuring that early detection, awareness, and diagnosis are key factors in understanding and finding treatment.

     I recognize that parents feel challenged but there is plenty of parental support throughout the communities.  There are groups established by parents of children with autism spectrum disorder (ASD) who have worked tirelessly to advocate for increased funding for autism research and treatment.

    

References:

Robinson-Peete, H. (2007). Fighting Autism. Retrieved from http://hollyrod.org

Centers for Disease Control and Prevention (2010). Concerns about Autism. Retrieved from http://www.cdc.gov.

DeStefano, F., Bhasin, T., Thompson W., Yeargin-Allsopp M, Boyle, C., (2004). Age at first measles-mumps-rubella vaccination in children with autism and school-matched control subjects: a population-based study in metropolitan Atlanta. Pediatrics 113: 259–266.

Personal Research Journey

     The topic I have chosen for the simulation is differentiation instruction.  This year I have a vast number of students that I teach in Math and Reading that need so much individual instruction that I am not able to provide, in a class of 10.  Therefore, I find myself continuously researching for new ideas and strategies to teach to the standard within different grades (first through third graders, all at one time).  Their ability level ranges from Kindergarten to mid-second grade.  However, I am finding it difficult to teach grade level text to students that need so much individual instruction and whom do not understand the basic skills, especially in Math.

     I have researched several websites, and have found some credible information and data.  I have even come across an individual who is known within the early childhood field and has years of experience and expertise with differential instruction, Carol Ann Tomlinson.  I have tried unsuccessfully to contact her, by phone and email, but hope to touch base with her before this course is over.  There are several books and organizations I am looking into (National Institute Materials Accessibility Standards (NIMAS), How to Differentiate Instruction in Mixed-Ability Classrooms and Differentiated Instruction and RTI:  A Natural Fit that I have been recommended by colleagues, who are in the special education field that I intend to check-out at the library, review for credibility, clarity and are able to provide answers to any questions that I may or start me to think in other directions.

     Please know if there is any assistance that you can give me or forward me to, I would be much obliged.

Final Blog Assignment

   As I reflect upon the learning from my international contacts in the early childhood field I am at awe at how much we all have in common, despite the circumstances beyond our control.  We are all in support of providing what is needed for all children to be successful.  All believed that there is a strong connection between the development a child undergoes early in life and the level of success that the child will experience later in life.  Below are consequences of learning to improve upon my professional and personal development.

·         Community support is a very strong part of healthy, successful children.  One can not succeed by just "snatching" the child away from the community for education unless we also involve the community where the children came from. Most community development components include the library, computer labs and clinic or doctors offices. One of the organizations I have been involved with has been trying to build a model school that includes early childhood and a basic elementary education program along with neighborhood community involvement. As of this printing, they have succeeded in all except the clinic.

·         I am devoted to recognizing that low-income children need more intensive services that start early in their educational plan.  Within our district we start identifying children that are struggling with letter recognition, letter sound, sight words and number recognition.   We use this as a benchmark that follows them through 3^rd grade.  At this point, we are emphasizing that all children be able to read on grade level.  As I spoke with my contacts, they too stressed the importance on the overall development of learning when it starts early.  We must invest more in high-quality comprehensive programs.

·         Large numbers of infants and young children around the world are at-risk for developmental delays due to stressors such as poverty, malnutrition, trauma, and low birth weight.  It appears that daily these unfortunate experiences just keep growing.  We, globally, nationally, and locally, must find a way to create jobs or programs to help with these horrific issues.  These are not just undeveloped countries problems, but are affecting the world.  One of my contacts has added a feeding program in their school since most of their students do not get a decent meal, even once a day at home.  They are finding it difficult to teach a child anything in an empty belly, something that we know oh so well. It has been over three years since this program started and they have seen significant progress in each student's health, ability to listen and comprehend what is being taught.

     It is my goal to make certain that early intervention services correspond and coordinate with the early childhood programs within my school.  I will see to it that community-based services are provided to all children and families in need to ensure that all are healthy mentally, socially and academically.  We must embark upon achieving equity and quality in children successes within and across nations.

