WHEN I THINK OF RESEARCH...

First, I want to thank Dr. Davis for all of her instructional guidance, as well as all of my colleagues for their insightful input throughout these past eight weeks of study.  Your influence has enhanced my professional endeavors immensely.

As I conclude my studies of research, I must reflect on the insights that I’ve gained.  Never before had I realized the magnitude of specificities that are involved in research—various designs, methodologies and inexhaustible terminologies.  Prior to this study I have always had a hesitant longing to do some type of research on the topics that weighed heavily on my mind—things like Sensory Processing Disorder prevalence in early childhood, psychologies of an educator’s or parent’s ontology and epistemology, and how it influences what they do and why.  Today, my ideas about the nature of doing research have gathered much respect for the field and I do not take lightly the extensive preparations that are involved in the creating of a research project.  Some of the lessons I’ve learned that planning is critical to the very success of the research project.  Before choosing the right design a researcher must first determine in what direction they want to proceed, what answers they want to unfold, what equitable concerns may arise as a result of the research, what kind of data they anticipate on collecting, who will be the participants and how they plan to address them (observation, interview, etc.).  All of these concerns must be addressed before a design can be chosen and actual conducting of research can begin.

My greatest challenge was determining which research design to choose.  It took great deliberation in making the decision of whether to pursue explanation (a quantitative approach) or understanding (a qualitative approach) of my topic.  Once I determined this I was able to proceed in deciding what kind of data would be needed and how to go about collecting that data.  My perceptions of an early childhood professional have been modified as a result of this course by sharpening my insights on the rigorous involvement and critical specificity that is needed in performing credible research through equitable practice.

Here are some resources that have assisted me throughout my studies of research:

Beck, S. E. (2009). Evaluation criteria. New Mexico State University Library. Retrieved from http://lib.nmsu.edu/instruction/evalcrit.html

Bell, A. (2007). Designing and testing questionnaires for children. Journal of Research in Nursing, 12(5), 461–469. Retrieved from the Sage Premier 2010 database.

Bell, N. (2008). Ethics in child research: rights, reason and responsibilities. Children's Geographies, 6(1), 7–20. Retrieved from the Walden Library using the Academic Search Complete database.

Fargas-Malet, M., McSherry, D., Larkin, M., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175–192. Retrieved from the Walden Library using Sage Premier database.

Johnson, R. B., Onwuegbuzie, A.J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. Retrieved from the Walden Library using the SAGE Premier 2010 database.

Lepuschitz, J.K. (2011). A practical guide to reading research articles. Laureate Education Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Introduction to variables. Laureate Education Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Quantitative designs: An overview. Laureate Education Inc., Baltimore, MD.

Lepuschitz, J.K. (2011). Sample research questions and hypotheses. Laureate Education Inc., Baltimore, MD

Mackenzie, N. M., & Ling, L. M. (2009). The research journey: A Lonely Planet approach. Issues in Educational Research, 19(1), 48–60 Retrieved from the Walden Library using Education Research Complete database.

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2^nd ed.). New York, NY: McGraw-Hill.

NAEYC Code of Ethics—Video “Overview of the Code of Ethical Conduct”. How to use the Code: Overview [DVD] Part 2 of 7. Retrieved from http://www.naeyc.org/ecp/resources/ethics

National Association for the Education of Young Children. (n.d.). Using early childhood research. NAEYC. Retrieved February 1, 2011 from http://www.naeyc.org/research/using

New York Library Association. (2010). Evaluating websites: Criteria and tools. Cornell University Library. Retrieved from http://olinuris.library.cornell.edu/ref/research/webeval.html

Ormondroyd, J., Engle, E., & Cosgrave, T. (2009). Critically analyzing information sources. Cornell University Library. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill26.htm

Ostrov, J. M., & Godleski, S. A. (2009). Impulsivity-hyperactivity and subtypes of aggression in early childhood: an observational and short-term longitudinal study. European Child & Adolescent Psychiatry, 18(8), 477–483. Retrieved from the Academic Search Complete database.

Overton, J. (2009). Early childhood teachers in contexts of power: Empowerment and a voice. Australasian Journal of Early Childhood, 34(2), 1–10. Retrieved from the Academic Search Complete database.

Pate, R. R., McIver, K., Dowda, M., Brown, W. H., & Addy, C. (2008). Directly observed physical activity levels in preschool children. Journal of School Health, 78(8), 438–444. Retrieved from the Academic Search Complete database.

SRCD Ethical standards for research with children. (n.d.). Society for Research in Child Development (SRCD). Retrieved February 1, 2011 from http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemid=499

Strand, P. S., Cerna, S., & Downs, A. (2008). Shyness and emotion-processing skills in preschoolers: A 6-month longitudinal study. Infant & Child Development, 17(2), 109–120. Retrieved from Academic Search Complete database.

