Doing Early Childhood Research

First and foremost, I would like to congratulate all my colleagues on their completion of our Master's course in Building Research Competencies as well as all the hard work you have put into this program and your professional development so far.  I don't know about you guys, but I found this course both intimidating and challenging.  In fact, I found myself wondering in the beginning why we even needed to take this course.  Why was it so important?  How would this really be relevant to someone like me--a preschool teacher (after all, I'm not trying to be a scientist)?  Am I alone in my thinking, or did others of you have similar feelings?

Well, to my surprise, throughout this course and the research simulation project, I have gained valuable insights as to the relevance and importance of acquiring practical skills in this area.  I now realize that this skill is one of the basic reasons I decided to seek a Master's degree in the first place. When I think about it, the reason I decided to further my education was to be able to provide children and their families the best possible support and advice to further their healthy development.  Over the years working with young children, I have gained valuable experience, honed my instincts and developed my skills, but at the end of the day, when parents would come to me for advice, all I really had to offer them was my opinion.  By increasing my research competencies, learning how to efficiently extract useful information from scientific journals, judge the validity of articles, websites and resources, I will be able to support my opinions/arguments with valid, scientific facts.  In addition, I truly appreciate learning how to properly design and engage in my own informal research projects within my classroom or school in an effort to help me better understand the community I serve as well as how to best serve them.

In fact, the biggest issue I had during this course was actually deciding which research question to focus on.  There are so many areas of curiosity and interest to me in the Early Childhood field that it was extremely hard for me to narrow my thinking.  I now have a new level of respect and appreciation for those committing themselves everyday to thinking through the intricacies necessary to achieve valid answers to so many of these questions.  With the time and care it takes to answer each of these questions, dedicated researchers are helping us understand ourselves better, our roles better, our students better, our world better and how we can all contribute to creating a better society together. After all, as preschool teachers, isn't this the mindset we are working to foster--teaching the joys of exploration and experimentation, the process of trial and error it takes to master a concept, imaginative and inquisitive minds fueled by curiosity, imagination, and creative problem solving, questioning and testing aspects of our environment and how we can best function in it.  Whether or not we become scientific researchers ourselves is beside the point, we are on the ground floor of supporting future researchers, scientists and professionals committed to making the world a better place for us all.  Thanks to all my colleagues for your continued support and commitment to this end. You should be proud of yourselves!

Happy Holidays,
Angie Oliver

Who Says?...International Research Topics in ECE

This week's assignment was to take a look at current international research topics and to find out what questions are being asked in different parts of the world that can contribute to our understanding of the best practices in care and education for young children.  The first website I chose to review was the European Early Childhood Education Research Association (EECERA)  http://www.eecera.org/.  
I specifically chose this sight because I was interested to see what questions scientists from distinct cultural backgrounds are coming together to research.  Although I was only able to review abstracts by clicking on the Special Issues tab without purchasing a membership, I was still surprised at how many articles centered on the subject of play, social/emotional dynamics in a preschool classroom, and issues of diversity in ECE.

As I could not go much further with this site, I decided to also check out the Early Childhood Australia website http://www.earlychildhoodaustralia.org.au/.  I was once a nanny in Australia, and know that their longitudinal study of early childhood is often referenced, so I was very interested to see what topics they are researching today.  I immediately bookmarked the page for myself because of the wealth of information and resources I found there.  Under the "Our Publications" tab is a link to the Australasian Journal of Early Childhood, a publication of many research articles you also need a subscription to fully view.  However, a review of the research topics and abstracts lead me to find that studies are also being conducted in this area of the globe around cultural diversity, the importance of play, and social/emotional intelligence.

The insight I really gained from this assignment was the realization that scientists from around the world are all asking some of the same important questions about early childhood.  It helps me realize that although we may share different languages and cultural backgrounds, we are all still striving for the same goal--best possible outcomes for care and education of young children.  Certainly there are schools in Europe and Australia dealing with diversity issues in many configuration.  In fact there are school around the world trying to discover the best ways to contribute to the social/emotional intelligence of a child in hopes of making positive contributions to society as well as their specific community.  Certainly others around the globe are discovering the importance of play in the development of young children's brains and bodies and working to create policies and practices that protect time and space for young children to experience play.  What a relief!  Everybody is on the same page.  While these questions are being asked in different ways, in different languages, using different methods, and resulting in many new and different discoveries/insights/understandings, the outcome is a collective amount of scientific research and knowledge that is useful to anyone working in the EC field.

