Module 6 Blog

Hello everyone,

Well, know since I have a better understanding of evaluations being used in early childhood programs, I know what to look for when the time comes.  I learned from other colleagues that had some experience with an evaluation process that it takes a lot of work and patience.  I also learned that there's nothing wrong with receiving additional help from other organizations during evaluation.  I love the fact that there are coaches who will come and observe the center including classrooms and teacher/child interaction. Then, gives you feedback on what they observed and how the teacher and director can do better before the visitation. 

The number one thing that I learned and felt was important to me as a scholar-practitioner is that people who are involved in the evaluation such as administrators and teachers need to be motivated.  Evaluations can be stressful.  Believe me, I know.  I have been through it and felt like it was not going to ever end with all the paperwork and filing documentation. It's a lot of work.  Staff members who are involved in the evaluation process need to know that they are doing an excellent job and it should be said every day.  I would let my staff know how they are appreciated and it may seem a lot right now but when it is over, we have really accomplished something beautiful and important and that is making sure the center is high-quality and a licensed program.  

Scholar Practitioners as Program Evaluators

     I believe the contents that I will gain from this course will help me as an educator by strengthening my knowledge of the importance of evaluation programs.  I would like to teach ECE courses at a junior college or maybe a four-year university and knowing this new knowledge of evaluation programs will help me a lot.  I have been in early childhood education since 2001 and I have noticed a lot of changes that licenses have passed.  I believed that they are taking the fun out of teaching young children and not letting teachers be creative like back in the days.  Sometimes I sit and wonder if I am really a "babysitter".  For example, children cannot learn how to write his or her names using dot to dot anymore.  Children are allowed to get up during circle time and play if they wish not to sit.  They play more than learning their academics.  A lot has changed and I feel worried because it will confuse them when they enter kindergarten.  We are taught not to have children sit for a long time but when they go to kindergarten they will have to sit.  We cannot use worksheets but they will be using worksheets in kindergarten.  I would like to know what you all think about these issues?  When I do become an instructor and teach ECE courses, I can use my experiences as an ECE educator and explain what I learned from evaluation programs at the centers I use to teach.  Also, I would like to become an advocate for recruiting more males in ECE.  I enjoy working with awesome female teachers but sometimes I would like to see more males teaching young children. We can collaborate with one another about how we can make ECE fun for the children.  That would be great.  C. Curry

Fostering Classroom Communities

 The topic I chose for my early childhood dissertation is Exploring the gender in the early years setting for children of three to five years.  The title for this article is Exploring the contribution of Teaching and Learning Processes in the Construction of Students' Gender Identity in Early Year Classrooms.  The present examination investigates how sexual orientation character development happens in a solitary sex study classroom in the early years. Subjective research guided the investigation plan which was led in two open part single-sexual orientation schools. The information was gathered through perceptions of the teacher-student cooperation, student connection, centered gathering discourse, and semi-organized meetings.

            The motivation behind this exploration was to decide the idea of homeroom associations among understudies and instructors are one-sided or reasonable when educators of various sexual orientations encourage single-sex classes. The investigation additionally discovered how sex contrasts impact the conduct of male and females’ students. The literature review of the article mentioned that “ in the classroom, children create and recreate meanings about gender through their conversations and actions.  Many researchers have noted that teachers and peers play an important role in a student’s gender socialization” (Braig, 2014, p. 56). 

            The methodology of this article is the examination configuration was guided by the subjective technique and contextual investigation approach was utilized to investigate the marvel. The classroom as a genuine setting was utilized to investigate the marvel with attention on teacher-student association and student-student cooperation as a noteworthy unit of examination inside the single-sex classroom condition.  Male and female evaluation II educators from various schools were chosen to take an interest in this examination. They were offered no deplumes comply with the secrecy understanding. For student members, a gathering of five was chosen from both the schools.  Information was gathered through semi-organized meetings, classroom perceptions and centered gathering exchange with the kids. What's more, course readings were additionally checked on. Every single moral thought was satisfied before gathering the information.

            The examinations lead to the end that instructors need mindfulness about making a situation that can give various encounters of sexual orientation talk to the students. This would give students plentiful chances to convey what needs be and plan their selections of studies, vocations, and jobs as indicated by their capacities, as opposed to tolerating and following the generalization jobs as characterized by the huge society.

 Here are three resources that the author used for this article.  I believe that the author chose these resources in his article because they all related to gender in the classroom.

Bank, J. B. (Ed.). (2007). Gender and education: An encyclopedia (Vol. I & II).

            London: Praeger Publication.

Francis, B. (2000). Boys, girls, and achievement: Addressing the classroom issues.

            London: Routledge Falmer.

Liu, F. (2006). School culture and gender. The SAGE Handbook of Gender and Education.

            After reading this article, it helped me to foster a positive and supportive learning environment by treating my students fairly no matter what their gender.  They are human beings and should receive equal fairness at all times. 

                                                                                                                                                

References

Baig, A (2014). Exploring the Contribution of Teaching and Learning Processes in the

            Construction of Students’ Gender Identity in Early Year Classrooms. Journal of

            Education and Educational Development, 1(1), 54-66.  Retrieved from https://search-

            ebscohost-com.ezp.waldenulibrary.org.login.aspx?direct=true&db=eric&AN=

            EJ1161466&site=eds-live&scope=site

Sharing My Thoughts

Optimizing Brain Development

     Did you know that a baby's brain begins to work after conception and anything that traumatize them earlier in life can affect them in the long run?  "The fact that children are affected by their surrounding is too obvious to bear repeating.  Child development specialists have produced decades of research showing that the environment of child earliest years can have effects that last a lifetime" (The Urban Child Institute, 2015, p. 1).