Thomas, L.B., Shapiro, E.S., DuPaul, G.J., Lutz, J.G., & Kern, L. (2010). Predictors of social skills for preschool children at risk for ADHD: The relationship between direct and indirect measurements. Journal of Psychoeducational Assessment, 28(4), 1–11. Retrieved from the Sage Premier 2010 database. Note: You will have to search by article title for this article.

U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.). Special protections for children as research subjects. HHS.gov. Retrieved on February 1, 2011 from http://www.hhs.gov/ohrp/policy/populations/children.html

U.S. Department of Health and Human Services: Office for Human Research Protections (OHRP). (n.d.). Research with children—FAQs. HHS.gov. Retrieved February 1, 2011 from http://answers.hhs.gov/ohrp/categories/1570

Whiting, L. (2009). Involving children in research. Paediatric Nursing, 21(5), 32–36. Retrieved from the Walden Library using the Academic Search Complete database.

RESEARCH AROUND THE WORLD

It is interesting how very different we can be, yet the same.  This week I visited some international websites to learn of international research topics around the world.  The intriguing thing is that even though our worlds are very different, when it comes to children we are very much the same.  The following websites give us a look at Early Childhood in Australia, Europe, and Africa:

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA): Developed and maintained by the University of Victoria, Canada, this virtual university is the international gateway for early childhood research worldwide. Through the link below, you can access ECDVU’s Sub-Saharan Africa portal. The second link takes you to a list of current early childhood research conducted by students in Sub-Saharan Africa.
http://www.ecdvu.org/ssa/index.php
http://www.ecdvu.org/ssa/major_reports.php

Early Childhood Australia: This is the Australian equivalent to the U.S. based NAEYC. You can access several links to early childhood research from the menu on the left side of the home page.
http://www.earlychildhoodaustralia.org.au/

European Early Childhood Education Research Association (EECERA): This international early childhood organization publishes a well respected journal. All back issues are accessible from this site and are fully searchable without charge.
http://www.eecera.org/

The surprising insights about early childhood that I gained from exploring ECDVU was that their key focus is indigenous implementations in the formulation of effective EC curriculum, intricate measures to enhance parent involvement (fathers, mothers, and grandparents) in ECD,  and strong efforts towards synergized cooperation towards the curriculum and program development.  A noteworthy find on this website was the impeccable determinations in the promotion of proper professional development of their early childhood leaders.  I was truly impressed.

RESEARCH THAT BENEFITS CHILDREN & FAMILIES

It has been noted that Sensory Processing Disorder (SPD, also known as Sensory Integration Dysfunction) predictably affects about 5% of all children, over half of children with Attention Deficit Disorder (ADD), and 80% of children with Autistic Spectrum Disorder (Sensory Systems Clinic, n.d.).  These high percentages are definitely worth taking a deeper look.  Without the proper awareness of the scope of SPD among young children and school-age children, many professionals could suffer the consequences of improper assessments and treatments for children who are currently being labeled disruptive, unruly, uncooperative, or worse. 

Imagining that I possess the means and the knowledge to conduct unrestricted research studies about any topic in the early childhood field, which will make a major positive contribution to the well-being of children and/or their families, I would choose this topic of Sensory Processing Disorder as it relates to the excellence and equity of care and education for children and families (Laureate Education, Inc., 2010).  It seems apparent to me that with proper awareness of SPD, greater specificity can be obtained to the proper assessment and treatment of children who are otherwise disruptive in the learning environment as well as their home environment.  Proving SPD’s validity is a massive task to embark upon, yet small steps toward recognizing its prevalence in pre-school age and school-age children could open the door to shedding some positive light on it’s existence.  Sensory Processing Disorder: Is It Real?  The journey towards answering this question must begin soon for the sake of early childhood development. 

RESOURCES
Laureate Education, Inc. (Producer). (2010). Excellence and equity of care and education for children and families-Part 1 [DVD]. Early childhood development. Baltimore, MD: Author. 

Sensory Systems Clinic (n.d.). The ‘jobs’ of children” play, school, social skills, self reglation, emotional, & self care.[website]. Retrieved November 19, 2011, from http://www.sensorysystemsclinic.com/

A PERSONAL RESEARCH JOURNEY

In the next several weeks I will embark upon a personal research simulation regarding the topic of Sensory Processing Disorder (SPD), a neurological disorder that is commonly recognized by the brain’s inability to integrate, process, and respond to certain information received from the body’s five basic sensory systems.   My goal is to bring a deeper awareness about its origin and prevalence among young children to the fore-front of the early educational field.    My intentions are to discuss (1) the origin and causes of SPD; (2) its commonality among young children of preschool and school age; and (3) the available resources for addressing the care needed for children with this diagnosis within an educational environment.  The success of my research will expectantly produce credible information that will aid in (1) a reduction in negative behaviors found in the classroom environments associated with children who demonstrate SPD behaviors;  (2) bring SPD awareness to educators so that professional development can be implemented to address this diagnosis in young children within classroom environments, and (3) provide necessary assistance through resources regarding  SPD children and families.