So, the next time I am faced with a line of conversation about why we need more academic standardized testing in our preschools, I can respond with valid scientific information that supports the importance of play in a young child's life to foster academic skills, it's contribution to healthy development, and how we must work to protect it for both our children and the future of society.  When they ask me, "Who says?"  I can respond, " the International Scientific Research community says..."

Reference:

Early Childhood Australia:
http://www.earlychildhoodaustralia.org.au/

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

The Science Behind an Attitude of Gratitude

Who among us isn't looking for the road to a happier, more enjoyable and stress-free life?  If we, as parents, teachers, caregivers, and early education professionals, were able to find that road, what effects would it have on our lives and the lives of the young children around us?

As we approach the holiday season--the most wonderful time of the year, we all have warm, fuzzy visions of families coming together to share good food, love and laughter while sipping hot cocoa in front of a fire.  However, the reality of the holiday season--most wonderful and stressful time of the year, often turns out quite differently.  Many families suffer through this time worrying about money, feeling the pressures of busier than normal schedules, drained energy levels, long lines, travel delays and short fuses as they focus on trying to 'make' everything perfect and everyone happy.  In turn, children's lives are overloaded with stressed out adults and an avalanche of commercial marketing strategies setting them up to not only want and need more stuff, attention and entertainment, but also make them feel entitled to it.  As I began to wonder about the true, true meaning of the holiday season, and how I might convey some thoughtful ideas to the young children and families in my life, I came across this website that I thought was perfect to share.

"The Greater Good Science Center at the University of California, Berkeley--in collaboration with the University of California, Davis--launched a $5.6 million, three-year project, Expanding the Science and Practice of Gratitude"(The Greater Good Science Center, 2014)         http://greatergood.berkeley.edu/expandinggratitude.  Scientist have now proven that an attitude of gratitude really will change your life, your health and your stress levels.  "They're finding that people who practice gratitude consistently report a host of benefits:
     -Stronger immune systems and lower blood pressure;
     -Higher levels of positive emotions;
     -More joy, optimism, and happiness;
     -Acting with more generosity and compassion;
     -Feeling less lonely and isolated" (The Greater Good Science Center, 2014).

 The website also provides a look at both research and public education initiatives, links to other resources and a short video that helps explain their cause and purpose as well as ways to get involved in the project.  I found many of the resources useful especially for sharing with children in preschool classrooms and as supportive parent education.                                                                                          
Think about it, if more adults were able to improve their quality of life through the benefits reported by the Greater Good Science Center, what would that do to the quality of the lives of the children who surround them?  If more adults could model this attitude, children will also be more likely to adopt similar notions.  Imagine the long-term mental, health and emotional benefits for children who can learn to engrain gratitude into their belief systems regardless of religious affiliation.  Fostering gratitude, thankfulness, and appreciation in our children takes work, and that work begins with us, the adults. Please check out this wonderful resource for yourself, your family, your classroom and co-workers.  I was certainly grateful to find it!

Happy Holidays!

Reference:
The Greater Good Science Center, (2014), Expanding the Science and Practice of Gratitude,               University of California, Berkeley.
http://greatergood.berkeley.edu/expandinggratitude

Issues and Trends final post

I gained a new level of awareness about Issues and Trends in International Early Childhood Education through my own research and the information provided by my colleagues in this course.  The three major consequences of this study for me are:

1.  learning the importance of understanding different cultural perspectives on early childhood education before trying to relate to immigrant and non-English speaking families being served in my classrooms.

2. increasing my own multicultural understanding both personally and professionally as well as gaining some new ideas of how to incorporate more international studies into my classroom curriculum.

3.  identifying and learning to access resources locally, nationally, and internationally that can benefit young children of diverse cultural backgrounds in my classroom.

If I had to identify a major goal coming out of this course, it would be to start a blog or a website dedicated to assisting EC professionals in addressing issues and improving relations with immigrant and non-English speaking families within every community by outlining policies, attitudes, issues and trends related to every country in the world.  It is a small world after all...and preschool is the perfect place to foster the peace and understanding that can unite humanity.

Getting to know your international contacts

With immigration on the rise in the U.S., more and more non-English speaking children of foreign descent are entering our classrooms.  In order to properly embrace them and their families into the early childhood education field, we must begin to understand a little about the perspective on early education from their home country.  But where does a preschool teacher go for such information?  The UNESCO's "Early Childhood Care and Education" webpage is a wonderful place to start.   (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/), 

Resources listed in the tab on the left side of the page include country profiles, country policy reviews and videos that can help us gain insights into EC programs, materials, and other resources used by people from different parts of the world.  For example, there are videos showing best practices for the care and education of young children in Kenya, Moscow, and Brazil.  I was thrilled to learn of the easy access to such information through this webpage, and, not only see it as an multicultural educational tool for myself and my students, but will also be happy to use it to relate and form talking points with immigrant and non-English speaking parents of children in my classroom.  It's a wonderful resource for anyone advocating for equity and excellence in the care and education of all young children.