Getting to Know Your International Contacts-Part 3

     I discussed the questions with my international contacts about excellence and quality and received a response from Judith Wagner with OMEP-USA.  Her thoughts are addressed below:

·         What issues regarding quality within the early childhood field are being discussed where you live and work?  How we can universally expect the same standards and procedures from all teachers (starting at Head Start through high school)? Our qualifications and expectations should be comparable across the board.  This is pertaining to specific degrees, hours of training and years of experience.

·         What opportunities and/or requirements for professional development exist?  There are continuous professional development conferences offered to enhance the advancement of growth for all.  All establishments should be willing to provide these events for all that work for them, which in turn will keep all abreast of changes and educationally sound.

• What are some of your professional goals? Implementing global quality standards within the early childhood field within the next two years.  We have to address this issue as it relates to primary education, especially gender equity.

·         What are some of your professional hopes, dreams, and challenges?  That within the US, our government will identify education as one of the most important fields for the future of America and increase funding instead of cutting the budget and asking teachers to perform at an astonishing rate when they are not given the tools to achieve

     As I reflected upon these comments and spoke with colleagues, I think of my daily challenge to reach as many children as possible while making certain that each is learning by any means necessary (which often means altering assignments and problems so the child can relate).  Most students can relate to video games, so I have started to incorporate learning using the technology students are accustomed to in everyday life within the classroom (iPods, iPads, Smartphone’s, etc.).  I allow students to teach a lesson on something they are familiar with or create a lab or lesson.  Children do not necessary think of teachers as relatable, but I found that once you start speaking about your personal experiences they are prone to be more in tuned.  It is my hope that all of my students will realize their true potential and take education seriously as well as a privilege.

Sharing Web Resources

The two early childhood organizations I selected and have been involved with did not supply areas for me to be able to complete this week’s blog, therefore, I reviewed www.savethechildren.org and through outside links was able to learn that this organization, with the assistance of Representatives Lowey and Reichert, introduced new legislation (Education for All Act of 2011) that would help reduce the number of out-of-school children, mostly in war torn and developing countries, and increase early learning opportunities.  If the legislation passes, it would give these children the prospect to learn, grow throughout their lifetime.

Throughout the site there were many people spotlighted for contributing to the cause of early childhood (Supermodel Iman campaigning for the millions of people, most of them innocent children, suffering in East Africa due to a water shortage or the Philanthropist, Charlie Wittmack who is raising funds for the 37,000 newborns and young children who die yearly from largely preventable causes).  I was able to actively participate in the blog and follow along as American Mom traveled to Kenya and witnessed the devastation of the young children and families that let an everlasting impact on her life.  She is now dedicated to advocating and saving the children within the country.

As we have been studying the importance and essentiality of early learning, www.savethechildren.org stressed that this is one of the smartest investments that we, as a civilization can make. Children should not be playing catch-up when they enter kindergarten, as they so often do. If we want greater success later and a better skilled workforce, we need to guarantee the appropriate development of our most at-risk children at early ages. With the help of this organization, rural communities across America will ensure that children living in poverty have a fair opportunity from the beginning.

 

I was appalled as I read about the millions of children, in 30 developing countries, longing to fulfill their dreams of getting an education, as youngsters and being able to create and provide positive influences within their family unit.  We must stop the national and global cuts for educational funding, which reduces the options of countless boys and girls at getting a quality education.  Without adequate funds and ample resources we impede the development, learning and creativity of our forthcoming generation.

Reference:

http://www.omep-usa.org/

http://www.ethiopiareads.org/

http://www.savethechildren.org/

Getting to Know Your International Contacts-Part 2

As I have read and communicated with those internationally, I see that it is our responsibility as humans and educators to meet the needs of all children we come in contact with.  We must insure collaborative universal planning and implementation or guidelines, and rally for all governments to support and strengthen schools and families.  We must guarantee that all children grow and develop to their full potential while they are being provided high quality, accessible, affordable early education care.  The global initiatives states, early childhood development, child mental health, and children in crisis and conflict situations as areas to guide us to increasing our understanding and the importance of investing and collaborating with others towards a more integrated system using strategies which promote early childhood development.

