Time Well Spent

This program at Walden University has helped support my own growth and development on a personal and professional level. This journey has opened my eyes to a bigger picture of early childhood education and how to become the voice and advocate for young children, their families, and early childhood professionals and other professionals that have a profound impact on early childhood education.

I remember when I took my start class at Walden, I was nervous and anxious, but excited to start a new journey in my professional development. This program has increased my knowledge on all aspects of early childhood education and the importance of collaboration and cooperation with each other to make change for those who are in need of the services, for young children, families, the community, and early childhood professionals and related leaders.

I have learned many valuable aspects of early childhood education and my role as a professional in the early childhood field to be the voice and the advocate for all so no one is left behind. One of the deep knowledge I have learned is the value of research and effectively analyze and process the research. I never realized the impact research can have on issues and trends within the early childhood field until you take the time to explore the research. This knowledge has helped me support a child in my classroom currently exhibiting challenging behaviors and the support my teaching team (co-teachers) have given to this child has been rewarding with improved behavior. Another aspect I have learned is the value of verbal, non-verbal, and written communication is as an early childhood professional. This program has developed my written communication skills to use a specific voice, tone, and vocabulary to express the needs and services for all young children, families, and early childhood professionals. The writing was never a strong point for me and through this course, I am proud of my development in written communication to express my passion and love of being an early childhood educator. And lastly, I have learned the value of a community of practice. This was a new idea and concept that I never heard before and it helped support my understanding and importance of collaborating with different professionals to benefit the community of all young children, families, and early childhood professionals. I would like to become part of a community of practice with a passion in early childhood education, family engagement, and challenging behaviors.

This journey has helped support my dream for my future and what I would like to accomplish in my career. Through this process, my position was a toddler teacher, and my long-term goal is to become a center director with a focus on family engagement within my program. I would like to support a family engagement program to benefit all early childhood programs worldwide

to strengthen the parent-child relationship. This program has given me the tools, resources, and knowledge to obtain my goal through my passion and willingness to learn and grow as an early childhood professional.

I want to thank Dr. Embree for her encouragement, advice, and concrete feedback through this course as I struggled to understand different aspects of my Capstone Project. You helped push the door open to ease my frustration and reassure that the answers were inside of my heart and mind the entire time. Your kindness, honesty, and support of the last 8 weeks has given me the courage and confidence to find my voice and speak of the passion I hold dear to my heart. Thank you so much for your guidance, knowledge, and support to help me achieve my greatest accomplishment.

To my colleagues, I want to thank you for your honest and open feedback through the discussions and blogs. Your advice, knowledge, thoughts, and ideas have given me a new perspective lens in supporting all young children, families, and early childhood professionals. I feel we have been part of a community of practice from the beginning and I would not have accomplished my Master’s without your support, guidance, and concrete feedback to see the abilities I have as an early childhood professional. I want to thank each and every one of you for your help all this journey that is coming to an end.

Congratulations to all and I wish you the best in your future. I would like to stay in touch with all of you to share ideas, knowledge, and advice relating to early childhood education.

Farewell - this is not a goodbye.

My contact information is: erin_earley@hotmail.com

Jobs/Roles in the ECE Community: Internationally

UNICEF promotes the rights and wellbeing of every child, in everything they do to help support every child (UNICEF, 2015). With the support from their various partnerships, they work in 190 countries and territories to benefit their commitment into practical action, focusing their effort on reaching the most vulnerable and excluded children, to help benefit all children around the world, globally (UNICEF, 2015). They take on a life-cycle based approach, recognizing the importance of early childhood development and adolescence (UNICEF, 2015). The UNICEF Organization was specifically created to work with others to overcome the obstacles of poverty, violence, disease and discrimination placed in a child’s path (UNICEF, 2015). They advocate to give children the best start in life, to give them proper care at the youngest age forms the strongest foundation for each child’s future (UNICEF, 2015). They are part of the Global Movement for Children, a broad coalition dedicated to improving the life of every child (UNICEF, 2015). I found this organization appealing because I hope to help and support each child in my center and community to achieve the best life they can within a safe and loving environment (UNICEF, 2015). I want young children to know they have a voice and deserve the chance to be heard. This program supports all young children, girls, and boys alike, without discriminating against one gender over the other. Each child is unique and their own personality that makes them who they are; these heartbroken children will be given the chance to explore, grow, learn, and develop skills and knowledge to achieve greatness and succeed in life.

UNICEF. (2015). About UNICEF. Retrieved from http://www.unicef.org/about/who/index_introduction.html.

UNICEF has quite a list for employment opportunities all around the world. Their list is long and large, but as I was looking through it, one position spoke to me. The position is called Adolescent Development Specialist, I would be accountable for the provision of technical support in adolescent mainstreaming, programming, planning, and implementing the child protection program (UNICEF, 2015). I will ensure the child protection program is strengthened by knowledge management through data collection and analysis, including knowledge in comprehensive assessment with review and evaluation of the collected data. I can document the best practices and successful stories of knowledge development and management relating to adolescent protection (UNICEF, 2015). The requirements for this position are:

            “Advanced university degree in Social Sciences, International Relations, Government, Public Administration, Public Policy, Social Policy, Social Development, Community Development, or other relevant disciplines, with specialized training in youth policy design and implementation. A first level University degree with relevant qualification, training and work experience might be accepted in lieu of an advance degree. Five years of progressive experience managing adolescent-related programmes, preferably in education, HIV/AIDS, child protection or other related field. Fluency in English and Arabic.”

UNICEF. (2015). Employment at UNICEF. Retrieved from http://www.unicef.org/about/employ/.

The Association for Childhood Education International is a charitable organization that is interested in sharing new approaches to the education of children and ensuring these approaches are delivered in ways that best enhance children’s individual skills and abilities to provide opportunities for a successful life (ACEI, 2015). They are a global community of educators and advocates that are united and unite knowledge, experience, and perspectives to exchange information and explore innovation and advocate for all children (ACEI, 2015). Their mission is to promote and support the optimal education, development, and well-being of every child in the world (ACEI, 2015). They want every child in every nation to have access to high-quality education; this education will prepare children to become responsible and engaged citizens, to be ready for a life in an ever changing world (ACEI, 2015). This organization spoke to me by the global community of educators and advocates that are united to exchange information on child development and education and care and to advocate for all children around the world. Every child in this world deserves to have an education and develop their skills in a safe and healthy environment with educators who are passionate about them and their success for the future.

Association for Childhood Education International (ACEI). (2015). About us. Retrieved from http://www.acei.org/about-us.