NHSA

The National Head Start Association has committed itself to quality and excellence in early childhood education for 50 years.  They know that quality in the education of young minds requires quality teaching.  One way they continue to uphold their standards is by providing access to professional development, teacher training and professional consultation services.

Every year, NHSA holds an annual conference in a different location throughout the country.  However, travel expenses and time needed off of work to attend is simply unfeasible for many Head Start teachers and directors.  Therefore, in an effort to make quality professional development and teacher training accessible to everyone, they are now featuring "virtual conferences" on-demand for the low price of $25. Secondly, they provide links to impactful resources through their Professional Development Consultants Directory.  Through this tab, Head Start features trusted partners in the early education field such as Devereux Center for Resilient Children that offers professional development services centered around young children's social and emotional health as well as other professional health services, financial consultants, literacy mentors, legal advocates, family advocates, classroom management trainers, and many other partners committed to supporting young children.

The wonderful thing about all of these services it that they are not only available to Head Start teachers, but can also be accessed by anyone interested in furthering their education and improving the quality of their teaching.  These efforts are part of what makes the National Head Start Association a leader in the early childhood field.

Resources:
The National Head Start Association
http://www.nhsa.org/professional_development

A Dollar a Day Keeps Our Children at Play

As Early Childhood Professionals, we know the important work that psychologists, economists, and scientists are doing to prove the importance of play-centered, high-quality early childhood education and the benefits of early interventions practices for young children to help develop strong foundations and grow to become successful, contributing members of society.  Those of us working with young children know the validity of their research, but are often at a loss for what we can do to contribute our voices to conversations that influence business leaders, government officials, policy-makers and politicians to understand the urgency of action and commit to an investment in the young children of our country.

This is where the National Head Start Association is stepping in and providing opportunities to lend support and make a difference.  The Dollar Per Child program offers a way to get involved in the conversation and make a contribution.  According to their website, "For just one dollar for every child in Head Start, we can ensure the voices of Head Start children and their families are heard by Members of Congress and the President".  They have even put together a fundraising toolkit to assist community members in their local efforts to raise money and awareness for Head Start programs.  As well, to further influence decision makers, they have put together a fact sheet by state, Head Start Works:  The Facts, where statistics and information are recorded regarding childhood poverty, child homelessness, children with disabilities, families utilizing social services as well as economic impact.  They also recognize businesses and organizations that do contribute by posting them on their current leader board located on the website.

By contributing to and sharing information about The National Head Start Associations advocacy campaign, we can all lend our support regardless of our affiliation to the early childhood field, and make a difference in the life of a child, the health and wealth of our communities, and a sound investment in the future for generations to come.

Reference:
The National Head Start Association
http://www.nhsa.org/advocacy/advocacy/dollar_per_child

Combating Poverty Through ECE

To my disappointment, I have not received a response from the Early Childhood Professionals in Mexico or El Salvador.  So, I decided to research the state Early Childhood Education in Mexico through other sources.  Childhood poverty has also been a topic for discussion this week and what I discovered is that both these topics are interrelated.  In other words, Early Childhood Education has a direct impact on poverty, and poverty has a direct impact on Early Childhood Education. Therefore, we must work to understand and solve both issues to make true progress toward improving the lives of young children and increasing their contributions to society.

"When most of us think of a poor child, we tend to picture a rural child.  We don't imagine as readily a girl living in the shadow of a city school that she will never attend, nor a baby growing up only a short walk from a health clinic he will never enter, nor a family deprived of services enjoyed by those living only streets away" (Nybo, Thomas, (2012).  However, this is the case for many children who have been marginalized in rapid urban sprawls making them especially vulnerable to developmental delays, health problems, nutritional deficits, trauma and crime.  According to the report, "More than 75 per cent of Mexico's people live in cities and towns, including 24 million children" (Nybo, Thomas, (2012). Indigenous children, children of migrant workers, and those living in slums are the most vulnerable.
Although Mexico is showing signs of economic growth, poverty and disproportion of services remains a critical issue.  According to a press release issued by UNICEF (2013), "The human development indexes in some parts of Mexico are close to those of some of the world's least developed countries."

