Saturday, March 7, 2015

Establishing Professional Contacts and Expanding Resources

I have lab colleagues who are from Hong Kong, Russia, and Turkey. I asked them to connect me to early childhood educators in their respective countries. I am waiting to hear from them to get connected to those professionals. I suppose it will take a while before I am able to conduct a pen-pal conversation with my international connections. I also asked my son who is teaching English in Beijing, China. He cautioned me that it would be most likely that they don’t speak English enough to correspond with me.

As for the early childhood website, I have chosen Center on the Developing Child because the Center’s goal fits my professional aspirations in public policy and advocacy. Their goal is “meaningful change in policy and practice that produces substantially larger impacts on the learning capacity, health, and economic and social mobility of vulnerable young children” (Center on the Developing Child, n.d. ¶4). They are also concerned about impacts on the whole society.

The Center shares a lot of resource on a wide-ranging area of topics. It has collaborative relationships with Harvard Graduate School of Education, and the National Forum on Early Childhood Policy and Programs.

I also would like to review Council for Exceptional Children as their focus is on children with special needs.



References

About the Center: Mission. (n.d.) Center on the Developing Child at Harvard University. Retrieved March 2015 from: http://developingchild.harvard.edu/about/



Saturday, February 14, 2015

My Supports

My Supports

My immediate family (husband and children) and my sisters provide me with the unconditional love, support, and confidence I need to go out in the world every day.

When my children were younger, they were my anchors. Today, they are young adults, and our relationship clearly is changed, but we are still eternally a family. I hope I lend my children unconditional love, support, and confidence as well.

My sisters – one in particular – were always my support system when I was growing up and today still are.

Today, my co-workers are also my support. We work well together to achieve our objectives and goals. Our workplace is a happy place because of the support from our lab director.

Finally, I have this one friend who supported me during the time our house got burned down. She invited my family to live with her and her husband; we stayed for a year and half. When our new home was built, we moved out of her house with heavy hearts because we loved every minute of our stay at their house. I learned from her how to extend kindness to others. We share a Christian faith, too.


With the faith I have, I trust that any of the challenges that come my way will be accompanied with supports I cannot anticipate as did happen with the loss of our home.

Friday, January 30, 2015

My Connections to Play

Play builds the kind of free-and-easy, try-it-out,
do-it-yourself character that our future needs. - James L. Hymes, Jr.
  
Play is the highest form of research. – Albert Einstein.


I have been thinking about my own childhood. I think Hymes’ quote would describe my childhood the best. When my father would not be available when he was working at his factory job, my three sisters and I would always be engaged in totally free play. We played with neighborhood kids, or go over friends’ houses in the neighborhood. We rode bikes to visit my father at work and grandparents and to the library to get books. We played hide-n-seek in cornfields. We played pretend office. We played cards in the winter. With neighborhood kids, we played Red Rover, Red Rover. We had bike races, and that’s when I would have skinned knees. We went to the local lake or to the local swimming club.

One of my sisters is the most adventuresome. She’s always – even to this day – thinking of ways to have fun. She would create games to play. On long road trips, she would make up hysterical Seussian stories – stories I told my own children!

My father would play sports with us, never mind we were all four girls. He taught us how to throw footballs, hit balls, and, most importantly, sportsmanship. He would not allow us to show poor sportsmanship. He never lectured at us but showed us how to be good sports.

I don’t like to compare my childhood with my children’s because it is really sad to think about what our children today are missing. It is difficult for me to qualitatively evaluate the importance of play from my childhood. Frankly, I’d rather be reading than playing, and we played because that’s what we did during the late 50s.

Our play was not as supervised except at the lake or at the pool where we had lifeguards. Our parents would frequently drop us off there and return a couple of hours later. In the summer, we would also attend afternoon movie matinees all by ourselves while our parents went shopping.

I would bring my children to the park and sit back and read a book. My children would go down to the school playground down the street, but they did not do that often because there would not be anyone else. We would need to set up playdates for my children to have someone to play with. Everything was structured except in our own home.

I do think our people today is yearning for a better sense of community and trying to set up more community-based activities.

Albert Einstein’s quote sums up all the reasons for the importance of play.

Toys that I had and which I also bought for my children:
















p.s..
I checkedwho James L. Hymes was. He was a national authority on early education who was a member of the National Planning Committee for Head Start during President Lyndon B. Johnson’s tenure. Check out his storied professional life in his obituary in the New York Times.


Saxon, Wolfgang. (March30, 1998) James L. Hymes, Jr., 84, author and specialist on child-rearing. The New York Times. Retrieved January 2015 from:  http://www.nytimes.com/1998/03/30/us/james-l-hymes-jr-84-author-and-specialist-on-child-rearing.html

Saturday, January 17, 2015

Relationships Reflections

The relationships that keep me going are family and close friends.

                                                         (I am on the left.)
My sisters: I have three sisters, and between the four of us, there is a five-year difference. So while growing up, we were really close, and today, we still are. Each sister has different traits, and I love each one of them for different reasons. We try and have managed to successfully get together every year, especially at family weddings. I feel blessed to have them as a big part of my life.