I looked throughout the website and I was unable to find any listings for job opportunities, but I did find the opportunity to have an internship with this organization. This is still an opportunity to gain work experience, primarily, online research and data collecting which will contribute to the development of briefing papers and other forms of resources and attend various meetings relating to early childhood education (ACEI, 2015). The requirements to be an intern for this organization are:

        

    “Interns should be enrolled in a graduate degree program that focuses on global education issues with a particular interest in children's education. A focus on one specific aspect of childhood education, such as basic education or early childhood development, is also acceptable. Interns who have had some international experience(s) working or living outside the U.S., are preferred. Internships typically range from 8 -12 weeks. All interns must reside in the Washington, D.C., metropolitan area during their assignment and are responsible for arranging their own housing and transportation. Interns are based at the ACEI Headquarters located at 1101 16th Street NW, Washington DC, 20036, a few blocks north of the White House.”

Association for Childhood Education International (ACEI). (2015). Internships at ACEI. Retrieved from http://www.acei.org/internships-at-acei.

ICF International is an organization that provides professional services and technology solutions that deliver beneficial impact in areas critical to the world’s future (ICF International, 2015). Their passion states, “The firm combines passion for its work with industry expertise and innovative analytics to produce compelling results throughout the entire program lifecycle, from research and analysis through implementation and improvement,” which early childhood education is a lifecycle program to benefit the child and family (ICF International, 2015). Education is a market offering to professionals to work towards positive student and teacher outcomes in early childhood, K-12, and postsecondary and adult education (ICF International, 2015). This program supports early to care for infants and toddlers through college and the workforce training, their innovative approaches address critical questions and improve the quality of educational programs (ICF International, 2015). I have never heard of an international organization like this one. It has five topics of education offerings to explore and benefit the early childhood education and care programs around the world (ICF International. 2015). This organization will support my knowledge, experience, and passion for being explored in a professional manner that will benefit the growth and development of every child and family worldwide (ICF International, 2015).

ICF International. (2015). Education. Retrieved from http://www.icfi.com/markets/education.

They have 9 job opportunities under their market of education worldwide. The one that spoke to me and grabbed my attention was Head Start Grantee Specialist (Nationwide) (ICF International, 2015). This position, I will provide high-quality training and technical assistance that will improve the capacity of Early Head Start Programs to meet and exceed the national Head Start Standards (ICF International, 2015). The specialist will work with programs to correct deficiencies through a monitoring system (ICF International, 2015). The requirements to this position are:

      “A minimum of a Bachelor’s degree in a field related to Program Design and Management, Business Management, Accounting, Public or Non-Profit Administration, or Project Management (with fiscal emphases). 5+ years of demonstrated experience in providing technical assistance required, specifically on issues pertaining to governance, fiscal management systems and administrative issues within Head Start.  Knowledge of management and related issues and demonstrated ability to apply such knowledge. Experience providing training at State, Regional, or National Meetings and technical assistance to individual organizations. Must have valid driver's license and successfully pass a Motor Vehicle Records (MVR) check. Master’s Degree in a field related to Program Design and Management, Business Management, Accounting, Public or Non-Profit Administration, or Project Management (with fiscal emphases). Experience in a leadership position within a Head Start program or other early learning program (Executive Director, Assistant Director, Program Director, Chief Finance Officer). Knowledge and experience performing program design management and fiscal management preferred. Working knowledge of and experience with Blackboard Collaborate and/or other web-based instructional applications. Knowledge and experience working with grantees on facilities and transportation issues. Experience in the health field. Data analysis. Bilingual Spanish speaker. American Indian and Alaska Native Tribal experience. In-depth knowledge of and experience with Microsoft Office (Word, Excel and PowerPoint) required. Excellent verbal and written communication skills required. Ability to work independently as well as with a team. Excellent interpersonal skills and ability to work with a variety of groups including governing bodies, staff, community leaders, and Head Start policy groups (policy councils and committees). Ability to complete detailed paperwork in timely manner.”

ICF International. (2015). Career opportunities. Retrieved from https://icfi.taleo.net/careersection/icf_prof_ext/jobdetail.ftl.

Jobs/Roles in the ECE Community: National/Federal Level

The National Institute for Early Education Research (NIEER) conducts and communicates research that supports high-quality and effective early education for all young children (NIEER, 2015a). The research help support and enhance education in young children’s physical, cognitive, and social development, which includes the success in school years later (NIEER, 2015a). NIEER offers independent, research-based advice and assistance to policymakers and educators by monitoring and analyze model legislation, standards, regulations, and policies to increase the access to high-quality early childhood programs (NIEER, 2015a). I found this national organization appealing because I want to ensure I offer a high-quality and effective early childhood program for all young children with and without disabilities to reach their full potential. As an early childhood educator, I want to be aware of the research and communication strategies being used to fill in the gaps in the knowledge and to apply scientific knowledge to early education policy (NIEER, 2015a). Early education policies help support and guide early childhood professionals to offer high-quality, effective, and research-based knowledge and policy to maintain the values and benefits of any early childhood program in an ever-changing community (NIEER, 2015a).  

They have multiple positions in two major areas in their belief of research and analysis: Assistant Research Professor and Data Collectors (NIEER, 2015b). I am drawn to the data collectors position, a position to train administer standard preschool evaluation measures (child assessment and classroom observation instruments) (NIEER, 2015b). It will help support my knowledge and understanding on child assessments and classroom observation instruments that would be the best for early childhood programs to use within the early childhood field for all programs. According to NIEER (2015b), the requirements for this position are:

“Applicants should be graduate students, have a BA or be upperclassman undergraduate students with a focus on child development, early childhood, psychology or related field. Knowledgeable about child development and developmentally appropriate early childhood teaching practices (e.g. Teacher) preferred. Experience in classroom settings and/or working with children highly preferred. Must be available to work 2-3x per week during data collection period; days are flexible. Must be available to attend intensive, full-day trainings that vary between 2 days and a full week. The successful candidate is expected to demonstrate an excellent academic record (GPA should be 3.0 or better). Must have reliable transportation. Spanish speakers needed!”

NIEER. (2015a). Vision. Retrieved from http://www.nieer.org/about/vision.

NIEER. (2015b). Job Opportunities. Retrieved from http://www.nieer.org/about-nieer/job-opportunities.

The Children’s Defense Fund is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start in life and have successful passage to adulthood with the support from caring families and communities (CDF, 2015a). The institute provides a strong, effective, and independent voice for all young children with and without disabilities who cannot speak for themselves (CDF, 2015a). The Children’s Defense Fund educates the nation on the needs of children and encourages preventive investments to assure all young children reach they are full potential (CDF, 2015a). This national organization appealed to me because they want all young children to have a healthy, fair, safe, moral, and head start in their education to become successful and develop and learn in their own way through supportive and understanding environments to achieve their full potential to be an active citizen in the world. I want all young children to have access to high-quality education in their community and to have the support they need to achieve development growth and learning in different environments that support a child’s understanding of the world.