As Sheldon Shaeffer points out in his presentation at the 2014 World Forum Foundation, poverty is transmitted across generations, and, is therefore, a cyclical problem that must be addressed through parent/family education as well as Early Childhood Education.  Critical to this issue is understanding and changing how young children are valued in developing countries.  Through our study of Child Development, we know that early childhood represents a sensitive period of growth as well as a time of developing self-concept and core values; children look to their immediate environments and role-models to define who they will be in the world.  According to a study done by The University of Michigan, "social values as well as cognitive development which often associate with success in societies are formed during this period."

I gained several insights from these resources.  We must understand the challenges of poverty for urban as well as rural children; availability of services is not the same as access whether in Mexico or the United States.  The Early Childhood Education field worldwide can and should be an avenue to begin to combat the cycle of poverty across generations.  Through early education programs that also engage and educate parents, we can assist them in building strong self-concepts and personal values in their children that will help them grow to see themselves as contributing members of society.



References:

Thomas Nybo, UNICEF launches flagship report in Mexico City, warns that cities are failing        children, UNICEF, (2013).
     http://www.unicef.org/infobycountry/mexico_61864.html

Sheldon Shaeffer, Sheldon Shaeffer on Promoting Equity with ECE,  World Forum Foundation, (2014).
     http://www.worldforumfoundation.org/media-and-resources/wofo-tv/

University of Michigan, Early Childhood Education in Developing Countries
     http://sitemaker.umich.edu/356.cho/conclusion__progresses_and_challenges

Press Release:  Mexico:  Government and UNICEF launch ground-breaking study addressing child          poverty, UNICEF, (2013).

     http://www.unicef.org/infobycountry/media_68584.html

Head Start--A great place to begin

The National Head Start Association is a non-partisan, not-for-profit organization dedicated to serving and assisting at-risk children and their families through access to Early Childhood Education and through the philosophy that "Every Child Can Succeed".   Head Start's goal is to be a leader in the Early Childhood Field in support of the whole child, their family and community as well as to advocate for policy and institutional changes that support the most vulnerable of our population.  Although most Early Childhood professionals are at least familiar with the Head Start Program, there are a couple of resources available on their website that address issues and trends around changing demographics in our nation that are worthy of mention for any Early Childhood professional regardless of their affiliation to the Head Start Program.

Under the Initiatives & Partnerships tab on their website, Head Start has developed two programs designed to engage community members.  The first I would like to mention is called "Opening Doors", a free community volunteer toolkit available for download in English and Spanish.  This program gives advice and templates about how to start and grow volunteer community programs in your area and strengthen community services and advocacy for young children and their families.  The second program I found particularly useful for Early Childhood professionals seeking opportunities to engage with families of their Spanish-speaking ELL students is called "Abriendo Puertas--Opening Doors Network".  This program offers a framework for Early Childhood Educators to engage the parents of our nation's Latino children by offering peer-to-peer training designed to increase their parental confidence, build effective parenting practices, and learn to advocate for their children.  The curriculum in comprised of 10 session designed to address parental skills that support the healthy development and positive educational outcomes for their children.

Both programs prove to be very useful especially in addressing the current issues and trends in our nation's changing demographics.  I would encourage anyone seeking to advance the lives of at-risk children in their community to reference the National Head Start Program website and take advantage of these quality resources and programs.

Reference:
National Head Start Association
http://www.nhsa.org/

The Road to Understanding

In my current Master's course, Issues and Trends in Early Childhood Education, we have been given an opportunity to challenge our current thoughts and ideas about the education of young children outside of the U.S. by establishing contact with early childhood professionals in other countries.  We are also put to the task of choosing and exploring the ways in which a specific early childhood organization supports early childhood communities and provides access to resources through their website.  This will be an ongoing assignment, but I wanted to take a moment to explain my goals and thought process behind my choices.

Currently, in my home state of Texas, hundreds of children are crossing the border each day from Mexico and Central America.  These children are refugees leaving their families and risking their lives to flee extreme violence and poverty within their own countries.  While the issue is gaining much national media and political attention, little has been said about what we plan do to support these children in their integration into the American legal, medical and educational systems.  In an effort to understand what I can do to support these children and contribute to positive outcomes for them and others who have immigrated to the U.S.,  I've chosen to contact early childhood professionals via email in both Mexico and El Salvador and intend to update my blog with our correspondence.

I have also chosen the National Head Start Association as the organizational website I wish to study as they will likely absorb many of these children into their program.  With minority populations increasing nationwide, this organization must address the growing need for more professional development and community outreach to support the diverse cultural, linguistic and educational needs of the children they serve.  It is my goal upon completion of this program to have gained the insight, understanding and education necessary to assist them in their efforts.
 

