Time Well Spent

Can you believe this journey is complete?!?! When I finished my undergraduate degree, I would sometimes dream (for several years actually) that my degree in fact had NOT been completed and I had to return to school to complete a course, retake a test or write a final paper. I'm sure those dreams are sure to follow--I guess my subconscious can't believe that I completed my degree :). Now that I have completed my master's degree, I would like to share three things I have learned:

• I have the knowledge of the early childhood field! When I first began, I was anxious about the amount of information I was about to obtain. The more in depth my degree became, I realized I actually know this stuff! This course helped me realize that I do have the knowledge and passion in this field.
• I learned about the definition of and the importance of a Community of Practice! I've always known about collaboration, but had never heard the term Community of Practice. This group is a group of individuals who share a passion for a particular topic/issue (my issue being parental involvement and early literacy) and work together to help others understand the importance of the topic/issue. I had fun creating a Community of Practice :).
• I learned about the type of leader I currently am and what type of leader I would like to become! I am a relaxed type of leader and individual and I would like to become less relaxed as a leader. It's something I will continue to work on--every year I will set a goal to become more organized and stronger :).

I have to come up with a long term goal. This is a little difficult because I tend to not focus too much on the future. Of course, I would love to still be able to work in the field of early childhood. Funding is so scary in this field and I worry that my position will be cut. I would love to work with families and their infants and toddlers--I'm not sure in what capacity, but this is my ultimate goal. I would also love to work on early literacy awareness--reading is so important for a young mind!

Thanks to all my peers and my professor this term. You have inspired and motivated me and have given me the knowledge to complete this course. THANKS!!!!!!

I will finish this post with a quote of farewell--always remember:

 "Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world" Harriet Tubman

http://www.brainyquote.com/quotes/quotes/h/harriettub310306.html#we0DHlek62RZZHTC.99

Farewell!!!

International Jobs/Roles in ECE

My sister is currently teaching in Madrid Spain. In college, she majored in Spanish and then received her master's in the art of teaching. She wanted to become more fluent so she moved to Spain. Three years later, she is still living abroad, but will be moving home to teach in Georgia next school year. It is possible to find a job internationally with an ECE background. I will explore some international organizations that appeal to me--and the jobs that would interest me (if I were young and single like my sister!).

United Nations Children's Fund orUNICEF: The early childhood education portion was of interest to me especially the early childhood education and school readiness. This would be a wonderful addition to my community of practice. UNICEF works toward school readiness three ways: "children’s readiness for school; schools’ readiness for children; and the readiness of families and communities to help children make the transition to school" (UNICEF, 2012a, para. 5). 

Luckily, UNICEF offers a listing of jobs on the website, so I started my search. France would be fun, but I couldn't find a job that appealed to me in France, so instead of focusing on the country, I focused on the job. I found a Health Specialist (specializing in Maternal, Newborn and Child Health). I understand that this job does not fit with my challenge, nor with my degree, but I love working with families and their young children. The job is located in Nigeria and one requirement is: "advocate for and influence resources for the replication of effective maternal, neonatal and child Survival interventions" (UNICEFb, 2012, para. 8).The job requires a university degree in a health field, but this area sounds so interesting! I believe educating mothers and their babies is important in the ECE field.

Save the Children: This website has a section on education--and what I found fits my challenge! The Literacy Boost program was created to "help ensure children around the world learn valuable reading skills that are key to unlocking further education and career potential" (Save the Children, 2013, para. 2). What a great resource! I would love to be a international volunteer...this isn't a paid position, but what a great experience to advocate for children! I can play, teach and read to the children of Africa, Asia, Latin America or the Middle East. No experience is necessary--but I'm sure a master's degree in ECE will be a wonderful reference :).

