My Family Culture (Imagine the following):

The three items I would choose are a family picture, because family plays a major dynamic in my life.  I have instilled upon my own children that family is very important in our lives, without family, I feel that we would be lost.  This belief was instilled to me by my own parents.  The holy bible would be the next item I would choose because of the religious beliefs my parents have instilled upon me.  I have come to believe that without prayer and the presence of God in our lives, our lives would be meaningless.  The last item I would take with me would be whatever money I have in my possession.  This would be used to be able to get whatever necessities my family would be needing in order to survive in this new environment.

I would explain the importance of keeping the family alive and by carrying the picture would be an indication to anyone who wanted to know who your family is.  The Holy Bible would be represent the importance of my religious beliefs and the reason why I must continue to teach this to my family.   In explaining why I chose money, would be to be able to provide whatever necessities my family would be needing in this new country.

I would feel very sad, however, I would keep the money because pictures we can carry in our minds and our hearts.  The Holy Bible would be carried in our teachings and continue to practice our religious beliefs.  It would sadden me in having to give up these two items, but as I explained we can carry the images of our loved ones in our minds and hearts.  Without money, we would not be able to provide for the well-being and safety of my family.

The insight I have gained about myself is that family comes first and I must do whatever it takes to provide for them and keep them safe.  That my family culture is very strong and that I continue to strive in making sure that my own children continue with this cultural beliefs.

When I Think of Research.............

What insights have you gained about research from tang to this course?

After taking this class I was able to understand the process of research and why research is so important in our everyday happenings.  At first, I thought I was going to have major problems in following the whole research process, however I soon found out it was starting to be very interesting and I really enjoyed looking up information for this class.  I found out how beneficial research is to the participants involved in the research and that it takes many hours in doing research.  I learned the whole process of what it means to understand, evaluate and apply the research findings successfully.  After taking this class I find that I am able to read research information and understand what it is I am reading and how to put this information to good use.

In what ways have your ideas about the nature of doing research changed?

 I believe that my ideas about the nature of doing research have changed in a positive manner because I have learned about the importance of collecting and analyzing research information in order to understand what the study entails.  I also learned that the research process is not a simple process however it takes several steps in order to complete the process. I learned that research has many sides to it and the researcher/examiner can come up with different conclusions and that ethical procedures must  be adhered to.

What lessons about planning, designing, and conducting research in early childhood did you learn?

In taking this course, I learned that it is very important when conducting research in early childhood that the researcher/examiner must plan accordingly, must have patience in conducting the research.  I learned that it is also very important that we take into account the rights of the children involved in any research along with the rights of the parents.  I learned that I must look at all sides of the research information and be objective.

What were some of the challenges you encountered—and in what ways did you meet them?

I think that some of the challenges I encountered in taking this class were that I had to really pay close attention to the different ways research is conducted, understanding all about qualitative and quantitative research.  I found a challenge in the questions at the end of the chapters, however I was able to tackle this and met it head on and researched for the answers in order to understand the lessons.  I challenged myself to using the Walden Library more effectively in order to get my assignments completed.  Another one of the challenges that I was very happy in overcoming was with the blog assignments because in my previous class, this was my major problem.  I finally overcame it by researching and not giving up.

What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course?

In taking this course I learned the importance of conducting research, the importance of collecting data and looking at this information in an objective manner.  I also further learned that I must be aware of not violating the rights of the children involved in any research I conduct.  That I must make sure that the child’s parents are well informed about the research being conducted with their children.  My perception was further modified as a result of this course by supporting the evidence that we as educators must put the children first even if it means that our research is jeopardized.  We must do everything in our power to work towards the same goal which is to put children first and work to make a better world for them.  There are many philosophies and ideas in early childhood, however we must make sure that all the right ethical manners are used in conducting research with children.

Research Around the World

The link I chose to discuss is: Early Childhood Australia: This is the Australian equivalent to the U.S. based NAEYC. You can access several links to early childhood research from the menu on the left side of the home page.http://www.earlychildhoodaustralia.org.au/

What are some of the current international research topics?

The Research in Practice Series is a practical, easy-to-read resource, offering effective new approaches for those challenging issues which arise in the care and education of young children.

Early Childhood Australia's Research in Practice Series is an essential resource for those involved in the early childhood field. The books are idea-rich and to-the-point.