                           (my family last June during our trip to Egypt)
My husband and children: my husband and now my grown children have become my sounding boards. Whenever I struggle about an issue, and talk it out with my husband, he would have astonishing suggestions for how to remedy the issues. My children had always been my anchor, and now that they are young adults, I love talking with them because they keep me young and humble. I feel very fortunate I can still keep in touch -- through technology -- with my son who lives in China. They all have wonderful sense of humors, an important trait when stuff become too serious.


My political friends: I have always been political and love talking about issues and ideas. It takes very special people to love me for my political soapbox that I am always standing on. We share same values and outlooks and are working really hard on some common political issues.



Now, at the end of the day, these two dogs are my raison d’etre for my life. (don’t worry, my husband feel the same way about those two dogs.)


Maintaining relationships with even my sisters and friends is extremely challenging. I have a full-time job and taking classes. That leaves me little time to maintain relationships, and I worry about that frequently. I get away with that a little because I am their "little baby sister."

Saturday, December 20, 2014

When I Think of Child Development


-John F. Kennedy


“It is easier to build strong children than to repair men.”
-Frederick Douglass



Douglass, F. (1855?) Frederick Douglass. Goodreads. Retrieved 2014, December) from:  http://www.goodreads.com/author/show/18943.Frederick_Douglass

Kennedy, J. (1963) Ready reference: John F. Kennedy quotations. John F. Kennedy Presidential Library and Museum. Retrieved 2014, December from: http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx

Friday, December 5, 2014

Testing for Intelligence


With what I have learned in my previous Foundations of Early Childhood and in this class, I have formulated what I would do if I were to be a classroom teacher.

The American goal of an assessment seems to ensure that students are performing on par and on grade-level. And if a child is not performing grade-level, then the goal would be to seek the cause of the poor performance. This becomes the mindset of the teacher or the specialist doing the assessments.

If I were a teacher, I would sit down with each child and find out what makes the child tick. I would have a conversation with the child where I would ask questions such as “what is your favorite activity in school?” or “what do you like to do when you are home?” For some children, this could be the only time anyone ever pays undivided attention to them.

I would help them achieve their wishes, dreams, or goals. If a child expresses concern about an external issue, I would work with the school social worker to see if we could help with the child’s concern. I recall my son’s preschool teacher asking me if she could work with my son’s speech skills one-to-one after school because she intuitively thought his speech skills were causing him anxiety. She would discuss the class schedule for the next day, so my son didn’t struggle to understand.

For other students who might be struggling or bored or not performing, a teacher can find out what the student is passionate about and find ways to utilize the student’s passion in the classroom. It is also important that the teacher knows the child beyond the classroom. The teacher would know who lives in the child’s home; that both parents work hard and that the student is home alone a lot. Find out what the child is wanting to do and assist the child in achieving what he/she wants. For example, if a child wants to write a story but doesn’t know how, the teacher can help the child break down writing tasks. Likewise, the teacher can ask the child how the child feels about the subject that the child is not doing well. The answers they give can be revealing.

This kind of involvement during an assessment is holistic in that both the teacher and the child become aware of the child’s strengths and weaknesses. The teacher can then design individual-directed instruction to accommodate the child’s needs. The child learns to solve problems with guidance of the teacher. To have a conversation with each child and discuss their thoughts is one of the more holistic ways to assess them.


The Ministry of Education in Singapore has a website about holistic assessment. Their key focus when their children are in Primary 1 and 2 is building the children’s confidence and desire to learn. The parents would get assessments on the learning progress of the child and the strengths and weaknesses. They would also get suggestions on how to improve their children’s learning.

Googling for holistic assessment of children, I found articles on holistic assessment for children in Pakistan, Australia, and for DeafBlind children in London, but nothing for the United States. It is interesting to see the goals in Singapore of Primary 1 and 2 are to build children’s confidence and desire to learn. I remember my son’s Kindergarten teacher telling me that her job is to get her Kindergarten children ready to learn. Is that the same as having confidence and desire to learn? I have been thinking a lot about this question and wondering if the United States can adopt holistic approach to educating our children.


Our school district has a special K-6 program called Global Education where they have multi-grade classrooms – K-1; 1-2; 3-4; 5-6 grades and taught in English only and English & Spanish. It was set up as an alternative school by the parents in the early 1970’s (I picture them as hippie parents, but don’t know if that’s true!). The entire program is based on a developmental approach in individualized education.

This is also the program that prompted my daughter to proclaim her desire to become an Egyptologist during her 6th grade graduation. In her college essay, she wrote how she had wanted to study Archaeology ever since she as a third-grader participated in an archaeological dig as a part of their study of ancient civilizations. Incidentally, my daughter went on an archaeological dig in Israel last summer as part of her college graduation requirement.

The Global Education is a program for only 200 students within the traditional K-6 school district. Why did not the school district have Global Education program for all students? Would it be because it is not conventional or traditional American education?


References


Global Education Program (December 2014) Skyline School. Retrieved from: http://sbsd.schoolwires.net/Page/1387

Holistic assessment: More holistic assessment to support learning. (2014, December) Parents in Education. Retrieved from: http://parents-in-education.moe.gov.sg/primary-education/what-and-how-will-my-child-be-assessed/holistic-assessment