My Supports

It's an important exercise of both gratitude and self-care to remind ourselves of our daily supports.  Some people refer to it as a support system which invites us to think of the many aspects within our environment that contribute to helping us live our best lives.  The following is a breakdown of the support I find in my own life and an invitation to reflect on the ones you find in yours.

Practical Support:
I rely on lists as a practical way to support my busy schedule and help me keep focused.  Lists assist me in making the most of my time because they help me organize my thoughts and create a cohesive plan.  However, without the practical use of my smart phone and computer, many of my goals/tasks from my lists would be much more difficult to achieve.  I recognize and appreciate the ways in which technology contributes to daily support in my life.

Physical Support:
These days, I'm finding a lot of support through my daily routine of nutrition, exercise, sleep and vitamins.  It's not always easy in this busy life to make the time to eat right, exercise, rest properly and take the supplements our bodies need.  Recently, after a back injury, I am more committed than ever to recognizing and following through with the physical support my body and brain need everyday.  I am also relying on a chiropractor, a masseuse, an acupuncturist, a holistic doctor and a physical therapist to support the changing physical needs of my body.  In many ways I am viewing my body more as a vessel to carry my spirit where it wants to go.  But, in order to accomplish my goals, I must tune the vehicle and continually put fuel in the tank.  Without the physical support of my daily routine, my body would certainly be stuck on the side of the road instead of driving toward my dreams!

Emotional Support:
My sources for emotional support include my family, friends, pets, co-workers, and support groups.  My family has always been my greatest source of emotional support in my life and contribute to my life in many practical ways as well.  No matter what happens or what I'm feeling, I know there is always a family member who will love me and help me work through the challenge.  However, because I live far away from them, I also recognize and appreciate the many ways in which my friends and co-workers support me in moments of need.  Often finding a compassionate ear to listen is the best support we can hope for in realizing and living our best lives; for this reason, I also seek and receive support from therapists and support groups.

Spiritual Support:
Many people receive support from their spiritual practices and religious beliefs.  I view my spiritual support in terms of meditation or prayer time, time sitting still in nature, and reading The Daily Word or another devotional.  I do not practice a specific religion, but recognize and appreciate the need to connect with the universe and my spiritual faith if I want to keep on my spirit's highest path.  In my mind, this type of support in my daily life leads to more inspiration, motivation, creativity and compassion.


Through the second part of this exercise, I recognize how important it is to be able to look ahead, identify a challenge and immediately begin working on envisioning a support system to help you accomplish your goal.  A challenge that I imagine for myself in the future is doing more public speaking.  In order to accomplish that step in my career, I will need some practical advise on voice control, body language awareness, and enunciation of my speech.  I will also need the practical support of a microphone or headset to allow everyone in the room to hear me clearly.  I will need the physical support of my daily routine and especially a good night's sleep the night before so that I'm alert and focused.  Because public speaking makes me very nervous, I will want the emotional support of my family and friends calming my nerves and cheering me on.  I may also want to seek advice from a mentor or another professional in the field for tips.  Certainly, I will want the spiritual support of prayer to aid my confidence and keep me from passing out.  Without all of these types of support working in conjunction in my daily life, I would find it hard to imagine that I would accomplish my goal.  It is so important to realize that whatever it is we want to do in life, it is next to impossible without support.

My Connections to Play

Being asked to share “essential play items for my younger self” in this blog assignment, this is what I remember and consider THE most important.—nature.  It’s not that I didn’t have toys growing up, however, as an adult looking back, I have far fewer memories of those popular, plastic toys than I do the time spent outside both alone and with friends and the creative energy I spent making toys from rocks, leaves, sticks and everyday household items like a scrap of material, a hammer and nails, a clothes pin, or spool of twine or string, which I then used to help transform objects in nature into instruments of my imagination.  I still remember the pure joy and sense of wonder I found exploring, experiencing and playing in my own backyard.  We don’t need more ‘things’ to teach our children; we need more time, space, and freedom to just let them be in the world and allow their own brains to start to make sense of it through play.  Too many children today are involved in too many activities, trapped in cars running countless adult errands, or are encouraged to sit inside using technology as a substitute for imagination.  To these children, we owe countless apologies—as they are being robbed of their ability to cultivate a sense of wonder, awe and marvel that will serve their spirits and bring joy and happiness to their souls for a lifetime.

