Week 3: Children as Participants in Research: Yay or Nay?

I work with many children and families where the topic of Attention Deficit Hyperactivity Disorder (ADHD) is very controversial. In many situations, parents need education about the condition, how to observe and cope with their children’s challenging behaviors. This process is usually completed with first a children’s mental health evaluation.

A few years ago, a program my county took part in a research project about children diagnosed with ADHD in which participants would be reevaluated after a period of time to see if their diagnosis was still valid. While the study was not very invasive because the children involved were between 7-9  years of age and understood both their diagnosis as well as the point of the project. They were given a brief explanation as to how observations would take place, and their parents identified unique qualities which could pose issues. The results ended up having very positive implications for the children and families involved because they confirmed some parents’ thoughts that ADHD is very over-diagnosed. As well as that when it is diagnosed, with medication, therapy, and good parent education, the condition is very manageable allowing children to have happy, healthy development.  I agree with the article by File that many of the research I have observed with Head Start seemed also to have positive effects of the children who participated.

Research is a double-edged sword and thus a challenging issue. There are pros and cons of research when children are the participants. We as advocates have a responsibility to understand the research being done on the children we serve.

Reference:

File, N. (2008). When researchers come to your program. YC: Young Children, 63(5), 80–87. Retrieved from the Walden Library using the Education Research Complete database.

Week 2: Personal professional research journey into the Child Protection Field

For my own personal research simulation in this class, I chose to learn more about some of the intricacies of my chosen profession as an advocate in the child welfare system of my community. While I believe that my experiences in the field have relatively just begun, I do fully believe that this area of the ECE field is my niche. I hope to gain more specific understanding about how we as professionals are trained, as well as the implications this training has on the services we provide to children and families. In my short time in the field, I have observed extreme rates of recidivism with some of the cases I have worked and part of my research simulation focuses on learning more about this concerning trend in my immediate community in Tampa Bay. Lastly, I am very interested in learning about current research into the burn out and turnover issues within the ECE field. I learned, as I am sure some of my colleagues and fellow classmates can agree, that it takes a very strong person to advocate, especially when it comes to services for children and families   (Feedback is welcomed on this point especially…). I would like to learn about what it takes to make my chosen profession sustainable, not only for those I serve, but also for myself and personal well-being.
Learning about the differences in high-quality vs. low-quality research has been a good first lesson to building my research competency. If we really think about it, I beleive all of us is constantly asking ourselves or others questions about so many things. As I ask myself and the ECE field some of these questions, I will also scrutinize my sources carefully.

"I speak for those children who cannot speak for themselves, children who have absolutely nothing but their courage and their smiles, their wits and their dreams.” -- Audrey Hepburn

Week 8: Reflection on Issues and Trends in the ECE Field Internationally

Getting to know my international ECE contact Petra has been really rewarding for me. I have enjoyed learning about her insights in the Czech Republic and it is good to know that many of these are issues and trends that professionals, children, and families are experiencing world wide and this is the first consequence of my personal and professional development through these blog assignments. I feel that my love of learning about cultures different than my own will ultimately make me into a better advocate for my communities and the ECE field I work in.

Another consequence to learning about the ECE field is that by learning about how many global websites, agencies, and grassroots programs are striving to make the world a better place and are advocating for children's rights is very humbling. Petra and I have talked (well, written) at length that our abilities, responsibilities, and goals of working in the ECE field some times seem unachievable. Sometimes it feels like we carry the weight of the world on our shoulders with all of the shortcomings in the issues and trends we are experiencing. I think it is important to remember that the work of one, DOES make a difference!

Lastly, learning about international issues and trends reminds me not to ever get comfortable with my knowledge or experience bases. There is always more to learn and more to do out there in the world of early childhood!

One goal that I will continue to have throughout my career is to take every opportunity for participant observation I can get and remember that some of the best education and insight an advocate can have is by really getting one's hands dirty! I hope to accentuate my formal education and training with travel and by continuing to reach out to my colleagues on a global scale.


THANK YOU, PETRA, AND MY FELLOW CLASSMATES. Keep on, Keepin On!

Week 6: Sharing Web Resources-ICRI, Equity, & Excellence

The icrichild.org website has a blog that I have been following throughout this course. Though the agency probably has no idea as to who I am specifically, I can always find something discussed or examined on the website and blog that seems to coincide with what I am learning in EDUC 6162 Issues and Trends in the ECE field. This week was no exception!

One of the latest blog entries on the International Child Resource Institute’s website discussed the professional journey of Marianela, an ECE professional who had quite the global childhood growing up in the US, Canada, and South America. She was the daughter of a diplomat, and therefore, exposed to various cultures and other children as she developed.

Currently, it is clear through the ICRI blog posting about her, that she is a dedicated child advocate, who works with at-risk students and youth that have been exposed to abuse. I was especially intrigued as I learned about Marianela because though she has many international experiences, which guided her journey as an ECE professional, her traditional education through higher learning took place in my neck of the woods, where I grew up in and around Boston, Mass.

The blog continues by explaining her dedication to continual education and participant observation to provide well-educated and well-rounded services to the children and families she works with.  The article describes her as “eager to hone her knowledge,” but also discusses her challenge of “sustaining herself” professionally (icri.org, October 2011).