Currently, the Children’s Defense Fund only has 3 open positions, one of them I am interested in, Foundation and Corporate Partnerships Officer. This position is in the development department in the National Office of the Children’s Defense Fund. The measurements for the success of this position includes a proposal pipeline activity, grant and partnership rates, total value of grants and partnerships, and monitoring activities and accurate reporting (CDF, 2015b). According to CDF (2015b), the knowledge and skills required for this position are:

“Demonstrated passion for CDF’s mission; Demonstrated knowledge of and skills in writing succinctly with excellent grammar, spelling and proof-reading; A minimum of three years past grant-writing and corporate/foundation relations experience; A demonstrated understanding of basic nonprofit marketing and fundraising, and of marketing and communications needs of foundation and, separately, of corporate partners; A minimum of a bachelor’s degree in a field relevant to CDF’s work; advance degree preferred; Demonstrated ability to be a willing, able and active learner; willingness to be taught and trained in professional skills, in workplace protocols and in topics and issues specifically relevant to CDF’s mission and work; Demonstrated skills in organizing multiple projects and priorities.”

Children’s Defense Fund (CDF). (2015a). Our mission. Retrieved from http://www.childrensdefense.org/about/.

Children’s Defense Fund (CDF). (2015b). Careers. Retrieved from http://www.childrensdefense.org/about/careers/?referrer=http://www.childrensdefense.org/about/.

The National Association for Family Child Care (NAFCC) is a non-profit membership association (NAFCC, n.d.). This organization dedicates themselves to promote quality child care by strengthening the profession of family child care within the early childhood education field (NAFCC, n.d.). According to NAFCC (n.d.), the goals for the association are:

“To strengthen state and local associations as the primary support system for individual family child care providers. To promote a professional accreditation program which recognizes and encourages quality care for children. To represent professional family child care providers by advocating for their needs and collaborating with other organizations. To promote the diversity of the family child care profession through training, state and local associations, public education, and Board Membership.”

This organization appealed to me because, within the Early Head Start, there are Family Child Care Facilities that partnership with center-based programs to ensure the quality of early childhood education to all children. These early childhood educators provide a warm and loving, home-like environment to all young children and offer high-quality and effective early childhood education to the children and families (NAFCC, n.d.). Family Child Care is a form of high-quality of education programs provided to young children and their families to help and support all children to reach their full potential.

I did not find any information about job opportunities in this association.

NAFCC. (n.d.). National Association for Family Child Care. Retrieved from http://www.nafcc.org/.

Exploring Roles in the ECE Community – Local and State Levels

As a teacher, I find it difficult to develop a deep understanding of my community. I live in Methuen and I work in Haverhill; these two areas have completely different communities and what young children and families need for services. For my Capstone Project and the remainder time in this course, I will be focusing my attention on the Haverhill Community. I am still exploring and learning what the Haverhill Community offers to their citizens and I hope to gain knowledge about what the Haverhill Community can truly offer to their citizens.

One state communities of practice that has appealed to me within the Haverhill Community is the Moody School. The Moody Pre-School is an integrated preschool program is open to all children in the Haverhill Community. It offers half-day preschool classes and all classrooms include children with special needs and typical developing children. They have a communities of practice filled with teachers, assistants, and therapists that provide motivation, developmentally appropriate, and exciting learning experiences for the children. The team follows developmentally appropriate curriculum and the Massachusetts Curriculum Frameworks to support their inclusive education that gives all children the opportunity to learn with and from each other (Haverhill Public Schools, n.d., Moody Pre-School). I chose this organization because many of the children in my class are on an Individual Family Service Plan (IFSP) and when the child becomes 2 years – 6 months there is a referral placed into the public school systems to continue their services past 3 years of age. The Moody Pre-school is a service in the Haverhill Community many children who continue to receive services attend the preschool program depending on the child’s needs and services.

Currently they have 11 job opportunities open in the Haverhill Community for a variety of positions in the school systems. One job opportunity that I would be interested in would be the Educational Support Person. According to the job post, these are the duties and responsibilities of the open position, “Assist in the teaching process and work directly with children under the direction and supervision of the classroom teacher or Special Needs teacher to provide in class support. Assists in implementing the treatment plans for various students in order to create a successful learning experience. Responsible for addressing student behavior and encouraging effort in the classroom. Work as a member of a team with other staff members. Assist in toileting certain handicapped children (if required). Lift and carry certain handicapped children (if required). Responsible for other general duties as indicated by the teacher, principal, supervisors/directors, directives of the Superintendent of Schools or his/her designee, and policies of the Haverhill School Committee” (Haverhill Public Schools, n.d., Human Resources). On the job description they share the qualifications that are required for the job. As stated on the job description are, “Passing Score on the Para Pro Test or other state approved assessment program or completion of 360 Professional Training Points. Associate Degree or 60 Credit. Willingness to accept direction and cooperate with staff. Prefer prior experience with children in a school or similar setting. Physical Requirements: Ability to move in and out of office, classrooms, buildings, and up and down stairs. Must possess mobility to work in a classroom and strength to lift and carry materials weighing up to 20 pounds; Strength to lift and/or carry materials/items/persons weighing up to 75 pounds with assistance as the students may need positioning. Ability to climb stairs, kneel and move easily on and off floor mats. Ability to use good judgment and exercise tact and diplomacy in dealing with others; ability to respect confidential matters; sensitivity to and respect of the problems of children; traits of resourcefulness, thoroughness, initiative, patience, courtesy, dependability, and enthusiasm. Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable” (Haverhill Public Schools, n.d., Human Resources).

Haverhill Public Schools. (n.d.). Moody Pre-School. Retrieved from http://moody.haverhill-ps.org/.

Haverhill Public Schools. (n.d.). Human Resources. Retrieved from http://www.haverhill-ps.org/hr/employment-overview/.

            Another state communities of practice that appeals to me is the Thom Pentucket Area Early Intervention which offers services to the Haverhill Community. The Thom Pentucket Area Program is committed to providing high-quality, comprehensive, and family centered early intervention supports the services for infants, toddlers, families, and the community (Thom Child and Family Services, n.d.). There are nurses, social workers, occupational and physical therapists, speech-language pathologists, mental health counselors, and educators that are passionate about supporting families and young children (Thom Child and Family Services, n.d.). I chose this communities of practice because I have a professional relationship with various therapists that come support and offer their services to infants, toddlers, and families. I am able to meet with them personally to collaborate and implement suggestions, strategies, and techniques that would best support the child’s development within the program. They offer supports, resources, and suggestions to help support the early childhood professionals implement an individualized curriculum designed for each child to develop, grow, learn, and explore the world around them, specifically their community.