In discussing these issues with my international contacts, I found out that the international group that Judith Wagner works with and serves as president for the U.S. Chapter, OMEP, is really interested in all of these issues, but globally, prescribed quality standards and equity issues are ahead of school readiness on their radar screen.  School readiness is not of much concern in places where there is no school, or not a school providing a quality education within the given environments.  Access to school is so unequal in various parts of the world and even more unequal when we think about gender equity.  The Millennium Development Goal addresses the need for universal primary education, with equity — specifically gender equity. 

                     .                                  
At the OMEP World Assembly last month, they struggled with a request from UNICEF to develop a universal or global program quality measure.  It was decided after much discussion with people from majority world (poor world) and minority world (and other developed countries) that it is not possible to develop a list of specific criteria to measure quality across contexts. They took the issue of sanitation and hygiene, and then even narrowed that to hand washing. For example, teaching little kids in California to wash their hands properly is one thing, and an important one at that. But how can we measure the quality of what we do here with hand washing, with the same instrument we would use in Kenya or Nigeria where there is no clean water and no soap?  They even studied the role of traditional play.  If they were to use the same instrument or criterion to measure the quality of play experiences in a preschool in the US and Sweden, the US would not score so well, but the comparison would be acceptable, since the two countries have relatively similar discourses around play.  However, that measure would not work well at all in, say, Hong Kong, where there is no space for outside yards and where most parents  (and most teachers) think play is a waste of time.

Jane Kurtz, who works with EthiopiaReads, stated that this country struggles with all issues that affect young children (availability of clean water and medical help to access to books).  Here in the US, we have parents that are actively engaged in reading to their children, starting at preschool age if not before.  However it is rare in Ethiopia for homes to have books, where parents cannot read.

                           .                  .
References:

Harvard University’s “Global Children’s Initiative” website, http://developingchild.harvard.edu/initiatives/global_initiative/

Wagner, J., personal communication, July 26, 2011.

Kurtz, J., personal communication, July 26, 2011.

Sharing Web Resources

As I continue to explore the vast information as I work with Water.org I am devastated at how many children are affected by the lack of water and the detriment this it is producing.  Children in poor environments roughly carry 1,000 parasitic worms in their bodies at any time. And when I read that more people in the world have cell phones than toilets, the lack of cleanliness being the world’s biggest cause of infection.   How does one not look at this issue and want to make a change.

As I receive and read their newsletter and gain information through their site, I am captivated at how much effort is put into different areas of solving this huge problem.  We mostly hear of undeveloped countries or those ruined by weather conditions as having water problems, but through these outlets you can choose a community to track, donate to the endeavors, and follow their progress through weekly updates while making a world of difference.  I have chosen to track Haiti, one of the poorest nations with about 10 million people struggling daily to live. Practically 40 percent of this country's population collects water from creeks and streams, which is not clean or safe.

The Water Management Committee and The World Health Organization reinforce the issue that this is a universal concern and through political interest more is being heard and seen about the troubles throughout Haiti.  Politicians are looking beyond their agenda showing us that this is a battle we all need to invest in so that all children, especially girls.  Girls and women are the first to be affected by destruction as they shoulder the burden of caring for those who fall sick from dirty water or they drop out of school once they reach puberty because there are not separate sanitation facilities for boys and girls.  Improving health outcomes throughout communities and increasing girls’ enrollment in schools is the goal within many areas.  As politicians devote their time and effort we see contracts being issued and signed reinforcing the legality and commitment to laws and agreements made to institute health seminars to educate adults and children. 

As I reflect on the water problem and the quandaries of young girls not being schooled and taking on the traditional role of caregivers, I am amazed and changed after just weeks of study.   I am more mindful of how much water I use and take for granted.  I think about the many families do not have access to water and cannot carry on what we consider to be the important tasks of the day.  How women are affected which ultimately changes the outcome of the children.  I cannot imagine the stressors either have to endure that shapes the people they become.  As I see pictures and read articles, I am overwhelmed with a sense of joy as women and children are all jovial and take pride in each other’s company, as they learn from each other.  However, what a difference a donation of $25 would make.  With this donation children can have clean water for life!  Yes, an astounding $25.