My personal and professional reason for choosing SPD as a research simulation topic is because my son has been diagnosed with SPD, and a deeper understanding of the condition will provide me with the insight to better care for him as well as other children within the early education environment who have the potential for SPD.

Here is a link to an interesting resource regarding Sensory Integration Therapy: http://www.sensoryprocessingdisorder.info/sensory-integration-therapy.html

Although not considered a scholarly resource, this blog site has numerous entries that will enlighten ones awareness about Sensory Processing concerns in children, as well as provide additional links that might prove to be very helpful.

IN SEARCH OF ANSWERS - RESEARCH AS A TOOL

This week I will be studying the importance of research in the Early Childhood field.  I will be observing (1) Why research is important; (2) What makes "good research"; (3) How to become an informed advocate for quality research; and (4) Where to find research on Early Childhood Development and Education. 

Here is a link to the latter observation for accessing EC Research:  http://www.naeyc.org/resources/research/accessing

ISSUES & TRENDS: CHANGE, CONTEXTS, CONSEQUENCES, AND CONSTRAINTS REVISITED

During the past eight weeks, I have researched various early childhood professionals and organizations.  These resources have supported my professional growth in many ways.  I have refined my perspective about the early childhood professional journey on which I embark.  I have learned that having a desire to educate, aid, or service young children is one thing, and knowing HOW to accomplish these feats is another.   

The consequences of my learning expedition have been resultant in (1) a keener vision towards the specifics of my professional development, such as learning how to use particular elements of research to gain deeper knowledge of contexts, trends, and issues relating to early childhood care and education; (2) an acute ear to listen to the views and experiences of my colleagues, as this supports me through influences that stretch my thinking to a broader awareness of the  early childhood issues and trends that affect early care and education; and (3) a deeper level of compassion that causes me to look within myself for the clearest path toward my goal—my perspectives on life, education, children, families and communities have all dramatically changed through much reflection. 

The one goal that I endeavor to accomplish related to international awareness of issues and trends and the spirit of collegial relations is to someday make a substantially positive impact on bringing forth equity to care and the education of early childhood students—those with Sensory Processing Disorder as well as other physical, emotional, or otherwise challenges.  Also, it is my prayer that my colleagues will find deeper, broader, and more substantial platforms that will lift their vision to another dimension for greater change in the early childhood field as well.  Well wishes to all!

GETTING TO KNOW YOUR INTERNATIONAL CONTACTS—Part 3

Professional development is one of the necessary tools for developing quality in early childhood care and education (Carter, 2008).  In dealing with the how to of professional development—regarding the approaches, models, or methods used to support self-directed, highly relevant  learning (Buysse & Winton, 2009)—the United Nations Educational, Scientific and Cultural Organization (UNESCO) has created a very convenient tool for gaining necessary information to aid in the continued development of early childhood professionals.  Policy Briefs (UNESCO, n.d.1) support policy work through its publication of two-page flash notes on policy issues.   This quarterly publication on early childhood policy issues seeks to answer questions on the planning and implementation of early childhood policies.  Prior to publication, the Policy Briefs are reviewed by a group called the peer reviewers mechanism.   This group is made up of professionals of various walks of life from all over the world—Senior Researchers, ECD Consultants, Directors, Professors of Social Work, and visiting scholars from France, Lebanon, Zimbabwe, Singapore, Canada, Ghana, Brazil, the United Kingdom, Thailand, South Africa, and the U.S.A.  Hard copies of these Policy Briefs reports can be obtained by contacting earlychildhood(at)unesco.org. 

Using this helpful tool, I’ve gained the following three insights related to international early childhood education that relate to my professional goals:

The three building blocks of education are literacy, teacher education, and TVET.

Literacy – Today one in five adults is still not literate and about two-thirds of them are women while 67.4 million children are out of school.  Since 1946, UNESCO has been at the forefront of global literacy efforts and is dedicated to keeping literacy high on national, regional and international agendas (UNESCO, n.d.2).

Teacher Education – The United Nations Relief and Works Agency (UNRWA) launched its education reform strategy for 2011 to 2015 on October 5^th in order to improve the quality of learning for students and to meet the evolving demands of an education system for the 21^st century; the strategy focuses on teacher development, curriculum and student assessment, inclusive education, and technical and vocational training (UNESCO, n.d.3).

TVET – Systemic pressure to expand general, technical, and vocational secondary education has resulted from the success of universal primary education in developing countries over the last decade.  Skills are seen as critical to educational development, labor market inclusion, and economic growth which makes Technical and Vocational Education and Training (TVET) one of the four priority areas in UNESCO’s education program.  TVET is now an integral part of the Education for All initiative which promotes economic growth, and contributes to poverty reduction by helping learners acquire skills, knowledge, and attitudes needed to develop professional careers, active citizenship, and lifelong learning (UNESCO, n.d.4).

Reference

Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28(4), 235–243. Retrieved from the Walden Library using the ProQuest Central database.