Association for Childhood Education International: This international resource is dedicated "to promote and support in the global community the optimal education, development, and well-being of children birth through early adolescence" Association for Childhood Education International, 2011, para. 3). This organization has created a preschool for young girls of Tanzania. My cousin is currently in Tanzania through his work with the Peace Corps. I've enjoyed his emails from his journeys and think it would be a great experience to work with preschool children of different cultures. This kind of relates to my challenge--but I'm including it because it sounds inspiring! A Reviewer seemed interesting to me---reviewers "represent teachers, teacher educators, policymakers, and school specialists. The overall mission of the coalition is to set national standards that help assure quality and credibility in preparation for professional school personnel" (Association for Childhood Education International, 2011b, para. 4). Reviewers have to have experience in education--they do not receive monetary compensation, but what a great experience!

References:
Association for Childhood Education International. (2011a). About us. Retrieved April 12, 2013, from http://acei.org/about-us/about-us.html

Association for Childhood Education International. (2011b). NCATE. Retrieved April 12, 2013, from http://acei.org/programs-events/ncate.html

Save the Children. (2013. Literacy boost. Retrieved April 12, 2013, from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.7084483/k.8F5A/Literacy_Boost.htm

United Nations Children's Fund [UNICEF].  (2012a). Early childhood education and school readiness. Retrieved April 12, 2013, from http://www.unicef.org/education/bege_61627.htmlhttps://careers.unicef.org/sap/bc/webdynpro/sap/hrrcf_a_posting_apply?

UNICEF.(2012b). Data overview. Retrieved April 12, 2013, from PARAM=cG9zdF9pbnN0X2d1aWQ9NTE2NkZDMUFEQTYwNTJCNEUxMDAwMDAwOUU3MTBGMEYmY2FuZF90eXBlPUVYVA%3d%3d&sap-client=100&sap-language=EN&sap-accessibility=X

National/Federal Jobs in ECE

This week we were able to update our communities of practice list. I discovered that there are many resources available for both parent involvement and early literacy. I also heard from a fellow classmate who introduced me to new resources! Here are some that appealed to me and jobs that would be of interest to me :).

Zero to Three (National Center for Infants, Toddlers and Families) http://www.zerotothree.org/:
This website is full of resources appropriate for my parent involvement/early literacy issue! A job that appealed to me is the Technical Assistant Specialist. The TA will work in the "Maternal, Infant, and Early Childhood Home Visiting Technical Assistance Coordinating Center" and some duties/responsibilities are:

•  "Work with the Assistant Director, subcontractors, other TACC Staff, and consultants, as needed, to plan and support all levels of technical assistance activities to grantees."
•  "Monitor exchanges and postings on the TACC online portal. Respond and contribute as relevant with assigned grantees."
• "Support the development of universal technical assistance activities as appropriate such as webinars and e-newsletter."

(Zero to Three, 2012, p.1) 

This job requires a master's degree in early childhood--perfect :)! 

Project Appleseed http://www.projectappleseed.org/:
 This website is dedicated to parental involvement in public schools. I know my work begins before a child begins his journey in public school, there are still tons of resources available that can be used! I could not find a specific job--but under Staff, it described the Project Appleseed Leadership Team. The leadership team "work toward effecting systemic change in an individual school, school districts, and across entire states" (Project Appleseed, 2009, para. 1). That sounds like an interesting job! I'm sure this job requires a master's degree (at a minimum).

Dolly Parton's Imagination Library https://imaginationlibrary.com/:
This organization is a great early literacy program started by country singer Dolly Parton. This organization sends free books to children on a monthly basis. A program can be started in your community! I would LOVE to be on the book committee--how fun to find books to send to young children! Looking at the qualifications of the current book committee--I'm sure my master's degree would suffice!

References:
Dolly Parton's Imagination Library. (2013). Imagination library's book committee. Retrieved March 
30, 2013, from http://usa.imaginationlibrary.com/book_committee.php#.UVcgMBxJOAg.

Project Appleseed. (2009). Our leadership. Retrieved March 30, 2013, from http://www.projectappleseed.org/leadership.html.