Equity and excellence are important values that every professional involved with the ECE field should strive for in my opinion. By staying abreast of the populations we serve, their challenges, and the need for advocacy are simply not enough. We must also advocate for ourselves as a vital piece of the safety and well-being of future generations of ECE professionals!

Your profession is not what brings home your paycheck. Your profession is what you were put on earth to do. With such passion and such intensity that it becomes spiritual in calling.

Vincent Van Gogh

Week 7: Getting to know international ECE Contacts Part 3-Quality and Excellence

My international contact Petra from the Czech Republic has been vital in my understanding of issues and trends in the Early Childhood Field throughout this class, and I am positive that she will be a good resource to me throughout my graduate studies journey with Walden. By exchanging thoughts, views, and her own goals as an ECE professional, my passion for the work we do with children and families has been validated.
Petra shared with me that all of her friends in colleagues engaged in similar work shares our passion for providing quality services to children and families, as well as makes their experiences contribute to the quality of work they perform. Like me, Petra discusses the challenges associated with being the most effective professional one can be versus the many responsibilities and standards they must live up to.  Early childhood professionals perform at their best when this balance is achieved and they tend to remain in the field for long periods. In Czech, Petra shared that the profession of teaching seems to be a bit more well respected than in America, based on what she reads in the media as well as the general tone of some of my questions and inquiries about the field from her perspective. I have to agree, while Petra reports that Czech does have strict and conservative standards teachers must meet in their curriculum, it seems as though that her country both compensates their educators fairly, as well as provides both tangible and intangible tools they need to provide high-quality education to their students. Examples of these are the priority placed on on-going training and education as evidenced by tuition reimbursements, and grants, classroom supply allowances, as well as various testing tools utilized by subject and student.

Petra writes that she hopes to be a music teacher until the end of her career decades and decades from now. She writes that she hopes that her students remember her every time they hear music. Petra’s dreams include that her idea of providing high-quality education on the subject of music, remains a priority in her culture.

In my own community, the issue of certain subjects continuing to be taught in school is up for serious debate. It is discouraging that many PE, Art, and Music educational programs are “being looked at for cuts” due to dwindling budgets. One of my close friends is an Art teacher for a local middle school and he was telling me recently that last academic year, he was transferred twice due to schools loosing funding for their art classes. He is seriously concerned about the security of his job, and his passion for working with kids. He considers himself to strive for excellence in his perseverance and his ability to show his students the power of advocacy and their voices. In talking to him, he thinks that providing quality education to children and support for families is vital for a successful community and society.

Lastly, I do not believe that anyone enters this field looking to make millions, I do think that why we chose to become involved, stay involved, and give it our all deserves not only high respect, but also, fair compensation and recognition. If we do not continue to work toward this equality, then we all will face the major challenge of making our livelihoods sustainable in this field. I hope that I can make a field and a profession that I am so dedicated to and (and talented at) last so that I may sustain a career which is so rewarding...and so necessary.

Week 5: Getting to Know Your International Contacts—Part 2 Excellence and Equity

If you are going to achieve excellence in big things, you develop the
habit in little matters. Excellence is not an exception, it is a prevailing
attitude.

Colin Powell

When discussing the issues of excellence and equity with my primary international early
childhood  education contact, Petra, at first she was a bit confused as to what I meant by excellence. I explained to her that here in the US, the ECE field strives for excellence and providing the most current, appropriate, and most importantly effective services to children. However, this goal is often met with various barriers such as inadequate teacher training and experience, unequal allocation of financial and other resources, high professional turnover, etc.
Petra shared with me that the same issues are being faced by ECE professionals in the Czech
Republic. She discussed with me that though government may have a higher respect for ECE careers and it would seem the US has, they also struggle with sparse resources and high rates of teacher turnover. Petra shared with me that she has been working in her current school for about 4 years and is one of the senior most teachers in the school. This is concerning to her because she does not understand why teachers are not “rolling with the punches” that are present in the ECE field in Czech.

Petra and I agree that compensation for ECE professionals is entirely unequal compared to some other fields in both our countries, and this is an issue which needs to be addressed and improved rapidly, if we are to attain our goals of being effective in our advocacy for children and families!

Week 4: Continuing to share web resources

The website that I have been exploring during this course is the International Children’s Resource Institute site, www.icrichild.org. ICRI envisions a world in which all children and families are able to fulfill their greatest potential. This institute engages in advocacy work by focusing on child care and early education issues, children’s rights, the empowerment of women and girls, maternal and child health, and grassroots collaboration and community development. All of these works are relevant in what I do professionally, as well as contribute to my future professional development in the ECE field.

Most of the US based projects are based out of various areas of California; however, I believe
that California and Florida are very similar in terms of facing some of the same issues with service delivery to children and families, and this is an insight which I recently obtained. The demographics of those we serve are very similar mostly due to the fact that we have high rates of immigrants due to our geographic locations. There are many specific, US based projects that ICRI sponsors which seem as though they are relevant to my professional development.

One of these is the HOMEY Project. This initiative works with young people of color to reduce their risks of dropping out of school, gang affiliation, etc. Additionally, with particular concentration on young Latinos, the project works to link them with community resources that offer culturally competent services including case management, educational services, violence prevention, counseling, and most importantly (in my opinion) advocacy and empowerment programs. I like the idea of the HOMEY project because it has the potential to focus on prevention. I believe preventative services for at-risk youth and families are one of the toughest undertakings the ECE field has currently. Yes, we must address current issues and struggles of children and families, however, it is just as, if not more important to strive for preventing these challenges in the first place! Another advantage to the HOMEY project is that it acts as “a major voice for youth at the local and statewide levels” allowing politicians to gain the insight needed to make tough decisions concerning children and families (http://www.icrichild.org/homey/).