They have job opportunities within their communities of practice, but you need to complete an application online stating what position you would like to apply. They hire speech-language pathologists, physical therapists, occupational therapists, social workers, psychologists, educators, and nurses (Thom Child and Family Services, n.d., Careers). The position I would acquire about would be an Educator because I have been an early childhood educator within the early childhood field for 14 years. My experiences with child development, secure attachments, and curriculum implementation will help support my role within the communities of practice to help support young children, their families, and early childhood professionals.

Thom Child and Family Services. (n.d.). Thom Pentucket Area Early Intervention. Retrieved from http://www.thomchild.org/pentucket-area.htm.

Thom Child and Family Services. (n.d.). Careers. Retrieved from http://www.thomchild.org/careers.htm.

            The National Association for the Education of Young Children (NAEYC) is a professional membership organization that helps to promote high-quality learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research (NAEYC, n.d.). They advance a deserve, dynamic profession and support for all who care for, educate, and work with young children (NAEYC, n.d.). The organization follows their values and beliefs to seek to become a high-performing, inclusive organization that is enriched and grows from our commitment of diversity (NAEYC, n.d.). Their core beliefs are, excellence and innovation, transparency, reflection, equity and opportunity, and collaborative relationships, help early childhood professionals ensure each young child reaches their full potential (NAEYC, n.d.).

            At this moment, NAEYC, is offering 10 job opportunities, which are all located at their headquarters in Washington, DC (NAEYC, n.d., NAEYC Jobs). I was able to scan the list of available job opportunities, but I found they did not peak my interest, though if I was given a chose I would go with Director, Quality Assessment and Assurance. I would be able to manage all aspects of the accreditation assessment process with high quality customer support, accreditation integrity, assessor support, and the use of assessment data to improve quality (NAEYC, n.d.). According to NAEYC, the qualifications and skills for this position are, “Seasoned professional with experience managing key components of early childhood quality evaluation, assessment and assurance systems. Experience with NAEYC accreditation preferred. Ability to positively influence, motivate, and engage staff and other stakeholders. Minimum 3 years supervisory experience leading staff, contractors, and/or volunteers. Bachelor's degree required. Master's degree a plus. Demonstrated capacity to recruit, onboard, support, and evaluate staff” (NAEYC, n.d., NAEYC Jobs). Some of these qualifications, I have not yet personally experienced, but with the support and knowledge I have received through Walden will help to pursue this position. I will use the knowledge I have developed through this program to help guide and support my understanding to fulfil this job opportunity with NAEYC.

NAEYC. (n.d.). About NAEYC. Retrieved from http://www.naeyc.org/content/about-naeyc.

NAEYC. (n.d.). NAEYC Jobs. Retrieved from http://www.naeyc.org/about/jobs/overview.

Wordle

Reflection

It has been a wonderful journey learning the importance of communication skills and styles when communicating with others. How my own schemas and personal experiences influence my perspective when communicating, responding, and connecting with others? I have gained valuable information and knowledge to help guide my professional and personal growth as a communicator. I would like to take the time to thank my colleagues and professor for their support, knowledge, and guidance through the discussions, blog assignments, and applications to help gain insight at becoming a competent communicator in the early childhood field. As we move forward and partake in our specialty, I wish everyone the best of luck in completing their Master’s Program. I am more than willing to stay connected with everyone and you can email me at my Walden account! It was great collaborating with all my colleagues and professor to grow professionally and personally as an early childhood professional in my goals of becoming a Director of an early childhood program in my future!

Team Development – Adjourning Stage

My involvement with a team is mostly with my co-teachers I work with on a regular basis. I never not been a part of a large project or event where the adjourning stage took place. I am able to collect my thoughts and remember a moment in time when I had a hard time saying goodbye to a close team member who was moving on to become a Nanny. The early childhood program setting I belong to, there are a total of 3 teachers who form a teaching team when working and teaching with the young children and their families. It was during the summer months when one team member announced that she would be moving on and working as a Nanny. As her team member, I was proud of her accomplishment on achieving her newest role in the early childhood field. We held a celebration for her and wished her the best of luck on her new adventure and journey with young children. This celebration was of hope, luck, and support for her by making a change on a professional level. As a team, we kept in contact with her and continued to support her journey and professional career choice change. She was successful and happy with the choice of becoming a Nanny. It felt like we were a team within the classroom, even though she was now a Nanny. We shared our thoughts, struggles, and challenges we were facing and supported each other through them. This teacher has recently rejoined the team and it is nice to have her back.

Our teaching team had a strong, high-performing, effective team, that helped guided and supported each other through the struggles and challenges they would face in the setting, as well as their personal journey. It was hard to see her go, especially when she and I were hired at the same time and started on the same day. Each of us were able to express ourselves openly and honestly. As a team, we were able to come together and agree on the common goal and vision for our students. When a conflict or struggle presented themselves, we took the time to work it out together and try various strategies to help us overcome the challenges we faced as a team. We worked will with each other and never questioned the others actions unless we felt the effects were not supporting the children or ourselves as a team. It was a strong team that got along well and supported each other’s professional and personal growth.  

I will miss seeing familiar names as we begin our journey on our specific paths of career domain as we move forth at completing our Master’s. I have been able to connect with my colleagues from around the world on a professional and personal level. I have never met any of my colleagues, but with their guidance, support, and encouragement through our classes have helped me grow professionally and personally as an early childhood professional. Each colleague shared valuable information and experiences with the group that helped myself gain knowledge and understandings of the course material. I will true miss those that I had a connection with over the last 7 classes in this program, I want to stay connected with them and support them through the rest of their journey at completing their program. As a group, we have formed relationships and bonds with another through the experiences and connections we make through the discussions, blogs, and comments we make to another over time. Thank you for helping me achieve my goals and accomplishments and I wish for my team of colleagues to strive for their goals and accomplishments. 

