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
Saturday, December 20, 2014
Saturday, November 29, 2014
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:
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/
http://www.earlychildhoodaustralia.org.au/
European Early Childhood Education Research Association (EECERA):
http://www.eecera.org/
http://www.eecera.org/
Saturday, November 15, 2014
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!
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
Reference:
The Greater Good Science Center, (2014), Expanding the Science and Practice of Gratitude, University of California, Berkeley.
http://greatergood.berkeley.edu/expandinggratitude
Sunday, October 26, 2014
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.
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.
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.
Saturday, October 11, 2014
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
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
Saturday, September 27, 2014
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
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
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