Saturday, January 26, 2013

Perspectives on Diversity and Culture week 3


Perspectives on Diversity and Culture week 3

This week I spoke to several acquaintances, one family member, and two colleagues in the Early Childhood professionals about their perspectives on diversity, and culture.

Definition of culture & diversity;

Colleagues; Mr Allen said, “Culture is part of one upbringing, the way their parents or parent advised them to treat others, and so on…”. He goes on to say because we come from different upbringing we have diversity, Where I come from we like to wear hats, and in other parts of the world they wear things on their head because of their weather, and custom.

Colleagues; Ms Yeji said in her culture there are many tradition as well as practice, which is a part of her culture, and she is from Korea, and been living in the United States for over ten years. She gose on to say even the way they go to church id different, most of the people dress in long gowns to attend service to worship. She said, “ In my culture we are very superstition people, for example it we have a store a when we open in the morning and get a good sell that morning we believe it sets the tone for the whole day.” Yes, there is diversity in the country, because we can choose how we desire to believe, but we love our tradition.

Acquaintance; Julie said, “ You know Sandra, I would love to think that I have shared my culture with all of the people I come in contact with, such as the pictures, the language, our holidays, and some of the history behind our issues in my country. My culture is how I talk, act, listen to others, my expression, and some of my ways come the pride I have for my culture. I desire for my children, children to know about our practices, and ritual. Yes, it’s ok for me to call them ritual because some of the things we do are rituals, I continue to do it because I don’t want to forget what my parent’s grandparent done in the pass. Not just of tradition but, because that work. Diversity for me comes in many different forms, as well as norms, for one culture it is the norm to have their grandparents in the home as the raise their children. In some countries grandparents are not honored like other cultures. Diversity come in many form and shapes, for some of the norms of diversity could be family, and how an individual is raised.

Culture can be the way you walk, talk, think, and speak to other. The panelists in the media segment conversation define culture, “Nadiyah Taylor says “Everything we do is related to culture. She goes on to say it’s the way we hold our bodies, and even the way we perceive the world.” Laureate Education Inc. I understand, and I agree, it’s what makes us who we are, our upbringing in our families. Julie Benavides, defined culture as “A different set of characteristics that relate to us in terms of race, ethnicity, economics, language abilities, and any other abilities or disabilities that children may have.” Laureate Education Inc., (2013). I agree with the ladies culture is what makes you who you are.

 

Diversity comes in many forms because we have from different backgrounds, and as people are developing their cultures, and norms I do believe things will change, but we will never be the same. We might do, and go to some of the same events, and activities but we will carry them out in our own way, because it’s the way we like to do things. Diversity with the family life has developed in many different ways within the last few years, what I thought was the norm is no longer the norm; Father, mother, and children they birth together. The norm could be two women, biological or adoptive children. Diversity could be in the raising of children as well as how we desire to live without eating meat.

The foil for many scholars’ publications is the commonsense belief in and reverence for what Smith (1993) called “The Standard North American Family” (SNAF). SNAF consists of a heterosexual husband, wife, and their biological children living under one roof, with the husband being the primary breadwinner when feasible Harris, S.,R., (2008). Many Americans still consider SNAF the most real or ideal family form—perhaps even the “essence” of family—even though they frequently do not practice it. Single-parent families, gay and lesbian families, foster families, childless couples—these and other family forms are often perceived as deviant, broken, or less genuine forms of family in comparison to SNAF (Erera, 2002).

 

There are so many things to learn in the course about culture as well as diversity within the world as a whole, I believe we are still developing as adults, what do you think? Let’s grow and learn together as we explore our culture and others. I don’t believe I can omitted anything yet because it’s their way of thinking and doing things.

References

 

Derman-Sparks, L.,Julie Benavides,  Nadiyah Taylor, "Family Cultures: Dynamic Interactions"

Laureate Education Inc., Baltimore, MD.


Family Issues, 29(11), 1407–1417.