Carter, M. (2008). Assessing quality: What are we doing? Where are we going? Exchange, (184), 32–35. Retrieved from the Walden Library using the Education Research Complete database.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.1). Policy Briefs on Early Childhood [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/unesco-policy-briefs-on-early-childhood/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.2). Literacy [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.3). Teacher Education: UNRWA Launches education reform strategy on World Teachers’ Day [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/teacher-education/single-view/news/unrwa_launches_education_reform_strategy_on_world_teachers_day/

United Nations Educational, Scientific and Cultural Organization (UNESCO) (n.d.4). Technical and Vocational Education and Training [Webpost]. Retrieved from http://www.unesco.org/new/en/education/themes/education-building-blocks/tvet/

Sharing Web Resources

The National Black Child Development Institution (NBCDI) just finished up its annual conference this past week (Oct. 8^th-11^th).  Its theme: The effects that shrinking economy and poor quality education has made on the educational futures of our children.  There were some fabulous conference presenters, including early childhood supporters from various venues—psycho-social , medical, and physical health fields, policymakers, EC administrators and educators. 

I’ve gained deeper insight on how NBCDI has been very instrumental in addressing equity and excellence in early care and education by meeting the needs of parents.  Understanding the trilemma of the United States’ patched system of child care (Lash & McMullen, 2008), NBCDI reaches out to parents by offering those relevant tools and practices that will enhance parents own personal social and emotional development—addressing the challenges of quality, availability and affordability for African American children and their families.  NBCDI is committed to re-energizing parents to increase their involvement as effective advocates for their children and providing necessary resources to empower African American families to gain access to quality early childhood care and education.

Visit these links to find more information regarding NBCDI’s extensive resources designed to address the challenges of equity in quality, affordability, and access to early childhood care and education for minority children and their families:

www.http://nbcdi.org  - this link leads to the main website of NBCDI where you will find the organizations history, mission, and an overview of their offered services.

http://nbcdi.org/conferences/nbcdi-annual-conference/ - this link will take you to the page of conference speakers from the annual national black child development institute, inc., there you will find highlights of the conference

http://nbcdi.org/blog/category/early-childhood-education/ - this link leads to the early childhood education initiatives of nbcdi; there you will find several of the events that address EC issues as well as ncbdi’s involvement with each.

Reference

Lash, M., & McMullen, M. (2008). The child care trilemma: How moral orientations influence the field. Contemporary Issues in Early Childhood, 9(1), 36–48. Retrieved from http://www.wwwords.co.uk/pdf/freetoview.asp?j=ciec&vol=9&issue=1&year=2008&article=5_Lash_CIEC_9_1_web

Exploring International Contacts Pt. 2

So, it appears that all of the basics have been covered in the Center on the Developing Child’s efforts to improve or rebuild the infrastructure regarding global children’s initiatives.   After viewing the information from Harvard University’s website, the buzz words that brought the greatest enjoyment to my reading are the words child health and development.  The Center’s key components towards tackling their agenda for improvement are the domains of early childhood development, child mental health, and children in crisis and conflict situations.  These are without doubt the major areas of significance for early childhood studies across the board.  Complete recognition and understanding of the intricacies of childhood and their development; insightful training regarding the patterns and nuances of early childhood mentality and mental heal, how they learn, and the most successful means of educating early childhood students; and reaching out to the various sectors that are intertwined with the early childhood field, i.e. educators, researchers, policymakers, etcetera, to thoroughly train and educate them  as influential leaders for the global children’s initiative cause will cumulatively add support for the Global Children’s Initiative.

However, there are yet other key words that tune my reading ear toward the inequalities of such an honorable gesture for positive change.  The information I recovered shared the insight that these efforts were primarily for the majority world.  Although the Center’s initial focus will explore comparable approaches to surveying child status in specific at risk areas, and bring the science of child development into strategies that address malnutrition and other health challenges, there is the seeming glitch of inequities in who attends the program, and state investments (Kagan, 2009).  While the format is highly commendable, there are still separation factors of race, socioeconomic status (SES), language proficiency, geographic locale, as well as funding sources to consider.

 Reference

Harvard University [Website].  Global Children’s Initiative [Blog Entry]. Retrieved October 8, 2011, from http://developingchild.harvard.edu/initiatives/global_initiative/

Kagan, S. L. (2009). American early childhood education: Preventing or perpetuating inequity? (Equity Matters: Research Review No. 3). Retrieved from Campaign for Educational Equity website: http://www.equitycampaign.org/i/a/document/9833_EquityMatters_Kagan_Final.pdf

Sharing Web Resources

The National Black Child Annual Conference convenes this month, and its theme for this year is relevant to our current course studies—the effects that shrinking economy and poor quality education has made on the educational futures of our children.  It was both comforting and discomforting for me to find that the challenge to be creative and innovative in our work as educators is ongoing; it is good to know that educators all across the globe are on the same page when it comes to addressing the needs of children early in their development, but it is disheartening to see that we have not yet turned the page in moving forward.