Reference:

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Conflicts and Nonviolent Communication

At my early childhood setting, I was dealing with a child who exhibited challenging behavior. This child was only 2 years old and he would throw toys across the room, hit, push, kick, and bite the other children and teachers. I redirect the child to another area of the room and speak with him in a firm voice, “No Hitting,” “No Biting,” and he would smile and laugh in my face. I would continue to redirect him away from the other children in the classroom and state in a firm voice that his behavior is not acceptable. When he became oral and mouthed toys, I offered him a chew tube for him to chew on instead of the toys. It would help for a short time and I would try to sit with him during this time and read a story. I even speak with his mom on many occasions about his behavior and would ask if she had noticed any of these behaviors at home.  She would tell me that he does not act like that at home, but on a few occasions has attempted to bite her. I asked her what she would do when he would bite her. She would tell me, “No Biting.” Over time, I continued to work with him on understanding his emotions and model appropriate behaviors when interacting with his peers and teachers. Then I noticed his behavior increased in I continued to implement the same techniques that have been working with him for some time. This time they did not work for him. I spoke with his mom about it and I was able to get her permission for a Mental Health Consultant from Early Intervention come to the program and make an observation. She agreed and the consultant came to observe the child and offered the suggestion to help him overcome his emotional outbursts. I would use these suggestions on top of the techniques I was using to him again. I would offer sensory activities: play dough, goop, paint, finger paint to help him calm his body. I would offer the chew tube when he began to mouth the toys and I would try my best to give him extra hugs and one-on-one time to support his social-emotional development and his self-regulation. One day he threw a toy at another child and the sound it made was like the child broke his head open. It was not the case but loud enough to send the gut instinct through my body. I was shaken to my core at what happen when I was close by towards the children. It took this accident to finally get the support I needed as a teacher and the support needed for the child. My supervisor was well aware of the situation and concerns about this child and it took for an accident to happen to make the child receive the real help he needed. The child when to a different early childhood setting that is known as a Family Day Care Center.

I showed my compassion and patience with this child to offer him the support and guidance he was seeking out at dealing with his emotions. I worked very closely with his mom and ask questions to find out how she handles the situations at home, though I never got her to truly admit he was having these behaviors at home until she made a call to early intervention for him to be assessed. I used my compassion with this family to offer them the best support I could help the child learn ways to deal with his emotional outbursts in different settings. I even respected her responses when I would speak with her regarding the challenging behavior that was increasing over time. The Mom respected my efforts at helping her son overcome his emotional struggles and help him manage them in an appropriate manner. I have a close relationship with this family and I felt through this process that I had it more with the child compared to the mom. I shared my feelings and concerns with her and clearly stated to her the observations I had, feels, needs, and respect about finding solutions to help him deal with his emotions.

What ways would you have handled the child’s emotional outbursts? How would you speak your concerns with your supervisor to truly be heard about the challenges a teacher is facing in the classroom? How would you express your feelings about your concerns being pushed aside and not taken seriously?

Reference:

The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from http://www.cnvc.org/

Communication Style

This week we had to evaluate ourselves with the use of 3 different communication assessments. They were communication anxiety inventory, verbal aggressiveness scale, and listening styles profile. I had 2 different people complete the assessments as well to see their perspective on my communication style and skills.

The one thing that surprised me the most about these assessment tests was the way I perceived myself and how others perceived my communication skills from the verbal aggressiveness scale. My results for this test was 62 which is at the moderate level that states, “You maintain a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding that position (Rubin, R. B., Palmgreen, P., & Sypher, H. E., 2009, Verbal aggressiveness scale).” I had asked my Mother and best friend to complete these tests and their results were 68. Their results are at the moderate level as well, but it is close enough to the next level which is the significant level that states, “With little provocation, you might cross the line from “argumentativeness,” which attacks a person’s position or statements, and verbal aggression, which involves personal attacks and can be hurtful to the listener (Rubin, R. B., Palmgreen, P., & Sypher, H. E., 2009, Verbal aggressiveness scale).” I would never have thought that I would be an aggressive communicator and attack another person’s viewpoint or position.  I found it to be eye opening and to be aware of how I communicate my viewpoint with others. To be evaluated with the thought of being an aggressive communicator made me freeze and think could I be this kind of communicator and I think depending on the situation, I think I can come across as a strong and aggressive communicator towards another person in an unintentional manner.

The results I got for my communication anxiety and listening styles match my personality to a tee. I am a people-oriented person and validate others emotions that help support me on building relationships with others, but it can interfere with my judgement with trusting others completely at that initial meet and greet. I need to continue to be respectful towards others and validate their emotions, but give myself time to build a strong relationship with another person compared to trusting them with my complete heart (Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R., 2009, Listening styles profile). As an early childhood professional, being aware of this listening style will help me strengthen my ability to offer myself and another person the time to gain trust, understanding, and acceptance of our differences that will help me grow personally and professionally in my listening style skills.

My communication anxiety is somewhat concerned about the number of communication contexts, but not all communication contexts. I have a mid-point level of communication anxiety that would be called situational (Rubin, R. B., Palmgreen, P., & Sypher, H. E., 2009, Communication anxiety inventory). I have to agree that depending on the situation I am in will determine my anxiety level when communicating with another person. It makes me want to find different techniques and skills to relax in different communication settings in a personal and professional manner. It is important to understand my anxiety level when communicating with young children, their families, and other early childhood professionals. We are all here to work together in a collaboration manner and learn from each other to develop our communication styles and skills. Our experiences will impact the way we communicate with others through personal schemas that can stand in the way of overcoming differences with others through our communication styles and skills (O’ Hair & Wiemann, 2012, p. 37-38).

References:

O’Hair, D., & Wiemann, M. (2012). Perceiving the self and others. In Real communication: An

introduction (2nd ed.). New York: Bedford/St. Martin's.

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication anxiety inventory.

Communication research measures: A sourcebook. New York: Routledge.

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Verbal aggressiveness scale.

Communication research measures: A sourcebook. New York: Routledge.

Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.)

(2009). Listening styles profile. Communication research measures II: A sourcebook. New York: Routledge.

Cultural Communication

I have come to acknowledge that I communicate with others differently, including those who are from different cultural groups.

I find that I speak with young children in a manner of respect and understanding of taking the time to learn their cultural language. I speak with young children in a tone that is calm and soothing. I speak with children at their level to show them I respect what they have to share and express towards others. I validate their feelings, their thought process, and their cultural differences from my own when I engage with the children in an early childhood program.

I find myself speaking with families in a manner of respect and understanding by learning about their culture from the family. I want to understand how they view the world around them and how their communication skills are different from my own culture’s communication skills. Once I have learned about their cultural communication skills, I will be able to incorporate these skills when connecting with these families. I will be able to put my personal beliefs, stereotypes, and prejudices towards other cultures aside to communicate with them at a respectful manner (O’ Hair & Wiemann, 2012, pp. 44-45).

I speak with colleagues and other early childhood professionals in a respectful manner and learn through their communication skills they have developed over years within the early childhood field. I try to follow their example of showing the other person I am solely focused on the conversation with them and I will not be distracted by outside sources. In each instant of communicating with others, I do find myself being respectful towards the information that needs to be shared between individuals and/or groups of people.

The strategies I have discovered that I have helped my communication be effective with others is understanding the platinum rule. The platinum rule is to treat others in a manner they would like to be treated (Beebee, S.A., Beebee, S.J., & Redmond, 2011, p. 114). Once a person is able to think and feel what another person thinks and feels is to go beyond by taking positive action towards others in response to empathic feelings (Beebee, S.A., Beebee, S.J., & Redmond, 2011, p. 114).