During my exploration of the ICRI website and organization, it is very clear that the International Children’s Resource Institute is rapidly becoming a leader in the movement towards advocacy for the rights of children and families. ICRI is making a name for itself and its cause by being invited to prestigious and collaborative gatherings such as: In 2009 ICRI was invited to provide keynote speeches at the first Prime Minister and First Lady’s International Conference on Early Childhood Education. ICRI celebrated their 30 year anniversary and achievements at the 2011 World Forum on Early Care and Education in Honolulu, HI. The ICRI organization inspires me to keep going in my professional development working toward equality and empowerment of children and families, both here at home and across the globe. 

Week 3: My International Contact's Views on Childhood Poverty

One of my international contacts whom is a professional in the early childhood educational field is named Petra. She is from Czech Republic, where she is an elementary school music teacher. Petra has been a teacher in Czech for about three years and loves combining her two passions in life, children and music. She tells me often of how much she enjoys her profession, especially because no two days are ever alike. I am excited to have "met" Petra because I find myself reminicing of my visit to her country in 2005 when I was studying abroad in Europe. Though, I was only in Prague for 5-6 days, and wished I had travelled outside of the major city, my interest in it's culture has not ceased!

Petra has never attempted to discuss her profession in English before, and therefore, both of us have become avid users of popular translation email settings and websites to understand our correspondance, but nevertheless, I can tell that she will be a great resource in sharing her point of view regarding issues and trends of our field and allowing me to gain global perspectives on these as well.

Concerning the issue of poverty, Petra has both first hand, and professional experience regarding education. Petra has shared with me her own challenging upbringing, growing up in a small village north of Prague, in a large, but poor family. She reports that she often felt that though she loved school, it was often a difficult and confusing place for her because she could rarely participate in many activities that "other kids" took for granted. Some of these included basic things like "before school breakfast or having a school uniform that fit." She told me about the first time she remembered watching live music in a window of a tavern in her town, and that was when she dreamed of learning to play an instraument. She told me that she saved and was told by her parents that they were saving their money, but it wasn't until secondary school that she could afford a used clarinet. It wouldnt be for two more years that she could afford monthly lessons. Food, clothing, and yearly health check-ups were more important.

Though our correspondance has been limited over the past three weeks, I can tell that Petra has been determined "not to be a statistic" throughout her childhood and her transition into adulthood. She re-affirms my belief that no matter where on the globe a child is, their education is their ticket out of poverty. I can relate to Petra's childhood of growing up in a situation where the finer things in life "just have to wait" and never loosing sight of dreams despite the hand we were dealt.




Petra shared with me that she hopes to instill these values and a sense of optimism to her students. She emphasizes that she observes and listens to her students and their families very closely, always willing to help when they need it. She admits that she often becomes frusterated that she cannot do more for them, and this is a trait that I relate to as well. We have spoken about how we both sometimes feel that we want to "save the world" and it is encouraging that though an ocean separates us, the world is a better place for us having our dedication in common!

Week 2: Sharing Resources

The international organization’s website that I chose to follow was for the International Child Resource Institute, http://www.icrichild.org. I chose this website because, as an advocate, I believe that one’s resources is the meat of their efforts. This is especially evident when it comes to the Early Childhood Education field. ICRI’s focus is to provide information on research regarding children’s issues including education, childcare, and women’s & gender equality and empowerment, and the need for continual development and grassroots work for communities all over the world. At the core of this organization’s efforts, is the hope that the world will be a better place for future generations, and that we as professionals can provide them with the tools it will take to make this true for their children to come.  

While ICRI does not have a newsletter per se, they maintain a very engaging blog, which I have continued to follow since beginning this class. Each month ICRI posts their accomplishments, goals, and new information as it relates to the agency’s mission and vision concerning children around the globe. While the September issue has not been published yet, Augusts’ blog postings described a major accomplishment of ICRI, that I had learned about in my previous Walden ECE classes. The blog shares the accomplishments of one of the programs they help to sponsor called El Nuevo Mundo, a community program in Mexico which works to educate parents about childhood development, importance of education for children, as well as how to become empowered and act for their children’s rights. El Nuevo Mundo celebrated the children’s 2011 graduation in August by having a ceremony, which celebrates the children’s culture, educational achievements, as well as congratulates their parents for their perseverance over obstacles such as their own lack of education, poverty, etc.

In another August blog post on the ICRI site, concerns the on-going struggle the agency participates in with their projects in Nepal including children’s rights, education, and health in the nation. This blog post concerns the barriers Nepal’s children and families face in their educational system, specifically regarding children with disabilities, whom are also most often the most disadvantaged. The blog post is entitled “Separate and Unequal in Nepal.” It describes a wheel-chair bound, school-aged child whom is eager to attend school, but faced many daily obstacles. The child struggles daily in his determination such as having to physically crawl up the school’s front steps because there is no ramp, being unable to use the bathroom during school hours because he requires assistance which teachers and peers decline to provide, and isolation from those peers because he is different.