  

Relationship Reflection

Ahhh..., summer.  A time for many families to load up and take a long road trip to an exciting destination.  After all that close family time in the car, I wonder how many are feeling like they'd rather throw themselves out of the window than actually get to Disneyland.  Even the most positive family relationships can drive us crazy from time to time.  Yet, they are often the most important factor in our lives.  When adults are asked about the meaning of life, the majority will respond that at the end of the day, it's all about family.  As an early childhood professional, I know that relationships play a major role in the healthy development of a child, and that at the end of our day in the classroom, it's also all about family.

In a preschool classroom, we spend a lot of time talking about our families in both formal and informal ways.  "Your mommy is going to love that picture", or, "Is your daddy picking you up today?" But what do we really know about the families of our students?  Often during story time or before nap, I will share personal stories about my family with the children.  I choose from several botched summer vacation trips, my mother's mid-life crisis when she got a pet pig, my teenage sisters pushing me in the river while camping, or my father coaching me through my first dives off the high board.  After reflection on all of these childhood memories, I begin to see just how much these relationships have shaped me into the person I am today, and how much I value them.  Though vacation meltdowns seemed catastrophic in the moment, we were in it together; triumphant or not, we grew closer and created memories we still laugh about today.  Although I was terribly embarrassed by my mother's pet pig, I now look back with such pride and a smile at her unique way of coping with a difficult time in her life. And although my teenage sisters pulled all kind of stunts to find alone time from their pesky little sister, they have become my mentors, best friends and greatest supporters.  I also realize that my father was a great coach by simply showing up and being present to lovingly help me challenge and overcome my fears--a lesson I've carried throughout life though it all took place in one summer afternoon at the pool.

The point is that these everyday moments with family in childhood are what shape us into the people we are as adults.  Children may not always have the words to express how they feel about their families or the cognitive ability to understand all of their family dynamics, but they are usually willing to tell you a story about them.  As preschool teachers, we need to find time to inquire more into children's lives with their families by not only engaging the child, but creating opportunities for the parents to share family stories themselves.  As active listeners, through these stories we are often able to identify strengths and weaknesses within these relationships that may need special attention or benefit from community resources.  Often, by causally sharing comments a child makes during class with a parent, we are able to open a much deeper dialogue about the intricacies of their particular family dynamic, customs or values.  Learning and engaging more with the parents and families of our students gives us a broader picture of the whole child, helps us create family partnerships, fosters respect and establishes a more cohesive learning experience between the home and school environment.

So whether your family is more National Lampoon or Brady Bunch, take advantage of the extra sunlight this summer and spend more time making memories with your kids.  It's not just about the perfect vacation, the best toys or the coolest video games; it's about creating laughs, life-lessons, partnerships, and enduring relationships.  It's about creating well-rounded, healthy, well-adjusted human beings out of your children.  It's about family.  I'll look forward to hearing all of the stories this fall!

PS:  My mother would like to add... it was more than just her pet pig that made her unique!  And I agree.

All Dogs Have ADHD by Mary Hoopman

Mary Hoopman has authored several children's books in an attempt to lessen the stigma and increase understanding around such confusing disorders as ADHD and Aspergers.  By attributing the characteristics of these disorders to beloved pets like cats and dogs, she is able to help us understand and personify characteristics of the disorder that are so often misunderstood.  By relating to these animals, we can also relate to our loved ones suffering from these disorders with a new perspective.  I believe these books are a must in any early childhood library because it not only helps those with the disorder identify and understand their own behaviors, but helps friends and family become more tolerant and understanding of the disorders as well.  By sharing this information, we help these children to find the support they need to reach their full potential.  Isn't that why we do what we do as Early Childhood Professionals?

I have included the link in two different ways to ensure easy viewing...

https://www.youtube.com/watch?v=5HvHVyrnqbA

Whole Child = Whole Society

We are all born unique with differing gifts to present to the world, although we may develop and present these gifts at differing points in our lives.  It is a complex and challenging task for educational systems to asses children’s abilities and create standards of achievement by which to evaluate the individual’s performance.  Standardized testing has long been the ‘go to’ format for such assessment and evaluation.  While I do believe there is some benefit from this type of information gathering, I also believe that it does not present the picture of the whole child necessary to determine competence, creativity, intelligence or future success in the world.  For a more comprehensive view, we must learn to consider the whole child and how all his/her unique abilities may contribute to success and accomplishment.

“Leading developmentalists are among those who believe that humans have multiple intelligences, not just one.  Howard Gardner originally described seven intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic (movement), interpersonal (social understanding), and intrapersonal (self-understanding), each one associated with a particular brain region (Gardner, 1983).  He subsequently added an eighth intelligence (naturalistic: understanding nature, as in biology, zoology, or farming) and a ninth (existential: thinking about life and death) (Gardner, 1999, 2006; Gardner & Morgan, 2006) (Berger, 2012, p. 335-336).