Reference
http://www.water.org/

Getting to Know International Contacts

Hello everyone, I am introducing Jane Kurtz with Ethiopia reads (www.ethiopiareads.org).  Jane grew up in Ethiopia, and stated that it was always hard to see people in pain and struggling with no access to what we sometimes call the safety net.  She is amazed at how people within Ethiopia laugh, dance, make music and tell stories no matter how hard life is or what they are struggling with.  Jane loves the community and welcoming atmosphere of that culture.  Still, there are so many kids hungry for simple things--a pen, a book, and a chance at school.  She has been a volunteer with EthiopiaReads for many years as they connect children in Ethiopia with expanding their minds through books. 

As we discussed poverty within Ethiopia I was shocked to learn that the poverty stricken areas are caused by drought.  This is more than half the economy for this country, the same experience some of our towns are familiar with, except they do not have the means of governmental to assist them.  Most of the workers within Ethiopia only earn up to $2 a day. 

As I spoke with Jane and researched information on my own, I learned that hunger within this country. Like so many, is destroying families and causing more fatalities yearly.  There is a high infant mortality rate (babies being born to sick women), common illnesses, and risk of infections caused by weakened immune systems throughout this country.  As a result, economic growth is affected because most children will not attend school and this in turn impedes education and ultimately employment.

A profound statement was made throughout our interactions that I will always reflect upon-People who don’t have the power to protect their own interest are the ones being affected by poverty.

Sharing Web Resources

The organization I choose was Water.org. With nearly one billion people not having access to safe water, Water.org was established to confront the customary approach to assisting people in developing countries and find new ways to gain attention to the world’s number one health problem, unsafe and inadequate water supplies, and to raise funds.  Through Water.org, financial resources will become available for those in need of safe water, the global water supply need will be met and developing countries will take their own lead in learning how to meet their own daily needs.

It has been more than one year since the devastating earthquake in Haiti.  I have learned through this site that prior to the earthquake, half of the people in Haiti (population of 9 million with an 80% poverty level) lacked access to clean water and only one in five had access to sanitary conditions. In 2009, the annual Clinton Global Initiative Meeting was held when Water.org announced its commitment to reach 50,000 Haitians by providing clean water and sanitation through 2012.  Through this project, the commonness of diseases linked to water and sanitation issues will be reduced and the main focus as well as the education of proper hygiene.

Through this site I have been informed that millions of women are banned from completing their daily chores of survival due to a lack of water. Millions of women and children in Haiti spend countless hours’ daily, collecting water from distant, often polluted sources, then return to their villages carrying the 40 pound containers on their backs. And though women are responsible for the bulk of food production in their villages, their productivity is restricted by the continual harmful supply of water.

Water is a basic right and without it there is no hygiene, no food, and no life! In many third world countries, the women are the glue that holds the community together. Therefore, I applaud the work of water.org and look forward to advocating on their behalf.

http://www.water.org/

www.clintonglobalinitiative.org

Professional Contacts

In expanding my resources I have contacted the following international early childhood organizations:

1.    OMEP-USA (World Organization for Early Childhood U.S. National Committee)

2.    Ethiopia Reads (through NAEYC)

I emailed both organizations and signed up for their newsletters on June 28, 2011 and immediately received a response from both, below are the details from the communications. 

OMEP-USA, (Judith Wagner, President), jwagner@whittier.edu

I was immediately drawn to the colorful picture of children on the website and as I started to read the details I saw that one of their missions was promoting rights for children, ages 0-8.  And being that I am an elementary school teacher, this subject is very dear to me.  Through exchange of information with Judith I found out that OMEP-USA advocate for quality early childhood for all over the world, not just in specific countries.  Through your time spent with OMEP-USA you educate yourself and others about important issues relating to children, families and early childhood education.

Judith informed me that she will travel to Hong Kong, 7/1/11, to attend the OMEP World Assembly Meeting.  At this meeting several projects, for children, will be discussed through UNICEF.

·         Safe water

·         Sanitation

·         Hygiene

·         Childcare and early childcare in Kenya

·         Explore global quality for early education due to challenges met because of resources and political involvement

·         Relief efforts in Haiti and Japan

I informed Judith that I would be in touch next week, or check the site, as to the progress made at the meeting.  I would say that through my communication with Judith, we are off to a booming start.

Ethiopia Reads, (Jane Kurtz, Board member and longtime volunteer), janekurtz@earthlink.net

This organization quickly captured my attention because of my love of books and how through connecting children with books they are able to explore the world and learn. I immediately received a response thanking me for my interest and promise to keeping me abreast of their programs through bringing magic to reading to the impoverished country of Ethiopia.