Sunday, January 20, 2013

My Family Cuture


My Family Culture

Three items I choose to take with me to a host country which is completely different from my own culture would be; a photo album, a family cook book, and cell phone. I would love to enjoy looking at my photo album of my family and the places we had once visited and the different events we had experienced in our country. The family cook book would help me to share my some culture with others, as I show them how to cook different things my family enjoyed as we gather at the dinner table, and for special events. My cell phone would be more covenant because although I will not have service, if once I enter the other country and was told I could only have one personal item it would be my cell phone. My cell phone could hold a large amount of data like; pictures, receipts, books (Bible), and could be maintain within a small container.

My insight of this exercise would be the thought of me not being able to touch things which have help me to be me are heart felt, sad, and I don’t want to lose or have to pick a few items because there is so much more to my culture as an individuals. These things also surface culture, my roots and who I am, are not just in items, it me. Just as I am, how I talk, treat people, how I walk, and gestures. This exercise has made me think a little deeper about my culture, and my whole family culture, and how I can share my culture with others. I prefer to maintain the family culture because it so much diversity in the world, and it would be nice to understand, and enjoy other cultures. In this article, the term “social identity” refers specifically to those aspects of a person that are defined in terms of his or her group   memberships Ramsey, P. G. (2004).

References

Ramsey, P. G. (2004). Teaching and learning in a diverse world (pp. 3–6). New York, NY: Teachers College Press

Wednesday, December 12, 2012

When I Think of Research...


When I Think of Research...

 

What insights have you gained about research taking this course?  My insight of quantitative research that satisfies these criteria can be categorized as positivist because it is informed by theory and specific procedures that predict, test and confirm hypotheses (Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I., 2010, pg.178). I gain knowledge about validity in qualitative research is a matter of being able to offer as sound a representation of the field of study as the research methods allow. Research is like a puzzle, and all the pieces needed to connect.

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

I now have a framework to guide me if and when I do research, and gain truths from the results.

 

What lessons about planning, designing, and conducting research in early childhood did you learn? I believe with planning you should see what a difference the research can make, and move to the design which should enable you to use the methods which work the best for your research. The process of designing research begins with a develop question which has original ideas which reinforce the investigation For example Mixed method approach might I believe would benefit my research because using different method can allow for other view points, so it will not be bias. As I conduct research using these methods I would also use methodological triangulation and data triangulation will be used (Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I., pg 163, (2010). Validity in qualitative research is a matter of being able to offer as sound a representation of the field of study as the research methods allow. The framework of research will be a great help to do great research in early childhood.

 

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

Some challenges I encountered was my group size for my research so, I had to change my observe dates to make sure the group size was normal. Things can change quickly while doing research.

 

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

Some perceptions would be to know your issues or subject, so you will be able to do the framework to build your hypothesis. Once refining is done and very clear, design a data to collect questions or interview response. Know how to reach out to your subjects, and gather all of the data information. The information should be free from bias, and then you should analyze to interpret the result or solution. This can enhance any early childhood professional as they consider research. I also look at research in a different light, and I know there is much more for me to learn about research. I also realize research is a needed tool in the early childhood profession so truths can be shared and analyze for all professional to use.

 

I would like to take this time to thank all of my colleagues for all of their comments on my blog, thanks for sharing.

References

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.

 

 

Tuesday, December 4, 2012

Research Around the World


Research Around the World

 

            I chose Early Childhood Australia links, and some of the research topics are most popular items: Research in Practice Series: The Early Years Learning Framework: Essential reading for the National Quality Standard, Research in Practice Series: Partnerships—Working together in early childhood settings, Research in Practice Series: The Early Years Learning Framework—Getting started,  Research in Practice Series: Learning and teaching through play—Supporting the Early Years Learning Framework.
 