The Parent Empowerment Program (PEP) is an innovative service designed to re-energize parents and increase their involvement as advocates for their children.  Culturally relevant tools and practices to promote literacy, social and emotional development, and other skill areas of children are concentrated towards the enhancement and celebration of African American children.  These are some of the areas that are being addressed by the National Black Child Development Institute, Inc. (NBCDI) Conference and should be addressed even here in our own community.

I was pleased to find that conference presenters include professionals in the psycho-social and medical health fields to address the social-emotional development issues as well as the physical health related issues of early childhood development. The NBCDI conference begins on October 8^th, 2011 and ends on October 11^th, 2011.  It will take place in Nashville, Tennessee.  Visit http://nbcdi.org for more information.

Ideas About Poverty Abroad

Over the past two weeks I’ve researched a website known as the Childhood Poverty Research and Policy  (CHIP) (http://www.childhoodpoverty.org/).  This organization has many great things to offer, but I took a closer look at the crisis of childhood poverty in China.  Two children by the name of Nan Nan (a 14 year old girl), and Xiao Bo (a 13 year old boy) express their  dissatisfaction with the way things are going   for them as their parents have relocated to different cities as a result of the poverty in their homeland.  Instead of crying over the situation, I found it intriguing how each child pitched in to help as much as they could. Nan Nan began to care for her siblings, getting up and cooking breakfast for them before going to school and then helping them with homework, serving dinner and putting them to bed.  In my observation, what seemed to be a wonderful decision by her parents to move in hopes of obtaining a better life, now becomes the catalyst for added indirect negativities of childhood neglect.

As a result of my research, the following three ideas were developed:
·         The age of accountability seems  to be lower for children in poverty;
·         Children of poverty stricken areas have feelings about hopelessness; and
·         No matter what country they are in and regardless of how impoverished they may be , children will always find a way to play or identify with friends if given the chance  to do so                                                                                             



Reference
 

Child Poverty Research Retrieved from http://www.childhoodpoverty.org/index.php?action=casestudy&id=135

                                                                                                                            

SHARING WEB RESOURCES

One of the major professional early childhood organizations I have chosen to research is the National Black Child Development Institute (NBCDI).  It is based in Washington, DC, but has affiliates in New York, Georgia, Louisiana, North Carolina, Illinois, Michigan, Florida, Texas, California, Wisconsin, Maryland, Tennessee, New Jersey, Pennsylvania, Washington, and Missouri.

It was born out of the fairness and equality struggles of the 1960's.  It achieved its corporation status in 1970, and has remained steadfast to its endeavors to "improve and protect the quality of life for children of color and their families by giving every child a chance".

NBCDI's programs include:
Love to Read - a program that encourages parents as their child's first teacher, to instill the love of reading at birth.

Entering the College Zone - a program that provides middle school students now with the tools they will need for college.

The Parent Empowerment Program - a program that strengthens parents' knowledge of child development while raising their confidence in themselves and parenting skills.

SPARK DC - a program that promotes school readiness to assure ready schools, ready kids and ready communities.

I encourage you to take a closer look at this website for insightful resources and information that will aid in the education of African American children and other children of color.

National Black Child Development Institutehttp://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )

EXPANDING RESOURCES

Establishing AND expanding  professional connections throughout one’s life is imperative to the growth and effectiveness of any educator.  This week I investigated two early childhood organizations outside the United States:  the European Early Childhood Education Research Association (EECERA) website – http://www.eecera.org/ , and the International Child Resource Institute website – http://www.icrichild.org . 

I was curious about the trends of European ECE after reading Roger Neugebaurer’s (Exchange, May/June 2007) article on the global trends of EC.  I was amazed at the discovered trends of Italy’s pitiable image of children, and the deficiency of morals in younger generations.  I took a look at EECERA’s Special Interest Groups and decided to try making a more subjective connection after a closer look at their SIGs http://www.eecera.org/sigs/currentsigs.asp .

The International Child Resource Institute (ICRI) was another fascinating find.   ICRI has such a broad array of programs and services that I was overwhelmed at the enormous impact  that has been made on so many countries around the world, such as Kenya (http://www.icrichild.org/kenya )—from building bridges to access high quality EC education  for remote African children to offering generous financial support to encourage EC initiatives.  Whenever growth is desired, there should be credible resources of professional consultants available for educational guidance.  International Child Resource Institute is such a resource (http://www.icrichild.org/consulting/ )!

Regarding the National Association of Early Childhood Teacher Educators organization that was contacted a few weeks ago, I have researched the possibilities of making a more substantial connection with this EC establishment.  In Article 2 of their NAECTE Affiliates handbook on page 6 (http://www.naecte.org/docs/Affiliate_Handbook_9_09-nf.pdf ), I realized that there was something that NAECTE offered that fit my personal passion which is to educate educators.  Stay tuned as I embark upon the processes of making and maintaining a very positive, fruitful partnership in the ECE field.