Jane informed me that Ethiopia struggles with improving education at all levels, being that is not a priority.  Recently there have been new guidelines, set by the government, to create new opportunities throughout the country.  One will be collaborative efforts with TESFA Foundation (an establishment that focuses on early childhood in new neighborhoods).  They are planning to start a few projects, based on funding, to expand literacy outreach.

Through communication with Jane I plan to support this struggle through organizing book drives, bake/toy sales, hosting book parties and having my students make drawings of their favorite characters to hang on the wall of one Ethiopia library.  I am also following Jane on her blog (janekurtz.wordpress.com) to learn other exciting ways to help and advocate for this struggling country.

The Global Alliance of NAEYC, retrieved from http://www.naeyc.org/resources/partnership/globalalliance

UNICEF, retrieved from http://www.unicef.org/infobycountry/index.html

My Supports

Today, more than ever, all teachers face great challenges - school improvement opportunities coupled with No Child Left Behind and the Individuals with Disabilities Education Act; various role expectations from administrators, general and special education teachers, and parents; demanding case loads; increased amounts of paperwork; and lack of resources. Despite these challenges, educators continue to give of themselves to ensure that their students receive the best education possible.

My supports come from collaborating with my colleagues, networking with anyone that is closely associated in the education field (I find that veteran teachers can provide a wealth of knowledge along with constructive ideas), building a strong support team of coworkers (librarian, physical therapist, occupational therapist, administrators and teacher alike) who are strong-minded and flexible in their creative ways.   I must say that I interact daily with my two collaborative teachers discussing the needs, strengths and challenges of the lesson.  We seem to have a visual (all it takes is a look from one of us and we know that a child needs more attention on a detail) understanding if something needs to be altered, without speaking a word.  We are like a perfect match in that we can finish each other sentences.  Through regular communication with children’s therapist we cross teach based on the specific needs of a child.  There are times when the Occupational Therapist will come and teach handwriting formation to the class, not just to her particular students.  The students enjoy the lesson, without realizing they are actually being trained in handwriting development. 

Another key support for me is to have a mentor.  Someone whom you admire based on their merits and helps you to see your vision.  One of the things that strike me as odd is that football players have coaches starting in middle school and lasting through their professional careers. A teacher has, if they are lucky, a first year mentor. The remaining years of their career they are on their own to become the best teachers they can be. How is this possible, without having someone to guide and advise you? Some of the best improvements I have made in my teaching have come from observations made by my mentor of simple things that are easily changed once pointed out. Teachers need coaches every bit as much as a football player.

Think for a moment about corporate America and how employees work in teams, merging their information for increase productivity, more closer to home is the overpowering internet and how people around the world share and exchange information. Some teachers are not familiar with what other teachers on the same hallway are teaching.  They are isolated in their teaching and with a district mandate that demand the increase of student academic performance, as well as teaching drug education, violence, bullying, and ever ending counseling to students in general, it is necessary to learn from experienced colleagues through reverent teamwork.  It is because of isolation that so many new teachers are quickly stressed and easily burnout.   

The challenge I imagined and experienced was that of time management and making certain that all assignments given to me were not a problem in me completing either due to time constraints or lack of resources.  As a special education teacher we are given varied task to perform throughout the year (IEP’s for students, monthly progress monitoring due to the district office, school wide professional development trainings in which assignments were given in addition to the duties that I took on as Secretary to PTO and Chair of our school’s social committee.  Initially I was overwhelmed but coworkers stepped in and assisted in anyway they could.  I was able to management my time effectively and if someone asked how they could help, I let them know.  I delegated when I could and we all worked together to get the work completed in a timely manner without feeling excessively stressed.  Without the help of my teammates, I would not have been able to complete as much as I did as well as probably failing at some of the tasks assigned.

National Association for the Education of Young Children, (1995). Responding to linguistic and cultural diversity: Recommendations for effective early childhood education. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

Nemeth, K. (2009). Meeting the home language mandate. Young Children, 64(2), 36-42.

Duffy, M.L., & Forgan, J. (2005).  Mentoring New Special Education Teachers: A Guide for Mentors and program Developers. Thousand Oaks, LA: Corwin Press