     This is the reason why it is so important for parents to pay attention.  "It will help them to learn exactly how experiences affect children" (The Urban Child Institute, 2015, p. 1).  Knowing this information can aid our efforts to help children who are at risk and to undo, where possible, the effects of early adversity.

     I believe that this topic is important because these are studies come from a neuroscientist.  They are giving out this information and parents and educators need to be informed about how a child's brain is affected when bad things occur early in their lives.  

     My question to my classmates are would you sit and want to learn about how your child's brain develop so you can have a better understanding of their development skills?

References

The Urban Child Institute. (2015). Baby's brain begins now: Conception to age 3.  Retrieved from

     http://www.urbanchildinstitute.org/why-0-03/baby-and-brain  

Impacts on Early Emotional Development

     My hope for my future as an educator is to continue to get education.  I enjoy learning more about the Early Childhood field.  I have made plans to continue my education here at Walden University.  I have signed up for the EdS degree in Early Childhood Education.  I'm excited about my new journey, but I hate that the classes will be 11 weeks long.  As for children and families whom I work with, I will continue to be there for them and to help them in any ways possible.  They are my heart and they are the reason that I get up every morning.  I enjoy what I do and that is BEING AN ANTI-BIAS EDUCATOR!  As for my classmates, I really enjoyed these past eight week with you all.  I enjoyed reading you all discussions and blogs and reading your comments on my posts and blogs.  You all are true educators, and I am so grateful for having the opportunity to be your classmate.  Good luck on your journey as an anti-bias educator.  Until we meet again!  C. Curry

Impacts on Early Emotional Development

South Asia

     I chose South Asia as my area of the world to research.  Why?  Because I wanted to learn about children in South Asia and this was the perfect opportunity to do so.  The challenge that children are confronted with in South Asia is access to early childhood education is low with only half of the children attending preschool today.  This is worrying especially because pre-school is crucial to ensuring enrollment and school retention at later ages.  According to MICS 4 data, only two-thirds of children the ages of 36 to 59 months are developmentally on track in South Asia.  The proportion of children aged 0 - 59 months old who are left in inadequate care is also alarmingly high, meaning that several young children do not receive the nurturing and responsive care they require for achieving their developmental potential.  According to data from UIS, only half the children in South Asia attend early learning programs.  This, in turn, affects their school enrollment, participation, and retention.

     I've learned that not only children in the U.S. aren't able to attend early childhood programs, but it also happens all around the world.  At least in the U.S. there are government programs that can help families to get their child enrolled in early childhood programs, such as CCDF, On My Way Pre-K programs, and many others.  I'm so glad that there are programs in other countries like the UNICEF that cares about the well-being of children and try to help families.  

References

UNICEF (2011). Retrieved from http://unicef.org/infobycountry/

The Sexualization of Early Childhood

     I believe this is a very important topic to discuss in early childhood.  I've really didn't pay attention to sexualization in early childhood until this week.  I teach at a center that is all boys.  I noticed that they always wanted to dress-up as super heroes and believed they were strong and manly when they are allowed to play.  But I do remember when my classroom had girls that when they had show-n-tell on Fridays' most of the girls brought in make-up kits. I've also noticed the way parents, especially mothers how they dress around their children. The fathers having tattoos all over their bodies.  Recently, I read an article titled "Body Image" and I found it very interesting.  The article mentioned that "children today are being exposed to more images than any previous generation, due to advances in technology that have made mobile internet, interactive television and sophisticated video games commonplace in many homes" (Defries, 2010, p. 20).  It also stated that "a recent Government commissioned report caused a stir by claiming that this increased exposure to images that often conform to superficial gender stereotypes is teaching young girls that being attractive is all that matters, while young boys are learning it is manly to be disrespectful to women" (Defries, 2010, p. 20).  I believe this to be so true!  Not only that, but it depends on what the parents allow their children to watch at home.  The media plays a big contribution to sexualization and children because that is all that's on television is pretty girls and manly boys.  

     This article also mentioned that "young children are being influenced by a "drip drip" effect of exposure to sexualized messages, themes and images over time and from a range of different places.  Children are being sold the idea that they must look "sexy," which can lead to an obsession with their personal appearance and can have a serious impact on their mental health" (Defries, 2010, p. 20).  This is not good for children.  They are too young to be thinking about their appearance.  They should focus on being a child and loving the person whom they are as an individual.  I remember when I was young, didn't care if I was manly or strong.  I was being an explorer and talking walks in the woods and learning wild life.  

     As an educator and what I've learned about sexualization, I should focus on having materials in my classroom that does involve sexualization.  For example, I should take out the super heroes costumes from my dramatic play area for the boys.  Having those type of costumes will have the boys to think that they are powerful and strong.  I should put doctors, police, constructor workers costumes in the dramatic area.  I should also be careful about the selection of books that I read to my boys.  They enjoy listening to stories that have super heroes in them like the Hulk, Superman, The Avengers.  I need to replace them with books that are more beneficial to their learning.

References

Defries, M. (2010). Body image. Nursery World (Haymarket Business Publications Ltd), 110

     (4215), 20-21.