Zero to Three. (2012). Job posting. Retrieved March 30, 2013, from http://www.zerotothree.org/about-us/careers/jobs/ta-specialist-hv-tacc-01-13-rev_external.pdf.

Exploring Roles in ECE

"Communities of practice are groups of people who share a passion for something they do and learn how to do it better as they interact regularly”                        (Wenger, 2006, para. 4).

Working with families and children, it is important to collaborate with communities of practice. These groups help gain resources and form relationships that benefit all involved. Some local/state agencies that appealed to me are:

Babies Can't Wait: Georgia's "statewide system for infants and toddlers with developmental delays and their families" (Georgia Department of Public Health, n.d., para.1). This agency provides in home care for infant/toddlers up to three years of age. Resources and parenting is provided to the families. A service provider or service coordinator would be a job that would interest me. A bachelor or master's degree in Early Childhood is required.

Ferst Foundation for Childhood Literacy: This "foundation strives to improve early childhood learning for every child regardless of income, race,  or religion, as any child is at-risk who cannot read" (Ferst Foundation for Childhood Literacy, 2013, para 11). This foundation provides free books to children in participating counties. Some children do not have "child-friendly" books in the home and this program provides "child-friendly" books to all children in the home birth to five. I currently serve on the Community Action Team (CAT) in my community. Our team coordinates fundraisers so all children (birth to 5) in Jasper County receive free books. I would love to be a CAT coordinator. I do not know the skills needed for this profession, but believe a master's degree would be sufficient.

Head Start: I currently work for our local Head Start program, but I included this because of the great services provided by Head Start. Programs offer parenting courses, early literacy, health, nutrition  mental health and disability services (to name a few). I enjoy working for Head Start and hope to remain in my profession for many years. A would love to be an Assistant Director or Program Director one day. A college degree is necessary--good thing I'm continue my education! 

References:
Ferst Foundation for Childhood Literacy. (2013). Program overview. Retrieved March 16, 2013, from http://www.ferstfoundation.org/programoverview.htm.

Georgia Department of Public Health. (n.d.). Babies Can't Wait. Retrieved March 16, 2013, from http://health.state.ga.us/programs/bcw/.

 Wenger, E. (2006).Communities of practice: A brief introduction. Retrieved March 13, 2013, from http://www.ewenger.com/theory/.

Passion to Action

This week I begin my final course at Walden University. My emotions are both happy and scared! We were asked to create a Wordle using words that represent our passion for the early childhood field. Please visit my Wordle link:

  http://www.wordle.net/show/wrdl/6454661/Untitled

Reference:

Feinberg, J. (2011). Wordle--create. Retrieved March 6, 2013, from http://www.wordle.net/create

Thanks!

I would like to share a word of thanks to everyone who improved my communication skills! I enjoyed reading your discussions and blog posts and your wisdom has helped me improve my communication skills with families and children. I appreciate each and everyone of you!!

Thanks!!! Thanks!!! Thanks!!!
Good luck as we continue this journey!!!

Team Work

This week we had to think about team work we have been involved in. In my profession, team work is essential for young children and their families. I am a member of several teams and it was not hard for me to visualize myself working in a team. For this assignment, I have several questions to answer on team work :).

Consider the adjourning phase for several of the groups in which you have been involved. Think about which aspects of the groups made for the hardest good-bye. 

When a group adjourns, it essentially disbands or disassembles (O'Hair & Wiemann, 2009). When a group I'm involved with disassembles I have to admit some sadness. I feel a loss of the new friendships I have gained, a loss of the schedule/consistency a group gives me and I feel sad for the welfare of the children we were meeting on. I'm not keen on change so when a group adjourns the change does not settle well with me. 

  Are high-performing groups hardest to leave? Groups with the clearest established norms?  Which of the groups that you participated in was hardest to leave? Why?  

 High-performing groups are hard to leave because you know how hard you have worked for the best interest of the child. You also learn a lot about yourself and gain knowledge from the professionals involved in the group. I also find groups with clear, established norms hard to leave because of the level of professionalism and consistency they offer. These two groups are hard to leave equally in my opinion.