Establishing Professional Contacts

During the course of our educational journey, it is imperative that we establish connections that will benefit not only our professional careers, but enhance the experiences of others as well.  Establishing professional connections is an easy, yet challenging task.  Connecting with people in general can be simple enough, but maintaining positive, fruitful partnerships takes time and effort. 

This week I reached out to an organization called the National Association of  Early Childhood Teacher Educators to explore new avenues of what other early childhood professionals are doing across the country.  Stay tuned to hear more on this and other professional connections throughout the next 8 weeks.

Check out the links below for EC professionals in the US and Internationally:

Early Childhood Related Websites—United States




National Association of Child Care Resource & Referral Agencies
http://www.naccrra.org/
(Newsletter: http://capwiz.com/naccrra/mlm/signup/ )



Zero To Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/ (May have to use http://www.zerotothree.org/about-us/ )
(Newsletters:
http://zttcfn.pub30.convio.net/child-development/from-baby-to-big-kid/ and
http://capwiz.com/zerotothree/mlm/signup/ )


National Black Child Development Institute
http://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )


National Institute for Early Education Research
http://nieer.org/
(Newsletter: http://nieer.org/resources/newsletter/index.php )


The National Association for the Education of Young Children
http://www.naeyc.org/
(Review also the position statements: http://www.naeyc.org/positionstatements )


Pre[K]Now: A Campaign of the Pew Center on the States
http://www.preknow.org/
(Newsletter: http://www.preknow.org/signupform.cfm )


Harlem Children’s Zone
http://www.hcz.org/
(Newsletter: http://support.hcz.org/site/PageServer?pagename=signup )


National Head Start Association
http://www.nhsa.org/
(Newsletter: http://www.nhsa.org/news_and_advocacy/advocacy/legislative_eupdate )


National Association of Early Childhood Teacher Educators
http://www.naecte.org/
(Newsletter: http://www.naecte.org/index.php?option=com_content&view=article&id=14&Itemid=29 )



The Division for Early Childhood
http://www.dec-sped.org/
(Review also the position statements: http://www.dec-sped.org/About_DEC/Position_Statements_and_Concept_Papers )



Children’s Defense Fund
http://www.childrensdefense.org/
(Newsletter: http://www.childrensdefense.org/newsroom/enewsletters/ )


Center for the Child Care Workforce
http://www.ccw.org/
(Newsletter: http://www.ccw.org/index.php?option=com_content&task=blogcategory&id=78&Itemid=72 )


Society for Research in Child Development
http://www.srcd.org/
(Newsletter: http://www.srcd.org/index.php?option=com_content&task=view&id=238&Itemid=543 )



Early Childhood Related Websites—Outside the United States


United Nations Educational, Scientific and Cultural Organization (UNESCO)
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
(Review also the online Resources listed on the right: Selected publications, Country Profiles, or Policy Series)


Early Childhood Australia: The Australian Early Childhood Advocacy Organization
http://www.earlychildhoodaustralia.org.au/
(Newsletter: http://www.earlychildhoodaustralia.org.au/contact_us/mailing_list.html )



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


European Early Childhood Education Research Association (EECERA)
http://www.eecera.org/


The British Association for Early Childhood Education
http://www.early-education.org.uk/
(Review also these online resources: http://www.early-education.org.uk/download_leaflets.htm )


The Canadian Association for Young Children
http://www.cayc.ca/
(Review also available issues of the organization’s journal at: http://www.cayc.ca/indexjournal.html )



Early Childhood Council New Zealand (EEC)
http://www.ecc.org.nz/MainMenu
(Review also media resources at: http://www.ecc.org.nz/Category?Action=View&Category_id=159)



International Child Resource Institute
http://www.icrichild.org/
(Review also the international projects at: http://www.icrichild.org/kenya ) Click on the International Projects tab at the top to see a list of the available projects.



International Step by Step Association
http://www.issa.nl/
(Review also the databases at: http://www.issa.nl/issadatabases.html )



The Global Fund for Children
http://www.globalfundforchildren.org/
(Newsletter: http://www.globalfundforchildren.org/index.php?option=com_civicrm&Itemid=340 )



Save the Children
http://www.savethechildren.org/site/c.8rKLIXGIpI4E/b.6115947/k.8D6E/Official_Site.htm
(Newsletter: http://www.savethechildren.org/site/c.8rKLIXGIpI4E/b.6213813/k.4C6/eNewsletter_Sign_Up/apps/ka/ct/contactus.asp?c=8rKLIXMGIpI4E&b=6213813&en=kvlQJ4ORKhlQJ3MOKcINI4NSJfLZiOSJmLYL4OSJrK9JsJ )

MY SUPPORTS

When I think of the word "support" I think of something or someone that is strong enough to lean upon (whether figuratively or literally), to bear the weight of something or someone else;  like leaning against a tree, or standing on a table--they both give support or strength to hold up the weaker object or person.  I've shared some of my daily supports along with their benefits to me through a previous blogs – see Relationships Reflection (Channey-White, 2011).