Taking Gardner’s research into account, educational systems that are willing to consider the whole child by identifying strengths and weaknesses in the nine areas of intelligence have a much better chance of instilling a positive self-concept into their students, creating life-long internal motivations for learning, fostering tolerance and acceptance, and have a greater chance of higher achievement by their student populations both individually and collectively.  Many educational philosophies such as Montessori, Waldorf, Constructivist and Reggio-Emilia either directly or indirectly follow such types of assessments by education practices that engage the whole child through their head, hands, and heart.  In these educational settings, children are provided with many different educational materials and experiences for them to explore and conquer at their own pace.  Teachers in these settings are viewed more as guides following the natural tendencies of the child to best foster their interest in a particular subject when the child seems ready for that lesson.  This process involves keen observational skills to create insights into the child’s strengths and weaknesses and to adjust the learning environment to best fit the specific needs and individual learning styles of each child.  There is also a great deal of emphasis placed on the learning community to which every student makes a contribution creating a community of learners of varying ages and abilities which in turn brings a more social/emotional connection to the entire school experience. 

In this type of atmosphere there is little pressure on students to achieve certain benchmarks at a specific time, as is the case with standardized testing.  Instead, it allows  for each child to grow, develop, and learn at their own pace.  Teachers who no longer fear losing their jobs over test scores have much more time and energy to devote to each child and their family thereby creating a cohesive plan between home and school to strengthen areas of concern.  By creating individualized plans, teachers are able to differentiate their instruction to help concrete concepts through the child’s specific area of intelligence.  For example, a child with musical intelligence as a strength can be more easily taught to read with the use of music; children who are kinesthetic learners may best learn to read when movement is incorporated into the lesson.  Schools that embrace the whole child have more leeway to be creative with instruction, which in turn keeps all children more engaged.  Ultimately this leads to higher rates of success and overall satisfaction for students and teachers, alike.

However, not everyone in the world agrees with this philosophy.  In Japan, for example, “the teacher's main concern is to cover the prescribed material thoroughly. Instruction in most subjects is teacher-centered and takes place in a straightforward manner, usually through lectures and use of the chalkboard. Students are frequently called on for answers and recitation. They stand to respond” (U.S. Dept. of Education Study, (2000)).  While this isn’t far from the style of teaching used by many public schools in the U.S., major differences are apparent.  The biggest difference is their lack of acknowledgment of special needs/varying abilities in students.  The Japanese believe that,

“…all children have equal potential. Differences in student achievement are thought to result largely from the level of effort, perseverance, and self-discipline, not from differences in individual ability. Hence, students in elementary schools are not grouped according to ability.  Promotion to the next grade is not based on academic achievement, but is automatic. Neither is classroom instruction individualized according to ability differences” (U.S. Dept. of Education Study, (2000)).

This philosophy make things extremely difficult for slow learners who are thought to not be exerting enough effort into their studies, and who are not assessed for learning disabilities or assigned remedial assistance.  As they automatically advance each year, the pressure to succeed becomes an increasing burden as they fall further behind. “Inevitably, the number increases with grade level, accompanied by attendant disaffection from school” (U.S. Dept. of Education Study, (2000)).  Having lived and taught in Japan myself, I can attest to the burden these students face.  When a child fails a test in Japan, they not only feel that they have let themselves down, but their teacher, classmates, school, family and country as well.  The pressure to succeed is tremendous and can cause a significant strain on students’ self-esteem.  “The uniquely intense stress due to the Examination Hell (shiken jigoku) not only generates a basic drive for Japan's economic success but also contributes to a high rate of young people's suicide” (Iga, M (2011)).  This fact breaks my heart! A child’s life could be saved, simply by attending a different type of school—one that embraces the whole child. 

In my opinion, it’s time to stop testing for intelligence and instead work from the assumption that all children are intelligent in their own unique way.  It is our job as teachers, guides, parents and childhood professionals to help them identify and foster their talents as well as strengthen their weaknesses in order to create happy, well-adjusted, conscientious, creative and tolerant children that grow into adults with these same characteristics.   Isn’t the one who’s a whiz at math and able to do our taxes for us as valuable and important as the one who understands the basic principles of engineering and comes to fix our plumbing?  The world needs all kinds of people, and when we strive to educate the ‘whole’ child, we, in turn, educate and create a ‘whole’ society.