The ICRI blog posting regarding Nepal’s educational system and how children with disabilities are often set up for failure, really sheds light on how all around the world, young people are in dire need of advocacy. The post further describes how parents of disadvantaged children are stuck between a rock and a hard place usually because of policy-makers’ lack of understanding about how their world works…or doesn’t work for that matter.

Week 1 Issues and Trends in the Early Childhood Field: Establishing Professional Contacts & Expanding Resources

Part 1: Establishing International Professional Contacts

When I first read about our blog assignments at the beginning of this course, I was extremely excited. Travelling and global affairs are extremely interesting to me and I love learning about new things occurring abroad, and especially liked that it would be part of my continued education with Walden. However, establishing international professional contacts was much more challenging than I thought. First, like some of my peers, I felt awkward reaching out to strangers, many of whom speak other languages, in order to inquire about establishing lines of communication and questions about their professions. (I mostly utilized the UNICEF and acei.org sites) But, nevertheless, I sent out NUMEROUS emails, made some calls, sought out friends, then, friends of friends, and even went to my alma mater, Eckerd College (I am fortunate enough to live within driving distance) to seek some direction in this task.

Unfortunately, after 16 returned “undeliverable” email messages, a few more stating that certain professionals were not with the agencies any longer, and even a few stating that they simply did not have the time to help me with my studies even informally, I was discouraged.

Then a friend of a friend of a friend checked her voicemail and got back to me stating that she has a cousin in Czech Republic who is a music teacher for elementary school children and would be willing to work with me over the next few weeks. I am awaiting our first chat session and looking forward to it. During my time studying abroad with Eckerd, I was able to travel for a long weekend to Prague, and fell in love with the city. It will be really interesting to learn about their educational system as well as current issues and trends within it!

Next, my good old college roommate really came through for me! She is currently working on her own graduate program in the field of International Health and is currently working in Haiti doing relief work, mostly with LGBT (lesbian, gay, bi-sexual, transgendered) community whom have been affected by HIV/AIDS. But, in talking with her about this class, she has put me in initial contact with one of her colleagues who works with children and families near Port Au Prince. Due to the lack of resources there, the contact I will have will be very intermittent, and we are working on getting her a Skype acct. so that we can communicate.

I do have some resources via Eckerd College department of International Education, getting in touch with some of my old professors in London, where I studied for a semester, but do not know if this will actually happen.

Part 2: Expanding Resources

For the second part of Week 1’s Blog Assignment, I chose to explore the International Child Resource Institute website: http://www.icrichild.org. I chose this program and website to explore and subscribed to receiving on-going information because it is international, provides so much great information, and has a blog that regularly updates with major ICRI events, news, issues, and trends regarding international children’s issues, specifically those regarding children’s rights, education, and advocacy! Furthermore,  one of the aspects of this agency’s vision that struck a chord with me was its emphasis on providing the resources to parents, children, professionals needed to care for children around the world.The website’s home page pops with photos and emphasizes the need to not only have a village to raise a child, but to EMPOWER those villages to reach and sustain their potentials! I know that this site, as well as many others will allow me to remain current on important global issues in the area of early childhood education , empowerment, and advocacy efforts!

"The young, free to act on their initiative, can lead their elders in the direction of the unknown... The children, the young, must ask the questions that we would never think to ask, but enough trust must be re-established so that the elders will be permitted to work with them on the answers." - Margaret Mead

  

My Supports--There through the thick, thin, and the challenges of my future!

There are many factors in my environment that support who I am, what I do, as well as my hopes and goals for the future. It is interesting to reflect on the daily activities and items that I am sure I take for granted a lot of the time.

Computer/Internet- As unbelievable as it may seem, the internet has become an essential part of daily life for me. I cannot believe that it has been this way for over half of my lifetime! Thinking about it really puts things into perspective and it makes me think about how my dreams have evolved over the years with the advances in technology! My computer is one of the first supportive tools that I think of when I wonder about something or seek to communicate with someone. The computer and internet provide support by allowing me to have information and communication any time. I am the first to admit that without it, many aspects of life would be much more difficult. While I agree that this infinite source of support can also make me very lazy, distracted, nosey, it is also invaluable because without it I would not be a student again, I probably would not be as current on issues of the world without my cnn.com homepage, and I certainly would not be able to keep up with and in touch with my loved ones as often.

TashaLu- It may sound incredibly cheesy, especially to those whom are not animal lovers out there, but my dog is an incredible support to me in my daily life. Without her, I know that I would not smile as often, feel as safe, or get as much exercise as I do which keeps the stress down! Even though I get jealous of her when I am up writing a paper or case notes at 3am and she is sleeping by my desk, I know that with her being a rescued dog from the SPCA, I am her main source of support. So, it is refreshing to me that our relationship is always a two-way street! Her love is unconditional, her ears are always alert, and the cock of her head makes me melt even on the worst of days!

Ruby- Ruby is my 9 year old red Saturn LS. When my grandparents helped me buy her a few years ago, the search was very tedious. Not only because my grandparents are 1500 miles away and put their trust in me, but because the car I found would have to last me a very long time and I did not have the greatest track record when it came to vehicular ownership. This modest and humble car has seen me through some of the best and productive years of my life, has been an essential part of my career working with children and families, allowing me to travel to their homes, protected me in some very sketchy neighborhoods, as well as taught me how to take care of a car with patience and responsibility. Without this champion of a car, I would be stuck, literally and figuratively in my life.