What sorts of closing rituals have you experienced or wish you had experienced?  

Usually, when a group disassembles there are a lot of well-wishers and phone numbers exchanged (e-mail addresses too). Sadly, the communication ends and follow up with the professionals is not consistent. My wish would be to establish a reunion of sorts. I would love to see my fellow group members in months or years to see the work they have accomplished and share ideas. 

 How do you imagine that you will adjourn from the group of colleagues you have formed while working on your master’s degree in this program? Why is adjourning an essential stage of teamwork? 

I imagine that I will do the same as I do when a team disassembles. I will wish them well with the hopes of communicating in the future. Perhaps I should make more of an effort to follow up--not just one e-mail or text, but several so my peer knows that I am serious with maintaining a relationship. Adjourning is so important because it allows your colleagues/peers to understand how you felt during the group work and how you will feel about the group/work you participated in. Groups allow us to feel important and special and who wants to lose that feeling!?!? 

Reference:
O'Hair, D. & Wiemann, M. (2009). Real communication: An introduction. Boston, MA: Bedford/St. Martin's.

Conflicts

This week, I'm asked to discuss some conflicts and strategies that help me manage or resolve the conflicts. I've got a great example. At the beginning of each new school year, my co-workers and I go through each child's folder. One thing we look at is the child's preferred name. The child could go by his middle name or even have a nickname. My co-workers and I view this very differently. I believe if the child goes by A.J. then in class he should be called A.J. It is what he is used to--it's his first school experience and we want the child to feel secure in class. My co-workers believe this is harmful and want to use the name Adam (first name). They want him to know his first name--without the nickname. I understand he will need to learn to spell his name--but before we get to that point lets call him something he's familiar with. Regardless, I usually do not battle this decision--just give my opinion. I let them know how I feel--we do this every year! This year I decided to use the 3 r's we have learned about: respectful, reciprocal, responsive. I listen to their reasoning--it appears it may be a cultural difference. I listen with my full attention without becoming defensive to our new students and their preferred names. I reciprocate their feelings--I give and take-- and then I respond. I respond with why I feel strongly about this. I express my concerns of a child not knowing his full name--only his preferred name. I explain that this child may need the comfort of hearing his preferred name. I am met with defensiveness and reasons why this is wrong, but I stand firm in my opinion. Sure, we may differ on the opinion of this, but I have learned that by following the 3 r's I don't feel personally hurt by their decision. (I don't know why I take it personally :).

This class is really help me become a better communicator! I can see great change in my communication styles!!

Rebekah, the Communicator

This week, we were assigned the task of taking several self-report tests. We then had to get two other individuals to take the tests and answer the questions based on how they perceive us. I was on a family vacation so the two individuals I chose to answer the questions were family members. I was surprised at how well they knew me! My answers and their answers were very similar--our scores too. One test I took was a verbal aggressiveness scale. Going into the test, I assumed my verbal aggressiveness scale would be low or non-existent. I was wrong! Both myself and my family rated me as having moderate verbal aggressiveness. I guess I am more outspoken then I thought! What did not surprise me were the results I got for my listening style profile. I enjoy listening and talking to people. I have a hard time interrupting their thoughts--even if my time is limited. The listening style scale said I belong to Group 1 which is....people-oriented! This was a great test and after a nice summer (with several vacations) I start back to work tomorrow. I am going to share these scales with my co-workers! I want to see if they know me as well as my family knows me :).

Communication and Cultural Diversity

So far, I have gained a lot of knowledge when it comes to communication. I am only in week three, but feel I have gotten a great introduction to the world of communication. I did not think I would enjoy this course--I am somewhat shy and communicating with others is a work in progress--but I am really enjoying this course. I see what I need to work on and what I am good at (in terms of communicating).

