Research that Benefits Children and Families—Uplifting Stories

If I had the means and knowledge to conduct research on any topic in the early childhood field I would want to study autism and find out the cause and what can be done to help children who have it. There are many theories and beliefs that exist, but it still leaves families feeling so uncertain about why their child has it.  There are cases where one day the child is typical in their development and social interactions and the next day they wake up different.  There are also children who just seem to be born with autism.  There are parents who blame themselves and parents who blame outside factors.  Because autism is a spectrum disorder the variety that autism has is almost too big to comprehend.  Some children speak more than what is considered acceptable and some children can't even speak one word.  There are so many ways a child has the possibility of being labeled with autism--how can that be for just one disorder?

Being able to find these answers, as well as the answers to many more questions that exist about autism would be very beneficial.  It can be difficult for a child with autism to fit in or feel comfortable and it can also be difficult to know what is best for each child who has it.  Having this knowledge would be able to make a difference in how children are viewed and can spread awareness of the best possible ways to help them.

My Personal Research Journey

After a lot of contemplation of what I was truly passionate about, I came to the conclusion that my passions in this field are the strongest for developmentally appropriate practices.  I have seen how using developmentally appropriate practices strengthens a child's experience in the classroom because it is geared to each of their needs.  Although it takes much more time and dedication from the teacher, using developmentally appropriate practices is necessary for providing children with the best possible outcomes.

I am interested in researching the effects that developmentally appropriate practices have on children versus the effects that Common Core has on children.  Using Common Core requires little work from the teacher and takes away the need of getting to know each of their students.  I look forward to being able to study the different ways that these techniques play a role in children's school experience.  I am hoping to be able to find the necessary information to help me with my research and I look forward to learning more about each of the subjects.

From what I have read, my classmates have chosen interesting topics that I am excited to learn more about.  Research is an important aspect in this field and I know that I will be able to gain experiences in this course that will help me throughout my educational and professional career.

Final Blog Assignment

Over the last eight weeks, I have had the opportunity to learn more about early childhood education around the world.  Although this class has been difficult for me, I have been able to learn much more than I had anticipated.

I have been able to study international websites, listen to podcasts, and learn from my colleagues about what is happening outside of the United States and consequently I have realized:

1. There is much that we can learn from around the world.  I had never considered that I could study about how other countries teach young children, but there is a great amount of information that I can learn from expanding my resources to outside of America.

2. Not everyone has the same amount of privileges that we do in America, in regard to early childhood care and education.  I came across research that showed that a lot of countries are not fortunate enough to have access to early childhood education because of lack of funds or lack of education.

3.  I am capable of going to other countries and lending my own knowledge and resources to help other countries understand why early childhood education is so necessary.  I believe it is important for me to volunteer my time and knowledge, because this may be difficult to do in other countries, I can start by implementing what I know in America.

A goal I have for my future in international awareness is to stay informed with what is happening outside of the country.  I often find myself living within my own bubble, but this class has helped me understand that I should be aware of what children around the world are being faced with.

Getting to Know Your International Contacts—Part 3

I chose to listen to a podcast with Karen Nemeth called “Strategies for Supporting Dual Language Learners.” It helped me learn more about the differences between English language learns and dual language learners.  English Language Learners is a program for k-12, while dual language learners is the name for children in preschool who are still working on learning English, which includes all young children.  For children who speak a language other than English in their home, teachers should honor and support this learning in the home language, while helping children learn English.  Dual language learners are very common and as a teacher it is likely to have one, or multiple, at some point in your classroom.  If a teacher does not speak the home language of a child then she can still support her student by making an effort to learn new words in that language and have the language in the classroom.  This can include having music in that language and showing all of the students that they are each important. If there are multiple languages that are spoken at home the teacher can still make an effort to connect with each child’s home language.  Nonverbal language is also important for children who are still learning English to help the teacher connect with each child.   Sign language can help because it is a visual connection that helps with all languages.  Every teacher can improve their communication skills when thinking about the individual needs of dual language learners in the classroom (Nemeth, 2015).

I was able to study UNESCO’s “Early Childhood Care and Education” webpage and found helpful information in regard to quality and financing for early childhood education around the world.  When considering early childhood education, it is important that the learning materials are quantitatively, culturally and developmentally adequate and focus on child-centered interaction.  Although these ways of teaching are the most effective, they can be difficult to implement, but are better for the children (UNESCO, 2015).

 It can be difficult to provide early childhood education when government resources are limited, and so often the last year of preschool is frequently placed in a formal school setting or there may be efforts to lower the entry age. Unfortunately this can dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling. However, when preschool cannot be afforded as part of early childhood, it is better to consider ways of improving the pedagogy of pre-primary education placed in the formal school setting (UNESCO, 2015).

The 1990 Jomtien Declaration on Education for All (EFA) stated that countries should view early childhood as part of basic education. When countries are able to see the positive effects that come from investing in early childhood education, they will understand the benefits and work to mobilize the funds. Unfortunately, government funding for early childhood is typically extremely small and so approaching the private sector (non-profit and for-profit) can be an effective strategy for countries to obtain early childhood education (UNESCO, 2015).

References

Daniel, J., Pica, R., & Nemeth, K. (2015). Strategies for supporting dual language learners. BAM! radio. Retrieved from http://www.bamradionetwork.com/naeyc-radio/743-strategies-for-supporting-dual-language-learners

UNESCO. (2015). Early childhood care and education. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

Sharing Web Resources

NAEYC has an abundance of resources that their website has to offer that come directly from them, so I was not able to find outside links that are not affiliated with NAEYC.  I was able to more deeply focus on one of their sections that has to do with play and children's learning.  There are many links that can be followed that gives helpful information on the importance of play and how children learn through playing.  There are also sections for Common Core, family engagement, ethics, and many more that can greatly assist teachers.