My gut- When first reviewing and preparing for this assignment, reading the reflection questions and requirements for the post to this blog I thought to myself “All over this thing I talk about my childhood, my family, my mentors, my career” all of which have been and are supportive of me daily. However, I would have nothing if I did not have my instincts. During my childhood and through to today, my gut has always come through for me in the best ways possible. It allows me to live each day as my last, to be confident in my decision-making including understanding how to trust and depend on others as well as when not to. My instincts have led me to where I am in my life and force me to stay focused on where I am going, despite the obstacles. Without the trust and support, I have in my instincts; I feel that I would regress to being an anxious, scared, indecisive, sad person. Growing up, my gut told me to take advantage of education, my unique background, and experiences, that taking risk was okay and exciting when done smartly. In my adult life, my gut continually supports me by remembering to be proud of whom I am and what I seek to accomplish in the world.

The Challenge:

A TOTAL CAREER CHANGE-

When reviewing this 2^nd part of this blog assignment, at first, I was confused. How am I supposed to think of a challenge, which I do not already face? I was thinking about this for a few days and really did not know how to begin, and then I had a bad personal day, and all of a sudden it became quite clear. I have known that working with children and families was a career that I have been meant to have, my niche. But, I am a firm believer that one can have many niches in their life time, and I am not sure if I will be in this field forever. I think there will be a day, (probably a very long time from now hopefully), that I am going to wake up and want a new type of work. When that time comes, I am going to need A LOT of support in order to keep from becoming overwhelmed and confused. It is a wonder to think about how technology will have advanced by then! Will we be wearing internet sunglasses by then instead of sitting at computer desks or staring at our phones to obtain information? Will my dog be smart enough to pick out the Classifieds for me, and even drive me to interviews? Or, will we be able to just teleport ourselves and not have the need for cars at all? I know these prospects probably sound ridiculous, but I am sure that is what my grandparents would have thought about the internet when they were my age, and in the end, may make life easier! It seems to me the only constant here is my gut. Having the confidence in my instincts and my ability to evolve through life’s ups and downs I am sure will be essential in any challenge I face in the future!

Week 4 - My Connections to Play

I find myself very emotional reminiscing for this blog assignment about play and my childhood. So many things have changed: my outlook on life, how I relate to the images in this post, and the dichotomy of how I played as a child and how I play as an adult. I do not know what my parents thought about what or how I played as a child as it was a rare occurrence if mom or dad actually took part in play with my younger brother and I. On the other hand, I also do not remember them ever setting restrictions on my free time either and for this, to a certain extent, I am grateful. I do, however, often remember my friends' parents setting strict rules for their play experiances. "Dont do that" "That's not allowed" "Just cuz Vanessa and Alex are doing that doesnt matter, I'm in charge of you" were uncomfortable phrases which underscored some of my play experiances with friends. I can understand this as well, and I also remember thinking, how come my parents acted (or didnt act at all) differently? I am sure I will ask them one of these days.

Play is a major avenue for learning to manage anxiety. It gives the child a safe space
where she can experiment at will, suspending the rules and constraints of physical and
social reality. In play, the child becomes master rather than subject.... Play allows the
child to transcend passivity and to become the active doer of what happens around her.

--Alicia F. Lieberman, author, The Emotional Life of the Toddler

My little brother was more times than not, essential in my early childhood play memories. We were “partners in crime” growing up, dependant on each other’s stimulation to get through mostly everything. I remember taking turns with him making up the rules of our games, with me admittedly taking advantage of his youth and the privileges of being the “oldest” and as a result “in-charge.” During our turbulent childhoods, in my mind, Alex was a Master playmate because when life was a roller coaster, he always engaged me in some sort of play, his defense mechanism of choice, and this saved me a lot of times and in many ways.  

Since I can remember, I have always loved learning about the ocean and therefore I usually always had a pet fish growing up that I would play with. I did not physically play with him or her, simply made up stories about what they were thinking about in their little bowls. I remember learning about my first Beta fish and being so excited when my brother got one of his own because they could be WWF wrestlers with each other. My brother and I would rough-and-tumble play “showing” them the moves we wanted them to act out.

We grew up, for the most part, living at apartment complexes. I remember when I was young, not appreciating this, always dreaming of a “normal” house, with a yard and climbing trees. However, looking back, I had a blast! There was always something to do, countless possibilities for hide and seek, and it was probably safer being in an enclosed, large area free of traffic. Living in a complex was essential for us because it was what my parents could afford; there were always other kids to play with.

Adults heavily regulate play today I feel. When I was growing up, we had two recesses daily in elementary school and twice weekly gym classes which were usually guided, but still flexible to the wills of students. Unfortunately, I live in a county currently that recess has been gone for a long time, and this will make me think twice when I have children of my own and am contemplating their educations and overall development. As an adult, I still strongly advocate for play. I believe free time, having fun, and managing stressors is extremely important and play allows for each of these.