I do find myself communicating differently with people from different groups/cultures. I think we all do to some extent. When I talk with someone of a different sexual orientation I am more aware of what I say. I try to stay neutral in topic--as not to offend anyone. Same thing for different races. I am more aware of what I say because offending someone unintentionally would really hurt myself and others. When I go back to work, I am going to listen to my preschool families and co-workers. I am going to see if they change their type of communication when speaking with other cultures and groups.

Three strategies to help me communicate more effectively:
Becoming more aware of the different cultures and their communication strategies.
Don't assume communication styles based on appearance.
Truly listen to the person without assumptions or bias. You can learn a lot about communication when you truly listen.

Communication and Television

This week's assignment was fun! I enjoy television and I love people watching--I got to do both things as a homework assignment--isn't learning fun!!! I watched the 90's sitcom Friends which is featured (reruns) on a popular television station. The episode I watched was a Thanksgiving episode and everyone had plans but all plans fell through. One character was to cook a special dinner and the dinner turned in to a fiasco. 
This week I had to watch a show muted and then watch the show with the volume. These are the questions I had to ponder without volume:

• What do you think the characters’ relationships are based on the ways in which they are communicating?
• What are they feeling and expressing based on the nonverbal behavior you are observing?

These are the questions I had to ponder with volume:

• What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?

• Would your assumptions have been more correct if you had been watching a show you know well?

With the volume muted it appeared that I was watching "friends" enjoy each other's company. They seemed to have positive interactions, sat closely to one another, expressed themselves nicely with hand gestures and appeared to be listening to one another. This group of individuals were smiling consistently and appeared genuinely happy without any pending drama or issues.

With the volume turned up, I realized the group of friends were struggling with decisions. One "friend" did not have money to return home, one "friend" hated the Thanksgiving holiday and one "friend" did not celebrate Thanksgiving on the traditional day. Watching their smiles and their close proximity to one another, I assumed the "friends" were happy without any issues. Sometimes smiles and closeness can appear that everything is okay when it truly is not okay. Sometimes body language can be a disguise to one's true feelings.
If I had watched a show I frequented quite often, I would have been able to know that the smiles hide anger or disgust. I love reality drama and although the characters are smiling, they generally are discussing another characters short comings. I would have been able to read the non-verbal cues much easier.
I realize I am not as gifted in the non-verbal department as I thought I was. Sometimes I cannot read non-verbal cues correctly, or read them at all.
Very interesting assignment...

Competent Communication

I'm in a new course at Walden University and this course is all about communication. I believe we all need help in this field--even the best of communicators.

My sister in law is a great example of someone who is a good communicator. She is honest, listens to others, acknowledges the feelings of others, includes her emotions in the conversation, offers constructive criticism and it is apparent she is tuned in to the other person. We have the best conversations and I enjoy communicating with her. Sometimes she communicates through beautifully written letters. Most importantly she advocates for young children who cannot stand up for themselves--regardless of the feelings she hurts or the anger it causes. She wants the best for all children! 

I would love to communicate as effectively as her. Sometimes I leave out all the information to avoid confrontation. Sometimes I leave out emotions because it is hard to share my emotions with others. I must admit, I can write a competent, communicative letter when needed-but I don't do that often enough. She is someone I look up to on many levels--but especially communication!

Professional Hopes and Goals

This course has taught me so much. I have learned to open my mind and listen to the families when they speak to me about their child. As a mother, you want the best for your child and our preschool families are no different. I'm going to share a hope and goal I have for the EC field and for myself.

Hope: My hope for myself is to continue to remain open minded and anti-bias when working with young children and their families. When children begin their preschool experience, families look to us (the professionals) to make the experience as easy on the child/family as possible. They look to us to accept them as family. My hope is to continue to treat families and children as family.

Goal: My goal for the EC field is for the field to provide anti-bias curriculum and to never prejudice against any family or child. Each child is an individual with individual needs and the EC field should cherish and honor the individual needs of all children.