I have learned about the importance of intercultural communication that occurs between individuals or groups from different cultures communicate It is important to know that every person will communicate different amount of information with different cultures compared to their own cultures. The process is to listen and respond to people from different cultural backgrounds that can be challenging for all. Many misunderstandings and mistrust can affect daily communication with others from different cultural backgrounds (Beebee, S.A., Beebee, S.J., & Redmond, 2011, p. 97).

I have learned to become sympathetic towards others from different cultural backgrounds by understanding why they think and act in the manner they do from their perspective. As an early childhood professional, I think it is important to gain a sense of understanding of different cultural backgrounds of how they respond in various situations because they might not be the same way I would respond in the same situation. To respect these changes and differences will help early childhood professional’s communicate effectively with individuals and cultural groups that are different from their own cultural background.  

References:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication and diversity: Adapting to others. In Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

O’Hair, D., & Wiemann, M. (2012). Perceiving the self and others. In Real communication: An

introduction (2nd ed.). New York: Bedford/St. Martin's.

Verbal and Nonverbal Communication Skills

The television show I chose to watch was The Fosters. First I watched the episode with the sound off and then re-watched it with the sound on. I only made it through the first half of the show with the sound off before I had to restart it with the sound on. I could only make it halfway through the show because there were so many characters with various relationships that I was getting confused trying to follow all the different characters.

As I was watching the first scene which showed a teenage girl who was relaxed brushing her teeth when a teenage boy entered to brush his teeth. Both characters are comfortable in each other’s presence, relaxed, and used a focused eye contact throughout their conversation. Then another teenage girl enters the room abruptly to brush her teeth. She moves her weight back and forth from one foot to the other while her face speaks of being upset and frustrated. Another teenage boy enters the room to speak with one of the teenage girls and he has his arms crossed over his chest and seems annoyed. Throughout the conversation between the four teenagers, they are all looking at each other with their eyes and offer their support with a nod of their head or a simple gesture. To me, the relationship of these characters would be siblings that get along well with each other. The next scene shows two women in the kitchen getting ready for work. One is getting coffee for her travel mug well the other is cleaning and putting the leftover items from breakfast away. These women are relaxed, look at one another with their eyes, and offer caring caresses or gestures towards one another. They lean into each other and kiss each other goodbye. This relationship tells me these two ladies are in a relationship and a couple with multiple children in their care.

Once I had the sound back on and restarted, for the most part, my assumptions about the characters nonverbal communication skills. The first two teenagers were relaxed and actively listening to each other express their thoughts about new developments happening within the home and about school. When the other teenage girl enters she is frustrated and annoyed about the changes happening in the home and the need to find new dancers for her dance group. As the other teenage boy enters the group he is defensive about what is happening around him that will be changing. They all were in agreement that they did not like most of the possible changes happening in their home and had each other’s support to overcome the changes that will be happening. The two women are a married lesbian couple that have opened their house for foster children. They spoke about a meeting with someone regarding one of the children and were nervous and slightly concerned despite being relaxed, it’s why they used simple gestures to ease their mind. They supported each other through their body language, eye contact, and gestures that everything will be fine in the end. They shared a kiss and expressed their love for one another.

If I were watching a show I knew well I feel I would be able to pick up on the verbal and nonverbal communication skills being used by characters that I know well. When watching a show, you get pulled into their world and the characters become your reality. You know their thoughts, actions, and relationships with others without thinking about it. You know, you see it first hand and understand the reasoning’s behind their actions of their communication skills. Though at times they might surprise you and use their nonverbal communication skills to get across what they really want to say but use their verbal communication skills to contradict their nonverbal communication skills in the first place. It is knowing the characters and their actions that will help gather a better understanding of communications skills of how some people use their communication skills with others despite their relationship and context.  

References:

Johnson, J. (Writer). (2015, March 9). Justify the means [Television series episode]. In B. Bredeweg & P. Paige (Executive producers), The fosters, ABC Family.

O’Hair, D., & Wiemann, M. (2012). Verbal communication. In Real communication: An introduction (2nd ed.). New York: Bedford/St. Martin's.

O’Hair, D., & Wiemann, M. (2012). Nonverbal communication. In Real communication: An introduction (2nd ed.). New York: Bedford/St. Martin's.

O’Hair, D., & Wiemann, M. (2012). Listening. In Real communication: An introduction (2nd ed.). New York: Bedford/St. Martin's.

Competent Communication

The person that I think about who demonstrates competent communication would be in co-teacher, Annie. She has been in the early childhood field for over 20 years and I respect the knowledge and understandings of the field she holds in the classroom. Annie speaks with other early childhood professionals in an appropriate and respectful manner. She takes the time to share what needs to be expressed in a calm and friendly manner. Then she will take the time for the person she is sharing the information for a moment to process the information before that person responses in a calm and friendly manner in return. Her body language is relaxed and at ease; when she speaks her tone of voice is calm and friendly, and looks at you when expressing her messages towards others. The way she communicates with staff members is the same manner she communicates with families, children, and other early childhood professionals that she works with on a daily basis. I see her confidence and professionalism of understanding and respect for others shine brightly through any conversation she has with another person. Annie greets every person with a “Good Morning,” a warm smile, and will ask you how are you today or how was your weekend?

I try to model similar communication with others that I interact with on a daily basis. I want to feel confident in the information I have to share with others, more specifically with young children, families, and other early childhood professionals. I greet everyone I see with a warm smile and a simple, but meaningful, “Hello, it is nice to meet you.” I try my best to push my shyness away and connect with my self-esteem and confidence when meeting new people. I make sure that I am aware of the tone of voice I use when speaking with others and that it comes across in a neutral understanding without any biases hidden and non-existent as best as possible. I am on a journey of learning about the best way to communicate with others and how to response appropriately to the messages coming my way in a supporting manner of self-discovery. I would like to have the confidence to speak with others that are intimating and closed off as well as those who have similar personalities and passion for working with young children and their families.  

Professional Hopes and Goals

I think about the various ways that I can continue to learn about young children and ways to support their families at the same time. I want to learn as much as I can on different topics in the early childhood field to help support young children and their families to be successful. I feel it is important to help young children and their families truly discover who they are as a person, within their culture, and how their experiences make up who they are in their own skin. The understanding and acceptance of who we are within the world around us will help us begin to discover how to work with others, how to interact with others, and how to response to others in a respectful manner. My one goal for the early childhood field would be to educate young children and their families, including other early childhood professionals the importance of diversity, equity, and social justices are what make a person unique and different from others and to learn from one another. I would make young children, families, and early childhood professionals to share their experiences and their culture with others to learn a way of life that is new to them and how it is important for others in their life in this world they live in. I want each person to know they are unique and valued by others for what makes them who they are is all that matters.