On a daily basis, I find that I do well when I receive the support of my family, my business constituents and colleagues, as well as my proselytized religious beliefs.  In my earlier years I relied heavily upon practical supports such as written reminders and specialized lists.  Today, although I’m older and it would seem most appropriate to have things written down as reminders, I do not seem to function well with these same tools used in the past.  Now, when I write things down, I can’t remember where I put the reminder notes; therefore, they are of no use to me at all.

This week’s EDUC course assignment is to imagine a scenario that challenges my need for supports and to describe factors within my daily environment that would be supportive to me. So, let’s imagine J

IMAGINE:  If your mother was gone.

Emotionally:  Because I rely heavily upon the support of my mother, I would definitely have feelings of disconnection, uncertainty, fear of raising a child alone without her input, and depression.  I count on her for spiritual, moral, and emotional support—it is hard to imagine life without her.

Practically:   I would predictably feel as though I had no faithful, trusted, or dependable child-care provider assistance for my son, counselor/advisor for myself, or personal encouragement that I could trust to be sincere and truthful.  Whenever I am in need of respite or retreat for the purposes of regrouping and strengthening myself, I go to my mother’s or arrange for my son to spend time with her.  Practically, I do not know of anyone else that I would trust my son with; and travelling to her home was a very low-cost vacation opportunity.

Physically:   Again, mom’s house was a haven to go to for retreat to recollect, regroup, and revitalize.  Her establishment is about 1.5 acres of countryside in the southwest area of Michigan.

SUPPORTS: In her absence, I suppose that I would reach out to some of the current associations that I have right now with the Head Start Agency and Public School for helpful resources that they may have to offer me through their parent resources. 

Emotionally, I would have to strengthen my religious connection with God and surrounding faith-based organizations to participate in their family support groups.  Practically, I would reach out to my immediate and extended family members for assistance in caring for my son, as well as develop associations with peers and their parents for support.  Physically, I would try to connect with the available resources given to parents of early childhood students.  I may even pick up walking or running—good physical health helps to keep one alert and ready to stay on task. 

References

Channey-White, C. (2011, May 14). Relationships Reflection [Blog message]. Retrieved from http://eleazar-lazaros.blogspot.com/2011/05/relationships-reflection.html

MY CONNECTIONS TO PLAY

Work consists of whatever a body is obliged to do. Play consists of whatever a body is not obliged to do.
Mark Twain

You can discover more about a person in an hour of play than in a year of conversation.
Plato

Play was an integral part of my childhood.  I remember lots of time to play in my parents’ 1.5 acres of countryside.  The routine was, come home from school, change into your “play clothes” and go outside.  Homework was also very important, but we did that after dinner and before bedtime, so play was the thing that really sticks out in my mind.  It seemed as though we were always playing.  Back in my day there were three recesses during our school hours.  This was in addition to gym, and a very physical music class (this was in the first grade and above).  During my kindergarten years though, I remember walking to school, which was less than a quarter mile from my house.  These were times that I did a lot of imagining about rescues and adventures in the woods—there were lots of trees.

The role of play when I was younger was supported by my parents as probably just a way to get kids out of adult’s hair and to give them opportunities for exercise.  Given the information that I have learned about play’s importance to healthy development, I should be profoundly intelligent and filthy rich from all of the play experience I’ve had as a child.  Nevertheless, the role of play throughout my life has proven to be an indomitable source of strength from childhood into adulthood. Dramatic and Sociodramatic play have been found to be directly linked to better ability to take on the perspective of another, reduced aggression, better control of impulsive actions, and better emotional and social adjustment (Almon, 2002).  I understand now and believe adamantly that those of us who have learned how to preserve the art of play (I call it a playful or youthful spirit) can and have actually weathered life’s storms and challenges easier and more successfully.  If we are truly honest with ourselves, we ALL have the underlying basis for play—we just have different expressions of it as our years progress (2002).

Today, children hardly know what it means to play.  It seems as though the concepts of some closed-minded adults have been adopted by children as young as 8 and 9 years old—they feel as though play is for babies, and have not engaged in it since the age of 2 years old in daycare. Play today is the equivalent of a video game in front of the eyes of children from age 3 to 23.  Play has been replaced with structured athletic leagues and clubs, which have stripped the sheer creativity from the play experience. It is my hope that adults will recognize the imperative impact that creative free-style play, particularly dramatic and sociodramatic play, has on the total development and preparedness of a child throughout their entire life; and will incorporate and advocate for its proper implementation within the educational field.