I would like to end this course with a note of thanks. I cannot thank my peers and my professor enough for the support and feedback I received. I enjoyed the interactions with everyone and the growth I've experienced can only be witnessed in my work--cannot be expressed in words.

Thanks again!!!

Welcoming Families Around the World

This week, the assignment really sparked my interest. Below is the topic:

You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon. You want to prepare yourself to welcome the child and her family. Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin.

I decided to focus on Russia. I can honestly say I know nothing about Russia, about their culture, about their education and I do not understand their language :). Working at a public child-care center, many different cultures walk in the center and wish for childcare. When someone of a culture unknown to you enters, it is your duty as an educator to learn all you can about said culture so the family feels welcome. As an educator I would prepare myself for the child and his family.

Ways I would prepare:
1. I would research all I could about the culture of Russia. I would see what their day looks like--do they break in the afternoons for a rest? Do they follow certain traditions such as afternoon tea?
2. Are Russian families small? Is the child going to have a mother and father at functions or will he invite his whole family? I discovered that Russian families not only consist of mother and father, but of uncle, grandmother, grandfather, etc. (Master Russian, 2012). As an educator, I will prepare for the many guests that visit the classroom.
3. Although I would be unable to understand their language, I would find a translator so I can ask important questions about the family. I would listen and take notes on their culture so the child would feel respected in the classroom.
4. I would have words in Russian, along with other languages, posted throughout the classroom. This way the child and family would understand what items are represented in the classroom and have the comfort of seeing his written language.
5. I would conduct a home visit so I can see the families culture in the home. I've learned Russians make great hosts, and I will kindly accept their tea, cookie or perhaps even a gift without hesitation or resistance.

By committing to the traditions of my Russian family, I hope the child and family will feel as special as my other children. My hope would be the family would feel comfortable enough to visit the classroom, to allow me the honor of teaching their child and feel respected in the school setting. I wish this for all children, but I think it is so important to honor the children who have come from another country. Their world is different and we need to establish some form of home similarities in the classroom.

Reference:
Master Russian (2012). Russian hospitality. Retrieved June 16, 2012, from http://masterrussian.com/russianculture/russian_hospitality.htm.

The Personal Side of Bias, Prejudice and Oppression

This week, we are asked to discuss personal biases that have happened to us personally or we have witnessed. This is not something I personally witnessed, but heard about from a friend of mine. My friend is African American and took her car to get serviced at a local repair shop. The repairman (Caucasian) was in a foul mood and my friend asked how long she would be without a car. His response... "you people get on my nerves". She said it took all she had not to slap him in the face. She said to him "excuse me" and he only mumbled something under his voice. She felt betrayed and hurt. She has never returned to this dealer and still feels very hurt by his actions.

This incident diminished equity because he decided that he was superior to my friend. Did he feel this way because of his race?

When my friend shared this story with me, I felt so hurt for her. How could he make such a harsh comment? Does he not have feelings at all? She is a person with feelings just as he is--how would he feel? It must have really hurt my friend to hold on to the story for years and to not forget this man's hurtful words.

This man needs to understand that no one is superior. There are no races that are greater than others, men are not greater than women, heterosexuals are not greater than homosexuals. We are all individuals with feelings and emotions. Change needs to occur with education. Someone needs to properly educate this man and other individuals who are prejudice.

This course has been so resourceful--it has been so great to learn and share these types of stories with my classmates!!!

Microaggressions

I must admit, going back to school to obtain my master's degree was the best decision I could have made! I've learned so much---this week I learned about microaggressions. I have heard them used by individuals, but did not realize they had a name. This week we are supposed to write about microaggressions that were detected by us--either to an individual or to ourselves. I have racked my brain--sadly, during pregnancy, I am not as aware as I normally would be. I tend to ignore any negativity and not hold on to hurtful words. I decided to call a co-worker/friend and explain microagressions. I then asked if she had experience with this this week. She said in fact her daughter did. Her daughter is in middle school and finished her last day of school Friday the 25th. Her daughter is African American and was having lunch with her Caucasian friends. One of her friends, nonchalantly, asked "why do you all style your hair differently". Her daughter was hurt by the "you all", but knew her friend meant nothing by it. My co-worker/friend said it happens all the time--people say things out of curiosity but it sometimes bring pain.