NAEYC is well known for their standards on early childhood education.  Part of their website includes all of their position statements that are clearly stated to help educators and professionals in this field know what are the best practices to use when working with children.  I chose to read their position statement about where they stand in regard to early learning standards.  This position statement helped my understanding of equity and excellence in early childhood care and learning in many ways.  One part of the position statement is that early childhood learning needs to include developmentally appropriate practices.  I am a firm believer that developmentally appropriate practices should always be used in teaching young children and I feel that it is part of equity and excellence in early childhood care.

Getting to Know Your International Contacts—Part 2

I was able to find a podcast that had to do with helping children cope through trauma in their lives.  Dr Steven Berkowitz is an Associate Professor of Clinical Psychiatry at the University of Pennsylvania, Perelman School of Medicine and is very knowledgeable of what is best to do for children and trauma.  I felt this podcast was applicable to challenges we are currently facing in the world, especially with the terrorism attack that recently occurred in Paris and that goes on in other parts of the world.   It is important for teachers to understand that each child varies on their responses to trauma.  Children who are six and under should not watch the news (Berkowitz, 2015).   Watching the news can cause children to believe that the same awful thing they experienced is occurring again.   It is important to make sure that children know that they have an adult there and they are safe.  For older children, teachers and parents can look at previous stories and correct false ideas that children might have.  Rumors are easily transferred through social media and so it is important to talk about the facts.  Adults need to recognize their reactions around children because sometimes children don’t have an understanding or control over their responses.  Children are naturally more self-centered and so problems that have in distance locations, such as Paris, may have no effect on children and that is OK. Seeing or hearing something can be a traumatic experience for children and younger children will show this in a change of behavior (Berkowitz, 2015).  It is our responsibility as adults to help children feel safe and secure.

I was able to study Harvard's Center on the Developing Child website and found out interesting ideas about things that are happening around the world in early childhood systems. Currently in Brazil, there is an interdisciplinary group of Brazilian scholars that are teaching and guiding policy makers about child development.  In Canada, the Alberta Family Wellness Initiative (AFWI) works to supporting research in early brain and biological development, including mental health, and addiction, and translating that research for policy makers, healthcare communities, and the general public (Center on the Developing Child, 2015).  The Center on Developing Child has a partnership with Grand Challenges Canada, called Saving Brains that seeks to improve outcomes for children living in poverty through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life (Center on the Developing Child, 2015).

References

Davis, V. & Berkowitz, S. (2015). Terrorism: How to talk to your students, say this, do not say... Every classroom matters Retrieved from
http://www.bamradionetwork.com/every-classroom-matters/3514-how-to-talk-to-your-students-about-terrorism-say-this-do-not-say

Harvard University’s Global Children’s Initiative. (2015). Working globally. Retrieved from http://developingchild.harvard.edu/about/what-we-do/global-work/

Sharing Web Resources

One of the sections of NAEYC's website has to do with play. I strongly believe in the importance of play and feel that it is something that I will have to be an advocate for as it continues to become decreased in children's lives.  An article that I chose to study talked about the threats of play that are happening for preschoolers.  A point in the article that struck me was the fact that so many children have threats to play, but especially those in poverty (Snow, 2015). When children aren't receiving play at home and then have to go to school and not have opportunities to play, it can be very destructive to children.  Play supports children's academic-related skills, as well as physical and social skills (Snow, 2015).  The fact that children are not receiving opportunities to play in elementary schools is bad enough, we can't take it away from preschools too.  Preschool should be a time to play and learn.  That is how three and four year old children should be learning; everything else is too inappropriate.

On NAEYC's home page was a video talking about a new paper reflecting developmentally appropriate practices and common core standards.  It can be easy to only focus on making sure that everything gets taught that is needed for the standards, rather than using developmentally appropriate practices to teach the material.  In order for teachers to provide children with developmentally appropriate practices, they have to take the time to decide what is best for each individual child, as well as the age of the children.  One way that teachers can ensure they are still teaching appropriately is to not limit the curriculum to only common core, but rather include other important domains of child development (NAEYC, 2015).  I don't have children, nor do I teach in an elementary school, but from what I know about the common core standards I do not feel like they are the best way to teach children.  Implementing the ideas provided in this article is an excellent way to still incorporate developmentally appropriate practices.

While looking for ways in which NAEYC included economists, neuroscientists. and politicians I found an interesting public policy update about how those in early childhood education can contact members of congress to express concern for early childhood education investments.  In order for politicians to make a change, they have to know that one is needed.  By taking a stand and sharing your beliefs it is possible to spread awareness and make a difference in our country.  There is even a sample message provided to help in knowing what we can say to congress members or other politicians.

NAEYC. (2015). Developmentally appropriate practice and the common core state standards: Framing the issues. Retrieved from http://issuu.com/naeyc/docs/15_developmentally_appropriate_prac/1

NAEYC. (2014). Public policy update. Retrieved from http://www.naeyc.org/policy/federal/07_23_14

Snow, K. (2015). Research news you can see: More threats to preschoolers' play. NAEYC. Retrieved from http://www.naeyc.org/content/research-news-you-can-use-more-threats-preschoolers-play