Listen to the mustn’ts, child. Listen to the don’ts. Listen to the shouldn’ts, the impossibilities, the won’ts. Listen to the never haves, then listen close to me…

Anything can happen, child. Anything can be.
Shel Silverstein, Poet

Relationship Reflection

The basis for working in the early childhood field is forming relationships and partnerships. Working WITH families is the goal, not FOR families. When we work with others to accomplish something, in this case, positive development for children, we should know what it takes so that all parties involved benefit. One way to do this is to reflect on existing relationships. 

It has been my personal experience and strong belief that in order to develop a well-rounded, non-judgmental view of oneself, others, and the world, one needs to have significant relationships which offer values including honesty, encouragement, reciprocity, constructive criticism, loyalty, and support. Some may find that they have many relationships with these and other qualities, and some have just a few important people in their life that fulfills all of these. My relationships have greatly influenced who I am today, and I am absolutely certain they and others in the future will lead me to having a positive impact on the world. The qualities I just described manifest in my relationships differently, but this does not make them any less significant. After reading about these relationships, you will see how and please understand that this list of my significant relationships/partnerships is not exhaustive:

My Parents: Though my parents had a difficult relationship and this often effected my childhood and view of the world, they always let me be myself. Both passed on their strong wills and did their best to allow me to develop my own without judgment. I know this was not easy for them, especially after they divorced, but I am thankful that they let me make mistakes, help when needed, and encourage me to do what I want, rather, what I think is right despite the obstacles.

My Best Friends: I believe that within people’s relationships, there should be at least one, where you can share anything. My best friend, Shannon, is that person for me, and hopefully, me for her. She will tell me when she thinks I am making a huge mistake, let me vent to her for hours during sleepless nights about the stress of working in the child protection field, she understands my unique sense of humor. She understands that though we live 1500 miles apart, there is not anything we wouldn’t do for each other, including making our communication a priority. Shan is my human best friend, but TashaLu is just as important. My relationship with my 5 yr. old pitbull is incredibly important to me. I rescued her from the ASPCA as a graduation present to myself after college, the day I secured my first job in the field. She was abandoned there when she was 18mos. Old and it truly was love at first site. On the most challenging days at work, or if I am sick, or in any situation, I know she is there for me with open paws and her smiling face.

My Mentors: While my parents and Shan serve as mentors in my personal life, my undergraduate professors and one of my former supervisors are important educational and professional relationships and partnerships that I have come to depend on. When I was in college, the decision to change majors from Marine Sciences to Human Development (HD) was agonizing at times. My childhood dream was to become the next Cousteau and when academics, travelling, and life in general made me see that this probably was not my calling I found support, encouragement, and ultimately my niche through my HD professors (From right to left: Profs. Janus, Stiles, Harris, and Schwarzmueller) I still communicate with them about jobs that I have, challenges with the field that I face, and even go back to share experiences with them and their current students as a guest speaker. I think this gives them a sense of accomplishment to see where the education that they provided has led me, and their students benefit from getting my professional take on things knowing that we have the school in common.

Bonnie R. is a former supervisor of mine and the relationship that I have formed with her is priceless. With her professional guidance, flexibility, and unmatched knowledge base in our community, she has truly molded me into the kind of advocate I want to be. She trusts that between her supervision, my personal life experiences, and our dedication on-going training and education we are making a difference for children and families each day. She reminds me often that this may be (or seem like) a minimal difference, but it is significant. One of the best qualities of Bonnie and our relationship is that she allows me to teach her things as well. The most recent example of this is when I knew she was interested in going back to school; I shared information about Walden, my first class, and the emphasis it puts on social change. Three weeks later, she applied and was accepted to Walden. So, though we are in different programs, it is just another aspect of our relationship that has developed into partnership: the sharing of ideas, respect for my past experiences, and encouragement of future goals.

Many of the people that I have relationships with do not live locally, therefore, it can be a challenge to stay in touch. One of the main keys in maintaining these relationships is utilizing technology to communicate. Though it can be difficult to grasp the latest and greatest means of staying connected, I find that it is worth it. However, this leads into another challenge in that this communication, even electronically, needs to be a two-way street to be successful.

Another lesson that I have learned about partnerships is that they are never perfect. There will always be difficult economies, conflicts of interest, and opposing views but a sign of a significant relationship and partnership is the ability to evolve, adapt, and compromise. This is not always easy and may take experience with unsuccessful relationships/partnerships to genuinely appreciate the good ones.

On a final note, I wanted to share a quote from FDR which is appropriate and meaningful as I reflect on my relationships and in a sense, pay tribute to them and the ultimate goal of social change:

Today we are faced with the preeminent fact that, if civilization is to survive, we must cultivate the science of human relationships... the ability of all peoples, of all kinds, to live together, in the same world, at peace.

Franklin D. Roosevelt (1882-1945) Thirty-second President of the USA.

Week 8: When I think of children...

If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves. ~C.G. Jung, Integration of the Personality, 1939

During my final presentation for my BA in Human Development, I ended with this quote from Jung. I found it motivational and timeless, two adjectives which are sometimes difficult to come by when thinking about the human condition of our youngsters these days. I believe that anyone who aims to be a significant person in a child's life, whether it be for a minute or a decade should be very self aware. Every child deserves the best possible start to life and hopefully they will follow in our footsteps trying to make the world a better place for everyone.

This week marks the end of the Early Childhood Development class with Walden. It has been a great course with a TON of information that I will keep, use, and share in my professional life as well as personally.