I am working with new preschool parents--families for the 2012-2013 school year. I have been very cautious at what I say while working with these families. I do not want to stereotype the families based on their responses to my questions or when they misspell words or when they do not understand the questions. Before this week I did not know about microaggressions and did not realize my one (seemingly small) comment could really hurt someone else. I am happy I have learned this and can now focus on what I will say before I say it. Everyone in the early childhood field should have to take this course--it has taught me so much!!!

Perspectives of Diversity and Culture

This week, I had to ask three different people their definition of culture and diversity. I asked my sister, sister in law and co-worker of mine. We had to ask one person who is culturally different than ourselves and that is my co-worker. Regardless of the different cultures all three basically said the same thing.
(sister) Culture: Groups of people--like people from Spain--following specific traditions/rules
(sister-in-law) Culture: People of the same group following the same rules
(co-worker) Culture: Beliefs people have--one group of people believing the same thing

(sister) Diversity: Different kinds of people like different races.
(sister-in-law) Diversity: Different genders, races--just different people.
(co-worker) Diversity: Different types of people.

I thought their answers were pretty good. I asked them informally and wanted the first answer that came to mind. I think they all did a great job explaining what we have been learning in class. The beliefs people have is a simple way to describe culture. Different types of people is a simple way to describe diversity. When one group follows one belief that is a culture. I don't feel anything was omitted from their definitions. Their definitions were solid definitions that we have been reviewing in class. If I were asked to define these words I would have to agree with each answer--their answers influenced me to understand that the people I surround myself with view diversity and culture as I do. Even my co-worker, who is of a different race, answered the questions similar to my sister and sister-in-law, who are of the same diversity as me.

My Family Culture

This assignment was very interesting to me. I had to think of "things" that make up my family culture and narrow down three items that I would take with me after vacating my country and moving to a new country. Luckily, my family is going with me, so I thought about the things that define us and here is my list.

• My daughter's memory book: Since I discovered I was pregnant with my daughter in 2006, I have kept a book of memories. Inside the book are milestones, her drawings, a lock of hair (first hair cut), pictures and written memories. This book would remind me of how important life is and we look at this book often. She loves to read about herself as a baby and I love to be reminded of how little she once was. 
• The iPod my husband and I share. My husband and I have downloaded many songs on our iPod--even songs for our daughter--and we love listening to the music. When we grill out at night, we play our iPod and sing/dance to the music. Every evening before bed, my daughter sings and dances for us--she loves to entertain. It's a joy to watch her and it makes our evening. The performing has become a nightly ritual and I would hate to lose this ritual!
• A framed picture of the entire family. This picture has all members of my family (mom, dad, brother, sister, etc.) and I would take this to remind myself how lucky I was. I was lucky growing up in a great, loving home and I was lucky to live next door to the home I grew up in--and my parents still live there!

The items would be easy to explain--I think I explained their meanings quite well. Anyone would be able to see the love these items bring to my family and me. These items would remind us of how special we are and how our comfort items make us who we are. 

If I was told I could only keep one item, it would have to be my daughter's memory book. My daughter is our world and losing those memories would be very traumatic. I understand I have stored memories, but pictures, drawings, milestones--they are hard to replace. I would hope I could keep all items--this was a difficult choice for me. 

This exercise made me realize how we take our everyday comforts for granted. How would I feel if my daughter couldn't "perform" every night with song and dance? How would I feel if I couldn't keep photographs of my family? Music, photos, memories--they are all very important to us and we would be lost without them.

Family Photo I would take...

Reflections of Research

I must admit, this course was very difficult for me. I was apprehensive of taking this particular course because I knew I would struggle and I was correct. I have struggled to produce work that is of highest quality. I hope my work does reflect that I have learned and have comprehended information, but I know that I still have a lot of growing in the topic of research. I'm now going to answer a few questions regarding this course and what I have learned!