The Research in Practice Series focuses on the practical, 'hands-on' aspects of early childhood – making them ideally suited to early childhood workers.

However, the wide range of topics covered throughout the series offers something to anyone interested in children's

Early Childhood Australia has many print and online resources to assist parents, carers and educators in helping children make the transition from child care to preschool, and from preschool to school.

These links and resources on school readiness and transitions are quality-assured by Early Childhood Australia.

School readiness links in ECA's Supporting Best Practice web directory

• School readiness
  A great selection of links to fact sheets and websites. For carers to understand and support parents and children in getting ready to start school.
• About preschoolers
  A more general topic providing connections to sites that discuss the growth, learning and support of preschool-age children.

Best-selling Early Childhood Australia parent resource

Your child’s first year at school: Getting off to a good start is the ideal book for parents facing the often daunting task of navigating through the first year of school. Packed with helpful tips, written by early education experts and endorsed by the Australian Principal Primary Association Your child’s first year at school: getting off to a good start is great value for only $19.95. To read more or order your copy now for the 2013 school year, please click here. If you are a teacher or principal and would like to order bulk copies for your school, please click here

Climate change and sustainability: 'Reaching the tipping point'

Thank you for your informing me about [Early Childhood Australia] and the work you do. We are all part of a network of people and groups that make up a huge movement.Let's hope we reach a tipping point soon.
–respected environmental activist David Suzuki, in response to the Sustainability issue of ECA's Every Child magazine (vol. 13 no. 1, 2007)

Sustainability is about creating a safe and secure future for every child

In her President's Message in the ECA Voice newsletter (vol. 7 no. 3, 2007), Margaret Young wrote:

Climate change and global warming are gathering more and more public exposure – it is an issue which reaches across so many aspects of our lives. Early Childhood Australia echoes the hope of David Suzuki: that we may soon reach a tipping point, in which widespread understanding of these issues leads to universal support for living sustainably on our planet.

This issue of Voice includes a sample of some of the great work being done by ECA's Global Warming e-Group. At the ECA Board of Directors meeting in June, ECA reconfirmed its commitment to the issues of climate change and sustainability.

'Climate change' refers to the varied effects of global warming, such as increases in extreme weather events, prolonged droughts and heat waves, melting ice caps, retreat of glaciers, higher sea levels, acidification of the oceans and changes to marine life cycles (Lowe, 2007).

'Sustainability' refers to a way of life in which humans – individually as well as collectively – lessen the negative impact upon each other and the world in which we all live. Sustainability is a holistic concept which seeks to create positive outcomes, socially as well as environmentally.

References

Lowe, I. (2007). A brief summary of the science of global warming and climate change. Retrieved 17 April 2007, www.envlaw.com.au/newlands4.pdf.

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

What I learned from this website is that early childhood topic is just about the same in every nation, the main focus is that early childood is very important and we must continue to work at providing the appropriate services to our young children, no matter where we live.

What other noteworthy information did you find on this website?

What I found from this website is that there is very good resources that I can use when further researching my topic.  It will be interesting to find out how other countries address the response to intervention process.

 

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The article that I chose to share with classmates is on "Response to Intervention" and it states the following:

The purpose of the Research Support for Response to Intervention section is to present a summary of the nature and extent of published research conducted on Response to Intervention (RTI) to assist the reader in making informed judgments about the evidence base for RTI. To that end, we have identified studies examining the efficacy of RTI programs as well as research focusing on typical components used in the RTI process.

Although essential components of RTI programs are presented and described in more detail in the Include Essential Components section, we present them here to establish the parameters of our review. These components include: a) Universal screening for all students to determine their status against academic and social benchmarks; b) Scientifically based instruction for all students (Tier 1); c) Secondary prevention interventions (Tier 2) for students not responding adequately to Tier 1 instruction; d) Monitoring student progress, and e) Tertiary prevention instruction (Tier 3) for students making insufficient progress in response to Tier 2 instruction.