I want to take the time to thank my colleagues and professor for their support and knowledge to help me through this class. I learned by asking questions, sharing personal experiences of diversity and learned to take chances to make a difference by coming out of my shell to fell comfortable to talk about diversity with others. I want to share the knowledge I have gained from this course, my colleagues; thoughts, views, and beliefs on different subjects, and my professor for making me think outside the box. 

Welcoming Families From Around the World

As an early childhood educator within an Early Head Start Program, we have seen a great deal of diversities and cultural acceptances. I have seen similar cultures and diversities throughout my years and I have never connected with a family that came from the Philippines. As a teacher within the field, learning about a new child and family coming to the United States and being accepted into my program. There is a five-step preparation I would conduct to prepare for myself, the children, their families, and other early childhood professionals about the new family.

Step One: Research: I would research information regarding their country, their culture, and their customs to get a better sense of understanding about the child and their family. I would research their views and thoughts about education and their educational system to work with the differences between the educational systems in the United States.

Step Two: Language: I would take the time to learn simple words within their language and try my best to pronounce the words with their articulation then my own. I would label the classroom in their language to help support the child and family feel accepted in the classroom and program.

Step Three: Teaching and Learning Moment: I would share with my classroom about the findings of the Philippines and how they are different and similar to the dominant culture. I would collect music, books, and materials that represent the Philippines to the best of my ability. I would have the children in the program explore these materials and feel comfortable with them to support their peer with their transition to the classroom. It will show the family the efforts the teacher and the program put into making the family and child feel comfortable in a new place away from their one and only home.

Step Four: Meet the Family: I would want to meet the family and have an open conversation about their culture and customs that are a part of their live with an interpreter if needed. Share the culture within the program and speak openly about these differences. Take the time to listen to their thoughts, views, and beliefs, and needs of their child and their family.

Step Five: Invite: I would invite the family to the classroom to share their culture, customs, and materials that play a major role within their culture that has meaning to the family. Encourage the family to share their culture and customs with the children and staff within the program.

As an educator, I would hope these preparation steps will benefit myself and the family by beginning on a common ground of understanding one another. The relationship will be strong by the fact I took the time to get to know their culture, their customs, and their educational system to help guide the newest family within the program. It will make the family feel relaxed and comfortable to know a complete stranger took the time to learn about them and make them feel at home even though they feel completely out of their element. This family and educator will have a strong bond and understanding of respect and the knowledge to learn to make the other comfortable by being open and sharing intimate connected conversations to learn as much as they can from one another.  

The Personal Side of Bias, Prejudice, and Oppression

Looking back at my life and the experiences I have had throughout my early childhood career, I have experienced bias over a position I held on a professional level. I took a chance of becoming a leader and supporting those who are teachers to be the best they can be professionally and personally. I was offered the position and was excited to prove that I could handle the position at a young age, late twenties. I supported and helped the teachers overcome and deal with challenging behaviors and struggles they were having in the classroom. I took the time to train the teachers on various topics within the early childhood field and encouraged then to complete the assigned chapter within a month’s time. This is all supported by the Director of the company until some of the teachers brought their complaints to the Director about my performance. The teachers complained that I was spying on them when I entered the classroom and observe what was happening in the classroom. The teachers complained that I was not helpful when they needed help with a challenging situation. The teachers complained that I got special treatment compared to the other staff members in the program. I spoke with my supervisor, who is the Director of the program. We spoke about the various complaints and how to work on them. I was told I should be helpful and supportive when needed and not to push the staff in a negative way. I should always keep myself available to help in the classrooms because that is what an Assistant Director did within any early childhood program. I questioned her about my position and expressed my thoughts on the position, I was turned down and encouraged to make the changes. I felt degraded about my performance and experience within the early childhood field after 10 years. I felt my experience within the field was belittled and what I learned meant nothing. I felt that I still needed to learn more about the early childhood field and was looking towards my supervisor to help me grow professionally in the field. I felt as if I was a teacher instead of an Assistant Director. It made me want to work back in the classroom as a teacher. I felt like I was not being supported in my role as Assistant Director and my supervisor was not guiding me through trainings and support.

The feelings this brought up throughout this situation was heartbreaking. I felt that all the education I had was inferior and I want to the wrong type of school. It made me feel that I what have learned based upon my education, failed me and it was not acceptable to be an Assistant Director. I felt that the years of being in the field, working with young children and their families, would not benefit my ability to be an Assistant Director.  I felt lost and worried about my ability to perform the tasks needed to be the Assistant Director, including my role as a teacher. It made me want to go back to school and gain more knowledge about the early childhood field to achieve my goal of becoming a Director of an early childhood program someday.

I think both parties and individuals should be able to sit down and discuss the situation and how my made each of us feel at the moment. If I had more confidence in expressing my feelings to my supervisor, I would have expressed the way she made me feel whether or not she intentionally meant to come across in a certain manner. I would want others to feel confident to share their thoughts and views on a situation that has made them feel belittled, degraded, and inferior towards another person. The ability to speak clearly about how you feel and how a situation made you feel should be a topic to speak about and discussion. Each situation we are in, we can learn from; learn how to deal with situations based on cultural differences and coming together to make a difference.   

Practicing Awareness of Microaggressions

I remember a moment that I was a target of microaggression within the workplace. My early childhood program was trying to achieve NAEYC accreditation. In order for early childhood programs to receive this form of accreditation the program needs to create portfolios about the center, the classrooms, and the entire program. My team was working together on the Toddler Classroom portfolio together and supported each other’s work to complete it to be assessed. I was having trouble with a few questions and my team found it difficult as well, they suggested I speak with the director, my supervisor, and ask her for some help and support. I remember asking her help with a specific question and the response I got from her was, “Well, read this section again and the items that you need for it is here in the require materials. It’s all right there in front of you.” I thanked her for the help and asked a completely different team member for her insight, thoughts, and feelings regarding the question at hand. I few weeks later I asked my supervisor the same question and her response was, “It’s right there in black and white.  It states exactly what is needed.” I tried to express myself about how I was feeling and she continued, “Erin, its right there. Look at the suggestions and collect the materials for the section.” I completed the section and a week later I was spoken directly about the work I completed. “Erin, this work is a half ass job. I need you to go back and look it over before handing it in again next week.” I expressed myself that I worked very hard on the section I was assigned and asked multiple times for help and was pushed aside regarding the questions I was asking. I was the target of racial microaggression, more specifically microinsults and microinvalidation (Laureate Education, 2011). My work was being subjected and invalid of the hard work I put into completely the section in the more successful manner to achieve the accreditation. I felt that I was not capable of completing the assignment I was given and that I was not intelligent enough to complete the task. I felt insults at how my supervisor was treating me with regards to an assignment that I was given to complete. My supervisor always states that the teachers can go to her for anything and ask questions whenever we need any help. Well clearly when I asked for help it was not returned in a manner of understanding and support.