To my fellow classmates and colleagues, I extend my thanks and good luck to you during the rest of your Walden Journey. I know we will continue to learn from each other and gain insight from each other's professional experiences as well as personal expertise when it comes to the topic of children and childhood. I especially thank those classmates who's parenting point of views have been so positively expressed in their posts and discussions. Not being a mother yet myself, it is always interesting and educational to learn your thoughts on various topics!

Week 6: Testing For Intelligence in Children

I believe that testing for intelligence with and for children is a double-edged sword as there are advantages and drawbacks to it, not only for the child but for society as well. We have begun entering the last phase of this class: learning about middle childhood. This is most often the time in the US in which children experience testing at school. It coincides with the developmental issues regarding being able to care for and think for themselves as well as the eagerness to master “whatever skills their culture values” (Berger, 2009). Many agree that children’s ability to learn and actively participate, as well, as how those abilities are, obtained (cognitive development) should be viewed and tested as holistically as possible. 

From what I understand about the school system in my county and FL, the FCAT (Florida Comprehensive Assessment Test) is “administered to students in grades 3-11, consists of criterion-referenced tests (CRT) measuring selected benchmarks in mathematics, reading, science, and writing from the Sunshine State Standards (SSS)” (Florida Department of Education [FLDOE], 2005). During my job of working with children and families, testing time is a period of observable higher anxiety for children, parents, and teachers alike as they are being tested on their performance academically. I strongly believe that more real world information were included on these tests, which would make them more holistic and less intimidating to children. Examples of these could be etiquette and or emotional processes that children should be developing during this time or even some sort of test to assess a child’s ability to logic with people, advocate for themselves, etc. Additionally, I also believe that those children who show an affinity for the arts at a young age are not given proper credit for these skills either. Lastly, I believe that parents should be given some sort of “pre-test” to test the new ways information is learned by their children. I believe the FCAT should have more parent/teacher communication practices as well for the emotional well-being of the children and to allow them every possible chance to show their strengths and decrease the possibility of unrealistic and unreliable expectations.

I read recently a controversial issue in Germany in which there was debate about making intelligence testing mandatory for those wanting to immigrate there. Some in Germany believe that if one wants to move to the country, their education, employment, and intelligence should be tested and approved by the government (Hall, 2010). I found this article and issue totally close-minded and ignorant. It is no wonder that more people are moving out of Germany than trying to move in (Hall, 2010). What makes this especially appalling is the fact that Germany has in the last 20-30 years taken the emphasis off of academic and intelligence testing for its children. Like in the US, testing is not a federal issue, but is regulated by the states themselves and teachers are “defined as civil servants” (Sutter, 2002). In Germany, during the first 4 grades children are taught together and lessons focus around language skills, literature, and mathematics. “During the fourth year of elementary school, children and their parents usually decide on the type of secondary school which begins with grade 5: Hauptschule, Realschule, Gymnasium or Gesamtschule. The choice is determined by a student's aptitudes, career aspirations and grades. In order to facilitate the choice, most states offer a two-year transition period or orientation phase (Orientierungsstufe) for grades 5 and 6. In the 1950's and l960's fourth graders had to pass a comprehensive assessment test before enrolling at a Gymnasium” (Sutter, 2002).

However, what I find interesting about German Educational system is that it appears flexible. For example, after the choice of secondary school, children and families are provided the opportunity to change their minds to find the best suited program for the child’s individual abilities and goals, thus setting them up for success and not inferiority (Sutter, 2002).  

I am certainly biased against certain facets of standardized academic testing. Being a person who performs poorly on these exams in past experiences, I do not believe that a person's abilities or potential can be accurately tested using a bubble sheet, #2 pencil, and especially not with a clock ticking and tocking in one's ear. I hope that our educational system continues to evolve to understand this. While I believe that there is some benefit in weighing one's intelligence, I believe that it is a controversial and stressful issue for young children.

References:

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.

Florida Department of Education (FLDOE). (2005). Assessment and school performance. Retrieved from

            http://www.fldoe.org/faq/default.asp?Dept=179&ID=972.

Hall, A. (2010, June 29). German politicians suggest immigrant ‘intelligence test.’” Retrieved from

http://www.telegraph.co.uk/news/worldnews/europe/germany/7860804/German-politicians-suggest-immigrant-intelligence-test.html.

Sutter, Ralph. (2002). The educational system in Germany. Retrieved from

            http://academic.cuesta.edu/intlang/german/education.html.

Week 4: Consequences of Stress on Children’s Development - A brief discussion about my personal experience with domestic violence as a child.

Domestic violence is the willful intimidation, physical assault, battery, sexual assault, and/or other abusive behavior perpetrated by an intimate partner against another. It is an epidemic affecting individuals in every community, regardless of age, economic status, race, religion, nationality or educational background. Violence against women is often accompanied by emotionally abusive and controlling behavior, and thus is part of a systematic pattern of dominance and control. Domestic violence results in physical injury, psychological trauma, and sometimes death. The consequences of domestic violence can cross generations and truly last a lifetime. (http://www.ncadv.org/)