1. What insights have you gained about research from taking this course?
I have gained many insights from this course. I have learned the vocabulary that makes up research, I have learned that research is more then data checking and I have learned that writing a research paper is quite hard. I have learned the difference between quantitative data and qualitative data, I have learned how to write a hypothesis
2. In what ways have your ideas about the nature of doing research changed?
My ideas of the nature of research have changed dramatically. Before the course I assumed you look up a few facts, participate in interviews and observations and then conclude your information in paper format. This is not entirely true. Sure you conduct observations and interviews, but you must remember to leave bias out of your report. You must treat all research with justice and fairness. You must be ethical in your research and understand the ethical issues you can come across.
3. What lessons about planning, designing and conducting research in early childhood did you learn?
This course has taught me so much about conducting research. I know that you cannot pick a topic that interests you and write a research paper. So much goes in to the topic. Who are the participants? Where will you conduct the research? Will you use professionals to help you with this research? What is your timeline? What is your hypothesis? Research is so in-depth and this course has opened my eyes to how detailed one must be to conduct research. I admit I admire anyone who conducts research on an ongoing and professional basis.
4. What were some of the challenges you encountered--and in what ways did you meet them?
My biggest challenge was my lack of details. I thought I was being detailed enough in my responses, papers and homework assignments, but I was leaving important information out. I need to remind myself that detail is key--especially in research!
5. What are some of the ways your perception of an early childhood professional have been modified as a result of this course? 
Early childhood professionals are more than "baby-sitters" or family advocates. Early childhood professionals have large roles in which they must conduct research, teach young children, advocate for families and still remain ethical, fair and just. Early childhood educators are very hard working and I wish everyone was aware of how difficult the job is!!!

As hard as this course was, I have enjoyed this course and I have learned a great deal. Thanks to everyone who provided feedback and helped me to improve my research skills. A special thanks to Dr. Davis for providing constant feedback!!!

Reference:
My Walden University Portal. (2008). Blog assignment: When I think of research...Retrieved April 21, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6488762&Survey=1&47=9230798&ClientNodeID=984650&coursenav=1&bhcp=1.

Research in Australia

This week, we were instructed to look at the issues of early childhood internationally. I decided to look at Australia to see what issues Australian children and child care providers face. One positivie issue is one of childcare reform. 

As of January 1st Australia mandated one child care worker to every four babies. Hope is that this reform will provide higher quality of care and child care professionals will develop special bonds with these babies (Early Childhood Australia, 2012).

An interesting story I found on the website related to children's stress and anxiety when starting school. All children experience stress on their first day of school. I would stress about my outfit, would I still fit in with my friends, would my teacher be mean,etc. Even young children experience stress--especially when they have only been with mom or dad since birth. The website gave some great tips to help their child overcome stress of the first day of school. I think these tips would help American children too--check out the link: http://www.earlychildhoodaustralia.org.au/early_childhood_news/january_2011_tips_to_minimise_stress_during_your_childs_first_year_at_school.html.

This website features useful, interesting information on early childhood. Although it is designed for Australian families/professionals does not mean it can't be a good resource for American professionals/families. Our Preschool center sends out a weekly newsletter with early childhood information attached. This website may become a great resource for me!

References:
Early Childhood Australia. (2012). January 2012--Media release--Biggest reform of Australian childcare begins today. Retrieved March 31, 2012, from http://www.earlychildhoodaustralia.org.au/early_childhood_news/jan_2012_media_release_biggest_reform_of_australian_childcare_begins_today.html.

Early Childhood Australia. (2012).  January 2011--Tips to minimise stress during your child's first year at school. Retrieved March 31, 2012, from http://www.earlychildhoodaustralia.org.au/early_childhood_news/january_2011_tips_to_minimise_stress_during_your_childs_first_year_at_school.html.