Based on our analysis of existing research and the component analysis above, we have broken our review, and thus this section, into several articles. These articles will include reviews of the following:

1. Field studies of RTI programs/models;
2. Procedures for selecting scientifically based instruction/curricula used in Tier 1;
3. Studies of the technical adequacy of universal screening measures used in Tier 1;
4. Studies of secondary and tertiary interventions within the context of an RTI framework;
5. Studies of the technical adequacy of progress-monitoring procedures used across tiers, and
6. Studies of the methods for identifying those who have not achieved the desired results in response to the interventions used at the different tiers.

www.rtinetwork.org/learn/research/researchreview

 The field of early childhood field is so broad, however, the topic that interests me is on “Response to Intervention in Early Childhood”. I am employed at an education service center in Texas as a Child Find Educator (for the past two months, previously I was the secretary for the Early Childhood Intervention Program for 20 years). We work with babies, birth to three years of age who have developmental delays or a medical diagnosis by going to their homes and providing services in their environmental setting. As the Child Find Educator, I will be providing services to all children between the ages of birth to 21 years of age. I know that research will play a very important role in my position now with the knowledge gained through this class and my classmates I hope to make a difference in the life of these children.  I have found that using the NAEYC website helps me enormously in researching information for this topic.  Are there any other resources you might think that is also credible and will help me in finding more information on my chosen topic?  Any information will be helpful and appreciated.

After reviewing the different topics in the Early Childhood tab,  I was very interested in how other countries coordinate and integrate different sectors of education.  It appears to me after reveiwing this tab that all countries share the same interest in providing the best early childhood education for all children.  We have all  determined that learning starts at birth and we also know that the underprivileged children need the benefits to early childhood care and education.  We must be able to make sure that a healthy environment is provided for the early childhood population in order to ensure that they are given the opportunity to reach their potential.

The website states the following:

 Coordination and integration

Early childhood care and education is often the concern of several government sectors and usually these are education, social affairs and health. The multi-faceted nature of early childhood care and education gives rise to the challenge of effectively coordinating provision of policy development and implementation across the different sectors.

Coordination issues include coherent regulation, funding and staffing schemes and a common vision of care and education. Effective coordination must exist among sectors at both national and local level, and also between public and private establishments.

Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry.

Other countries divide sectoral responsibilities according to age range and services. For countries where the responsibility for early childhood is divided, policy and administration coherence are sought through coordination mechanisms (COMs). Generally, COMs are effective when they focus on a particular early childhood programme, target population or specific task but their role is limited in promoting a coherent overall policy and administrative framework across different sectors. 

 It would be very interesting to visit other countries to research how the coordination and integration of early childhood education and care are targeted.  How do other countries work with their policymakers in making sure that appropriate funding for early childhood education and care are addressed and approved?  

 http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/

NAEYC Website:


Again, I looked up the information on the National Association for the Education of Young Children because the organization’s mission and vision interest me very much.  NAEYC works to make sure that the services needed by our young children are being met and the educators are ready professionally to serve these young children.  I looked up more information on one aspect of providing services to young children which is as follows:

Developmentally appropriate practice, often shortened to DAP, is an approach to  teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

Developmentally appropriate practice is the foundation for all of NAEYC's work including—publications, training programs, conferences, accreditation of child care programs, and more.

The three (3) core considerations of developmentally appropriate practice are the following:

Knowing about child development and learning.
Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. (See “12 Principles of Child Development and Learning” from Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.)

• Knowing what is individually appropriate.
What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress.

• Knowing what is culturally important.
We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family.

The five (5) guidelines for effective teaching through the

Through the decisions they make, excellent teachers translate the DAP framework into high-quality experiences for children. Such teaching is described in NAEYC’s position statement on Developmentally Appropriate Practice, pages 16-23: "Guidelines for Developmentally Appropriate Practice." These guidelines address five key aspects of the teacher's role:

1. Creating a caring community of learners
2. Teaching to enhance development and learning
3. Planning curriculum to achieve important goals
4. Assessing children's development and learning
5. Establishing reciprocal relationships with families

Let’s  think of these guidelines as five points on a star—a “mariner’s star” to guide our journey to help children learn best. Each point of the star is a vital part of good practice in early care and education. None can be left out or shortchanged without seriously weakening the whole.      I strongly believe that if we start working to provide these services to our young children before they start school, they will be better prepared to succeed in their future endeavors.  By working together as a community we will be able to provide the tools these young children need to reach their educational goals.  We must provide all evaluations and assessments on these young children from the very beginning that we see they are having learning difficulties.

For more information about DAP, the 3 Core Considerations, the 12 Principles of Child Development and Learning, and the 5 Guidelines for Effective Teaching, read the NAEYC position statement "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8" (PDF), adopted in 2009.

www.naeyc.org