He standard has been set for high quality care and it’s up to us to make a difference in children, and families lives with the knowledge we gain.
This edition of the Research in Practice Series will help guide educators to link the philosophies of the Early Years Learning Framework to the requirements of the recently released National Quality Standard. The new national standards require educators to show evidence of their practice and philosophies, and has been developed based on the core ideas of the EYLF (Belonging, Being and Becoming). As such, the EYLF is an excellent way to approach the new NQS.
The Early Years Learning Framework: Essential reading for the National Quality Standard outlines each of the seven NQS Quality Areas:
  • Quality Area 1: Educational program and practice
  • Quality Area 2: Children’s health and safety
  • Quality Area 3: Physical environment
  • Quality Area 4: Staffing arrangements
  • Quality Area 5: Relationships with children
  • Quality Area 6: Collaborative partnerships with families and communities
  • Quality Area 7: Leadership and service management

 

There are a lot of media, magazine, publication, journal, and early childhood web watch. Other links are available too, like Kids Matter, mychild.gov.au. The web watch is a new item for me, and it a great tool for information in our field of Early Childhood Professional.

I am happy to see information about inclusion of children with a disability in early childhood education, and care. There is a great deal of information about the field of Early Childhood; Prioritize education, outcomes for children in Child care inquiry, positive engagement with change, and information is up to date. There is opportunity for collaboration with other professional in the field of early childhood.

References

http://www.earlychildhoodaustralia.org.au/

Saturday, November 24, 2012

RESEARCH THAT BENEFITS CHILDREN AND FAMILIES


RESEARCH THAT BENEFITS CHILDREN AND FAMILIES

OPTION1

I have to share Special Needs; this is a special subject due to my experiences with the laws and policies which enable one of my children to be mainstreamed into the classroom due to his special need. Once we understood our child’s diagnosis and the effects it will have on his education, we were able to seat down with the doctors, teachers, and school aids. An IEP (Individualized Education Program) was developed for my child which enable us to support his needs. Organizing skills enable my son to tailor his school work to meet his unique needs. He is now a very successful individual for his age of 23. He struggled in the beginning because we didn’t know what was wrong, as a very young toddler only I could understand what he was trying to say. He had made up his own language, and would be very fussy because others could not understand him. The doctor’s told us his brain was thinking too fast, so he would be a visual learning. We as a team support his learning abilities to meet his needs throughout his school years. By the time he was in eighth grade his skill for organizing became a great blessing to him. As a high schooler, he excelled, and was on the basketball team throughout his four years, and received honors.

The Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards (IDEA, n.d.)

Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology, transition services and other specialized services such as physical, occupational, and speech therapy. These services are provided in accordance with an Individualized Education Program (IEP), which is specifically tailored to the unique needs of each student (IDEA, n.d.)

IDEA also grants increased parental participation and protection for students.
Research Based Strategies for Special Needs Students - Graphic Organizers

January2008

            Are you looking for a way to help students improve their learning potential? You may want to consider using graphic organizers. Graphic organizers are a visual representation of knowledge that structures information by arranging important aspects of a concept or topic into a pattern using labels (Bromley, et al., 1998). They can be used in a variety of ways to help students organize information, stay focused on the content material, reinforce previously learned material and help relate new concepts to ones previously learned. More specifically, the visual representations help students by:

• Representing abstract ideas in more concrete forms,

• Depicting the relationships among facts and concepts,

• Organizing ideas, and

• Storing and recalling information (Billmeyer & Barton, 1998).

Many variables can impact on the determination of which type of graphic organizer will work best for a specific population. Grade level, learning styles, level of disability, curriculum and principle to be learned can make one type of graphic organizer more feasible than another. Typical graphic organizer styles include:

• Hierarchical organizers - present main ideas and supporting details in rank order,

• Comparative organizers - depict similarities among key concepts,

• Sequential organizers - illustrate a series of steps of place events in a chronological order,

• Diagrams - depict actual objects and systems in the real world of science and social studies (Marchand-Matella, et al., 1998),

• Cyclical organizers - depict a series of events that have no beginning or end,

• Conceptual organizers, include a main concept with supporting facts, evidence, or characteristics (Bromley, et al., 1998)