I have alluded to a little bit on this blog about my somewhat challenging upbringing. Domestic violence was present in during my childhood as I witnessed physical, emotional, mental, financial abuse occurring within my parent’s relationship. Growing up as the eldest child, having my little brother there for company helped a lot back then, but it also made it that much more confusing. The roles expected of me such as protector, helpless kid, secret keeper, mini-mommy (as Alex would sometimes call me) were constantly conflicting, causing a lot of stress. Both of my parents assured us kids that we were loved at all times, and I could not understand for a long time why they were saying “sorry” to us kids. I remember thinking “I thought kids just had to be sorry.” All I can really remember thinking about is being functional, keep busy, to get me through it: make sure Alex has what he needs, try to help mom clean up, make dad laugh, never throw away the news paper when they were fighting about jobs, etc. Alex and I were never physically hurt that I can remember, but it was scary. After countless trips around the cycle of violence, the family did what it needed to do to make it stop. My parents split, my dad got help (a lot of help over a lot of time), and Alex and I survived as best we could. We got counseling, I sunk myself in my studies, determined to get away to go to college. When I was eight or nine, my favorite Auntie said to me “School is your ticket out, Sess.” Those words were imprinted on my brain, and ultimately, it was true! I know both my parents feel unbelievable guilt now for what my brother and I were exposed to, but ultimately it, in some ways, accounts for who I have become: A person who will hopefully make the world a better place than she found it!

Though a career in social services, child protection, or as an advocate of victims was not my childhood dream (being a marine biologist was), I am certain that a large part of this decision for my current career of choice has to do with the stress I experienced as a kid. I have a hope to help alleviate it from others now. There are many variations of child maltreatment, abuse, and neglect I could have focused on such as working with disabled or elderly victims, in the medical field, law enforcement, mental health, substance abuse, etc.  However, I chose to become an advocate for child victims. Having firsthand experience, made the training for this field challenging as well because setting boundaries is not a lesson that one can learn from a book or lecture.  

In our studies this week, we learned a little about some of the issues I just described, especially the effects of stress on early childhood development biosocial, cognitively, and psychosocially. Some of these include stunted growth and poor nutrition, post-traumatic stress disorder and other mental health issues, and propensity for high-risk behaviors later. For me, keeping my eye on the light at the end of the tunnel was the key for me to cope with the stress. Thinking about tonight, tomorrow, next week, next year, my next teacher, college, own apartment, moving away was the way out for me. Now, having learned about some actual advantages to stress allows me to account for my method of madness. I believe that while kids need a certain amount of stress in their upbringing to develop normal and healthy coping strategies. Now, domestic violence is so prevalent and no child should have to be exposed to it, but less dangerous, low-risk stressors can help kids bounce back and formulate good coping, cooperative, and consistent strategies to stress.

During college, I was fortunate enough to spend a semester abroad in London, England. This part of the world is very special to me, I have even considered moving there at some point (on my Bucket List). It was some of the best time of my life so far. I had never lived in a real city before, and this was my first time outside the US.  Nevertheless, despite its amazing public transportation system, universal health care, lower unemployment rate, rich history, art, cool accents---domestic violence is a very big problem here too.

If we remember three things about Domestic Violence: It is everywhere, affects every type of person, but the kids are the silent victims usually. When people learn about my experience, or question clients of mine about “why didn’t you say anything, do anything, just leave?” there are so many answers. But, this question is still traumatizing a victim because she is again blamed.

Below is some information about domestic violence and it’s affects on children from both England and the US. After you read, check out each website for more information!

In the US: http://www.ncadv.org/

One in every four women will experience domestic violence in her lifetime

Historically, someone they knew has most often victimized females.

Most cases of domestic violence are never reported to the police

Witnessing violence between one’s parents or caretakers is the strongest risk factor of transmitting violent behavior from one generation to the next

30% to 60% of perpetrators of intimate partner violence also abuse children in the household

In the UK:    www.nspcc.org.uk/

~29% of women and 18% of men aged 16 to 59 reported that they had experienced one or more types of abuse (non-sexual abuse such as use of physical force, being prevented from having money or seeing friends or being belittled, sexual assault and stalking) at the hands of a current or former partner at some time since age 16.

~Over a quarter (26%) of young adults reported that physical violence sometimes took place between those caring for them during childhood. For 5% this violence was constant or frequent.

~The total cost of domestic violence to services (the criminal justice system, health, social services, housing and civil legal) amounts to £3.1 billion per year, while the loss to the economy is £2.7 billion per year in England and Wales. 'An additional element is the human and emotional cost. Domestic violence leads to pain and suffering that is not counted in the cost of services. This amounts to over £17 billion a year. Including all costs, the total cost of domestic violence for the state, employers and victims is estimated at around £23 billion [per year]'.

What stops children and young people seeking help?

Many children and young people are reluctant to seek help because they feel that they do not have anyone that they can turn to for support. They may have sought help in the past and had a negative experience, which makes them unlikely to do so again.

In an NSPCC study of child maltreatment, only a quarter of the people who had experienced sexual abuse as a child had told anyone at the time. Being unable to tell someone that you are being abused can be very stressful and may leave a vulnerable child at risk of continuing or further abuse.

Young people may not seek help because they feel that they will not be believed. They may feel too embarrassed to talk to an adult about a private or personal problem, or they may be worried that they will not be taken seriously by parents and/or professionals.Children and young people are often reluctant to admit that they have a problem. They may be worried about confidentiality and lack trust in both the people around them (including parents) and in the services provided to help them.

Through trials, tribulations, including stress. I consider my experiances as priceless resources as an advocate!