References:

Berger, K.S. (2012). The developing person through childhood (6^th Ed.). New York,    NY:Worth Publishers

U.S. Dept. of Education Study (2000). Savvylearners http://members.tripod.com/h_javora/jed7.htm Iga, M. (2011).  “Suicide of Japanese Youth” http://www.ncbi.nlm.nih.gov/pubmed/7233479

It's a mad, mad, mad, mad world--especially for children

One of the biggest threats to the health of young children and the success of our society largely goes undetected—mental illness.  Mental illness has a cumulative effect on our populations with many parents going untreated for their mental illness and either passing it along to their children genetically and/or environmentally.  As more violent crimes and school shooting are being carried out by children/teens suffering from mental illness, we are just now beginning to pay closer attention.  The statistics are staggering and provide a universal calling for a change in the way we look at and treat mental illness across the globe. “Overall, 350 million people worldwide suffer from depression. More than half aren't getting the help they need, and that the problem is growing worse…The World Health Organization (WHO) estimates that the five developed countries with the highest rates of any kind of diagnosed mental health problems (including substance abuse) are Colombia, France, the Ukraine, New Zealand and the United States, according to a 2009 report” (Niller, 2012).  Wow.  If 350 million people are suffering from depression or mental illness, how many children are at risk of developing mental illnesses or disorders of their own?

My ex-boyfriend suffered from addictions, mental illness and Narcissistic Personality Disorder.  Mental illness had wreaked havoc on his family since he was a small child, and in adulthood, he was required by family and society to take a look at his own.  In an effort to help him win his battle, we often had many discussions about his childhood.  His mother was wrongly diagnosed schizophrenic when she was actually suffering from M.S.  She was institutionalized when my ex was a toddler severely disrupting their bonding and secure attachment.  His father struggled to deal with the circumstances of being a single parent with two young boys, and often resorted to alcoholism and anger to mask his grief and sadness over the loss of his living wife.  As a result, my ex and his brother were often left to fend for themselves begging for food and other needs from close relatives and neighbors.  His brother seemed to model himself more after his father resorting to violence and abuse to deal with his emotions; he went into the military.  My ex took another approach and dissociated from himself, which can be considered one of the beginning stages of Narcissistic Personality Disorder (NPD).  According to WebMD:

“The exact cause of narcissistic personality disorder is not known. However, many mental health professionals believe it results from a combination of factors that may include biological vulnerabilities, social interactions with early caregivers, and psychological factors that involve temperament and the ability to manage stresses. Some researchers believe that narcissistic personality disorder may be more likely to develop when children experience parenting styles that are excessively pampering, or when parents have a need for their children to be talented or special in order to maintain their own self-esteem. On the other end of the spectrum, narcissistic personality disorder might develop as the result of neglect or abuse and trauma inflicted by parents or other authority figures during childhood. The disorder usually is evident by adolescence or early adulthood when personality traits have become consolidated.”

My ex used to say that the only time he felt special was when the extended family gathered together and they would ask him to sing and dance for them.  The result was that he became a highly successful musician with over 15 top 10 hits.  However, he also had created a life that mirrored his own childhood.  He suffered greatly from depression and addictions attending over a dozen different rehab facilities and 5 psychiatric hospitals.  He abandoned his own children and unconsciously contributed to the same cycle of destruction for another generation.  He could not sustain close relationships and lacked self-esteem, empathy or a moral compass. Even with all his success, he suffered greatly on a daily basis.  Children don't have the capacity to understand the motivations of adult behavior and the result of the inevitable neglect or abuse resulting from a parent's mental illness often leaves the child with internalized (often hard-wired) feelings of shame, guilt, and loss of self-esteem that will effect the rest of their lives.  I often wonder that if proper acknowledgment, understanding, and treatment were more accessible, how many lives would be saved from internal ruin.

As a result, I’ve been very interested in what I could do as an early childcare professional to help children avoid these outcomes in the future.  From our studies we know that the mental health of a parent can be a stressor that causes problems for their children biosocially, cognitively, and psychosocially.  Even those parents who are diagnosed with lesser forms of depression leave that imprint on their children who often carry those characteristics into adulthood without ever knowing why.  To be able to intervene in a family’s welfare in a meaningful way means that childcare professionals must use their observation skills, listen intently, and establish trust with the parents in order to encourage them to seek professional mental help in order to avoid undesirable and unintended outcomes for their children.  We must find ways to lift the taboos around this subject and talk about it openly as it doesn’t just effect one child or one family, but it’s effect both long and short-term leave a devastating mark on the overall health of our society as a whole.

References:

Eric Niller, 2012

http://news.discovery.com/human/health/united-states-mental-health-care-20121221.htm

http://www.webmd.com/mental-health/narcissistic-personality-disorder