For example, if you want to show a series of items, you would probably choose a sequential framework or cycle diagram. If you want to show a comparison, you’d probably choose parallel lists or a Venn diagram, etc. Regardless of the style you decide to use, research (Baxendell, 2003) has identified three factors (the 3 C’s) for successful implementation of graphic organizers in the classroom. The factors you should always incorporate are being:

Consistent

o Create a standard set of graphic organizers

o Establish a routine for implementing them in a classroom

Coherent

o Provide clear labels for the relationship between concepts in graphic organizers

o Limit the number of ideas covered

o Minimize distractions

Creative

o Use during all stages of lesson design

o Incorporate during homework and test review

o Add illustrations

o Implement with cooperative groups and pairs

For additional information, there are many online resources available for those interested in incorporating graphic organizers into their “tool kit.” Below is a list of some of those resources.

• Education Place - http://www.eduplace.com

• The Graphic Organizer - http://www.graphic.org

• Teach-nology - http://teachers.teach-nology.co

• Education World - http://www.educationworld.com/a_lesson/03/lp322-04.shtml

• NCREL - North Central Regional Educational Laboratory - http://www.ncrel.org, search for “graphic organizers”

 

This series is based on a presentation by Charles A. Hughes, Ph.D. and Marisa A. Macy, Ph.D. of Penn State University, who find these to be research-based best practices. The findings of this study are under review and have not been released by the Institute of Education Sciences (IES). The information provided here is not endorsed by IES.

©PSEA,

References


 


 


www.help4adhd.org/education/rights/idea

Other supporting web sites

IDEA & U.S. Dept of Education
Federal site for information about the Individuals with Disabilities Education Act (IDEA).

User's Guide to the 2004 IDEA Reauthorization
The Consortium for Citizens with Disabilities (CCD) has prepared an analysis of recent IDEA changes. This is a long (63 pg) and technical document designed for use by public policy professionals. Parents and educators should scan the table of contents for sections of greatest interest. (in PDF)

Families and Advocates Partnership for Education
The Families and Advocates Partnership for Education project is part of the IDEA Partnership and strives to improve the educational outcomes of children with disabilities. It facilitates communication between families and advocates and focuses on IDEA.

IDEA Partnership
IDEA Partnership funded by the US Department of Education Office of Special Education Programs (OSEP), informs families and educators about IDEA and strategies to improve educational outcomes for students with disabilities.

A Guide to the Individualized Education Plan (IEP)
Department of Education guidance assisting educators, parents, and state and local educational agencies in implementing the requirements of Part B of the IDEA regarding IEPs for children with disabilities, including preschool-aged children.

 

Saturday, November 17, 2012

Personal Research Journey


My Personal Research Journey

 

I have chosen the topic of Early Childhood Professional Training; this is what I love to do, so I believe I should start at the beginning. The professionals for Early Childhood need to be ready to support all children, and families in their programs. We hire people right out of High school, and with degree’s, but we always train them before they enter into the classrooms to interact with children. My desire is to stay on top of my game, as I enter into the next faze of a position with the Air Force Child Development programs in Oklahoma. I am excited about my personal research on this topic, as I function as the Family Day Care Coordinator for the installation. I also desire to provide the staff with upcoming training around the world to support their skills.

Often when you have a passion for something you generally pursue it, and I too desire to develop more in training in my profession for many reasons. Colleagues feel free to share any insights you may have on this subject.

My personal experience with his simulation has open my eyes to receive new and improve ideas about Early Childhood Professional Training. It’s like a guide because something’s need to be taught, and some will be regular training skills. CPR, keeping children safe, regular fire drills, and family style dinning are just a few of the training which will be done before you enter the classroom.

 

Saturday, November 10, 2012

Building Research Competency

Excited about the new researches, and resouces I will be recieving information from this class, and other professional in the field of Early Childhood. Looking forward to recieving, and using the information I gain in the research for Early Childhood professional training, development of all children, child abuse, and anything dealing with new ideas, and programs for Early Childhood program. I will be moving to the Air Force side of my professional in Early Childhood field and I will need all the help I can. Grateful for the opportunity to make a differences in the military families.