Reference

Almon, K. (2002). The vital role of play in early childhood education. Gateways, 43. Retrieved from http://www.waldorfresearchinstitute.org/pdf/BAPlayAlmon.pdf

BrainyQuotes [Website]. Mark Twain – Play. Retrieved May 25, 2011 from http://www.brainyquote.com/quotes/keywords/play.html

BrainyQuotes [Website]. Plato – Play. Retrieved May 25, 2011 from http://www.brainyquote.com/quotes/keywords/play.html

Relationships Reflection

  Ministers, P. Lanette & T’challa Pinkard

I met Lanette back in 1996 when I started working for a major communication company.  We became fast-friends because of our passionate love for God.  Our sisterhood has grown even more after her marriage to her husband, T’challa.  Our families have tightly knitted themselves together throughout the years.  They have been constant sources of spiritual encouragement and emotional support for me.

My mother and son, Sallie & Zech

I lean heavily on my mother for guidance, encouragement, and support.  She knows me better than most and even myself at times.  She is an educator, child-care provider/foster parent, and the world’s greatest mom ever!

My son inspires me the most.  In him I see my value and worth—he needs me, therefore I cannot fail.  I am empowered when I see the seeds that I have planted begin to blossom in his behavior, language, and character—it is rewarding to see the fruit of my labor.  It is because of him that I embark upon my Master’s degree in Early Childhood Studies today!

 British Poet, John Donne once said, "No man is an island" (BrainyQuotes, 2011).  I used to say when I was young that I didn't need anyone, and that I wished I could just live in the world by myself.  My mother always responded that I could never do that, and that I would always need someone.  I think that in a general sense, we all need someone--the grocer needs the farmer, the entreprenuer needs the client, etc.

In a deeper sense, we all need relationships to confirm, validate, measure, regulate, and to recognize ourself.  My list of friendships, acquaintances, and associates has decreased a great deal from the time I was a teenager.  The purpose being that my relationships have helped me to define who I am; knowing my truest identity and fullest purpose in life allows me to fine tune the relationships that now continue to guide my journey and govern my existence.

The above stated relationships are positive factors that contribute encouragement and direction to my life's journey.  The one keeps my spiritual and emotional state of being entact, while the other keeps me focused on the meaning of and purpose for which I live.

The best thing about these relationships that I have shared is that in some way I am able to reciprocate something positive and rewarding to those that give to me.  I may not give them exactly what they give to me, but they are none the less refreshed by what THEY find to be relationally rewarding to them from our partnership.

Scripture tells us in Proverbs 11:25 that those who refresh others will themselves be refreshed.  I am refreshed by my mother's guidance to raise children, she is refreshed by my empowerment to her to live her life to the fullest.  I am refreshed by my god-sister and her husband's constant encouragement to live an integriteous life, the are refreshed by my sincere love and appreciation of their spiritual endeavors.   I am refreshed by my son's trust in me to love and protect him, he is refreshed by my love and affirmation.

These are the types of relationships that drive me to the course in providing and demonstrating effective early childhood education to children and educators alike.  Every moment, a teachable moment.

WHAT HAVE YOU LEARNED?

Every moment is a teachable moment!  The things that we learn as children become, in some way or another, a permanent part of our life as adults.  These bits and pieces that make up the whole of who we are dictate our actions, our beliefs--even the very way that we create attachments throughout our lives and educate others.    THANK YOU, COLLEAUGES, for teaching me a few things along the way.  These are a few things that I have learned--not just in this course, but throughout my life!  Blessings to you all as we continue our Learning-Journey together.

I've Learned...that if we allow ourselves to kneel down to their level, children are the very best teachers in the whole world, and can take us to new heights beyond our imagination!

I've Learned...that we should be glad God doesn't give us everything we ask for.

I've Learned...that having one person say to me, "You've made my day!" makes my day.

I've Learned...that having a child fall asleep in your arms is one of the most wonderful feelings in the world.

I've Learned...that a smile is an inexpensive way to improve your looks.

I've Learned...that sometimes all a child needs is a hand to hold and a heart to understand.

I've Learned...that the best classroom in the world is at the feet of an elderly person.

I've Learned...that simple talks with my father over a cup of hot cocoa and peanut butter graham crackers when I was young did wonders for me as an adult.

I've Learned...that to ignore the facts does not change the facts.

I've Learned...that being kind is more important than being right.

HOMESCHOOLING -- WHAT'S YOUR TAKE ON IT?

Many of you have heard the stories I've shared about my son and his history of physical and socio-emotional challenges.  If you are a new comer I can wrap it up quickly in a nutshell for you--my son was diagnosed at the age of nine months with having GERD, Failure-to-Thrive, and Sensory Processing Disorder (along with a few other things).  He has received Occupational Therapy for most of his life--he is currently five years old.

Although we have come over many hurdles and seem to be doing fairly well today, we still have major issues with his SPD.  Aside from his own personal dealings with SPD management, he has to deal with educators who have no awareness or understanding of SPD and how to deal with children who have this diagnosis.  THEREFORE,...........

I am considering homeschooling, but need some feedback from those who have insight on this subject. 

SO...please share your comments.  WHAT'S YOUR TAKE ON HOMESCHOOLING?