            I made observation this week regarding culture and microaggressions that affected my perception on discrimination. It opened my eyes to know that it’s not all about culture or diversity, but power and superiority over others is what I took away from this experience (Laureate Education, 2011). I never felt so degraded in my life by the way my supervisor spoke towards me. I felt like I was a little child being scolded by my mother. It was embarrassing and I wanted to express myself and be heard.  I was made to feel inferior and to understand my boss was the superior and to listen to every detail and suggestion that came from her whether it was right or wrong. I was able to have a voice when I spoke with the Director of the company about my feelings regarding the way I am treated as an employee. It was nice to share my feelings and finally be heard, but I want it to be with my supervisor. After learning about ways to change microaggression, I will try to have a more intimate connected relationship with her to avoid and prevent any form of microaggressions with her in the future (Laureate Education, 2011).    

References

Laureate Education (Producer). (2011). Microaggressions in everyday life [Video file]. Retrieved

from https://class.waldenu.edu

Perspectives on Diversity and Culture

I asked 3 different friends from different cultures about their thoughts and views on culture and diversity.

One friend stated, “Social customs and beliefs of a group of people. Diversity is different was a group adapts to culture” (Hardy, Personal Interview).

Another friend said, “Culture is what makes you, you. Example, your beliefs, Jewish, Christian, Muslim. Diversity different like biracial not races open to all sexes, no discrimination” (Ansara-Burns, Personal Interview).

Another friend shared, “Culture is your upbringing, traditions, and values. Diversity is individuality, to be different and unique” (Bauchman, Personal Interview).

Reviewing my thoughts on culture and diversity. To me, culture is the values, beliefs, and traditions within my own family. My race, ethnicity, religious views, and customs. Diversity to me is all of the aspects of my culture, including the social identities that make up who I am as a person. The community I am a part of and belong to, how I respond in a situation, and interact with other people.

The aspects of culture and diversity that I have learned in this courses is culture and diversity mean so much more than I ever thought it would mean. Culture and diversity is the most majority reasoning behind every person’s responses, actions, and interactions. It’s the way people live their lives and all the hopes and dreams they want for their child and family. Even early childhood professionals want the same thing and to support families and young children to feel comfortable in the world around them. Reviewing the answers I have collected about culture, they each shared how it was connected to our customs, beliefs, values, and traditions. These terms are divided between the surface culture and deep culture of how people define culture (Derman-Sparks & Edwards, 2010, p. 56). We are all different and everyone will define culture and diversity in their own way, but everyone is able to share the same views and thoughts about what culture and diversity mean to each and every one person. Their thoughts on diversity is about each person’s individuality, being unique from others, being different, the ability to adapt. Diversity is about belonging and feeling comfortable in our own shoes for being different. To help support others to understand and accept the differences between my culture and diversity with others (Laureate Education, 2011).   

The aspects that were omitted from culture are holidays, artifacts, language, gender roles, showing of emotion, and the importance of culture (Derman-Sparks & Edwards, 2010, p. 56). I find this items as important as the aspects that were received. I do not think the importance of gender roles and the show of emotion is not important as the other aspects. I find it more as the topics of not wanting to offend anyone on their views and thoughts about gender roles and the values of showing emotions or the lack of showing emotions. The same thought process happens with diversity of not wanting to offend anyone on the way they are and the importance of their own culture and diversity means to them for years to come (Laureate Education, 2011).  

Taking the time to listen to my friends’ thoughts and definition on culture and diversity has helped influence my thoughts about culture and diversity as a whole. I have to say, I never really took the time to see how much culture and diversity play a key role into teaching young children and their families in the early childhood field.  Culture and diversity play a key role on how we treat others, how we interact with others, and how we reaction to different situations we experience on a daily basis (Laureate Education, 2011). It makes me want to learn more about culture and diversity from others perspectives because it makes us unique and different from each other, but we are very similar the more we realize. Every culture and diversity stands out and unique in their own way, but they are similar in the hopes and dreams everyone is striving to achieve.

References:

Derman-Sparks, L. & Edwards, J. O. (2010). Learning about culture, language, and fairness.

Anti-bias education for young children and ourselves (pp. 55-60). National Association for the Education of Young Children: Washington, DC.

Laureate Education (Producer). (2011). Family cultures: Dynamic interactions [video file].

Retrieved from https://class.waldenu.edu

My Family Culture

The three items I would bring with me that are most dear to my heart and soul would be my cross necklace, my Teddy Bear, and a small photo album.

I have a gold cross with a diamond in the middle of the cross on a gold chain, 18 inches long. The chain has loops and the chain is circular compared to being flat. The reason why I would take my cross necklace because of my deep Catholic faith. I was very involved in the events and activities that were held at the church. My love for my Lord and Savior. The cross reminds me of my love to my Lord Savior, Jesus, and how much he shows me his love in return. 

I have a stuffed animal; a teddy bear.  He is brown, soft, and lays flat compared to being round and overstuffed with stuffing.  Easy to hold for comfort and to lay on to fall asleep. The whispers are no longer on the stuffed animal and could be stuffed to its original form. The reason I would take my teddy bear with me to a foreign land for the comfort it offers me. I have had this teddy bear for a long time and it follows me where ever I go. It is a reminder of home and those who gave it to me, my parents.  

I have a small flower photo album that holds up to 12 pictures. I would have pictures of myself and my family in the photo album. The photo album holds memories that I can look back at and share those stories with my family and others I meet a long on the journey.

If I had to chose one item and give up the other items, I would have to say my teddy bear. I can always keep those memories held in pictures and make new pictures with new memories. My cross necklace could be sold for money and the symbolic mean could have changed due to the unexpected change of moving to a new country. Keeping the faith will always be carried in my heart, I would not need a reminder of a symbolic to know how much love and faith I have for my chosen and family culture of religion. My teddy bear is something that can not be replaced by another stuff animal teddy bear. The bear could be a different color and rough. It just would not be the same. The teddy bear is something I can hold on to and find comfort in a new land with my family. Knowing my family is struggling with the change as well.

I would have a hard time adjusting to the new land and afraid to speak with others that have lived their all their lives. For my family culture and for myself there are things in life that can not be replaced while other items will always be with you.  Items are passed down from generation to generation and its token of love is within each heirloom.  I would love to do the same and continue on with my families traditions.