Getting to Know Your International Contacts, Part 3

New sign for Sapna's School

It’s interesting how our minds work.  When I was a preschool teacher, my children and I corresponded with preschools throughout the United States and the world.  It was an amazing journey.  Why did I wait until returning back to school to search international contacts?  I believe that Sapna and I will remain in touch long after this class ends, and it is our hope to meet.  How spectacular would that be

Sapna explained that India is not progressive when it comes to professional development.  Then, she stated “the change will come and soon.”  She went to Singapore to take a Reggio Emilie briefing and a play therapy workshop.   She has to pay to attend workshops, which limits many people in India from attending.

My new friend was very hesitant to answer questions about herself.  However, I was somewhat persuasive… I tried!  She has an undergraduate degree in psychology and her masters in educational psychology.  Her master degree is considered “too high” for teachers.   Sapna needed a “bachelor’s education degree.”  However, after doing her master’s, she chose not to get the degree in education, and instead, she did a “one year diploma in nursery teacher training and school administration.”

Homemade toys

Upon receiving her diploma, she started the school that she has been running for the last nine years.  “I kept myself open to courses I could do in and out of India to professionally develop my curriculum.”  This is when she took the Reggio and play courses.

Although she has never attended a conference in the USA, she is hoping, because she wants to do this.  I definitely think she should attend a Creative Beginning Steps workshop (that’s mine!)… or join me at a NAEYC conference (that would be unreal!).  Her dream is attend “Making Math Read” with David Berg.  Has anyone heard of David Berg?  Of course, let’s not forget that she wants to meet Oprah!  This year, Oprah’s boyfriend was the Keynote presenter at the National Head Start Conference! 

Her ending paragraph in her last e-mail was quite enticing… she said that “if we continue to study together comparing samples in India and USA, maybe we could present a paper in one of the conferences.  Think about it.”  Sapna, there is nothing to think about… if you’re game, count me in!

 

Sharing Resources

As I continue to explore the Zero to Three website, I have a better understanding of the uniqueness of the infant/toddler classrooms.  While they are indeed a part of early childhood, they require “special” circumstances due to the unique age of the children.  I, also, feel strongly (stronger than previously, if that is possible) that these young children can be a part of preschool, and at the same time, there needs can be met in a developmentally appropriate manner.  Infant and toddler teachers need to feel a part of the preschool community; they are certainly not babysitters.  Their job is intense and important; they need to be valued.

This week, as I followed several links, I explored various avenues that the website offered.  One link offered advice specifically to parents; without a doubt, this link offers a wealth of information to early childhood educators, too.  I read the article “Using Questions to Support Your Child’s Learning.”  In addition to explaining why questions are important, the article tackled additional questions.  “Can babies and toddlers ask questions before they can use words?” fascinated me; through my observations, I witnessed babies and toddlers talking before they can verbalize comprehendible words.  The article seemed to validate my thought, stating that babies and toddlers ask questions by pointing, touching, reaching, or looking.

Then, as if fate stepped in, I followed a link (although I don’t know which one) and was directed to a brochure of sorts titled “The power of Play.”  The article/brochure was put together by Zero to Three and was definitely geared to parents.  However, it forced me to focus on play at this age, rather than preschool.  My favorite quote is “you are your child’s favorite toy.”  What an amazing responsibility for parents, which would enable them to just have fun playing with their child.  And then, on the last page, it was stated to parents, “Remember… you make a difference in how much your child learns through play.”  Maybe that could be the motto of early childhood professionals.

Finally, I linked to an article from Family Life where “grown-ups talk on growing up.”  This article was called “Encouragement vs. Rewards & Punishment: Does it really make a difference?”   The author asks the question “what’s the difference between adults getting rewarded with paychecks if they do their jobs and punished with termination if they don’t do their jobs?  The difference, obviously, is that adults have developed frontal lobes and are able to problem-solve.  Children need help in developing their problem solving skills, rather than punishment for not having them.  While children are always “good,” at times they make a poor choice. 

I could go on and on, because I kept searching through the site.  I copied articles, some of which I haven’t had the chance to read.  Without a doubt, this web site has opened up my eyes to a group of children that were, basically, off limit in my school.  If I only had the chance to do it all over again… but since I don’t, I can certainly share with early childhood educators today.  

Getting To Know Your International Contacts, Part 2

Maintaining international contacts is challenging, to say the least.  While schooling is a huge priority for me, I need to remember that responding to my questions is not top on my contact’s list of things to do.  Sapna (from India)   is the only one of my three contacts who responded, and I feel as if we are becoming fast friends.  I find her extremely up-to-date on what is developmentally appropriate (although she feels her hands are tied), and I think her creativity is amazing; for the new school year, they are using only home-made toys, and she offered to send me this adorable dog that she created with yarn. 

Her ending comments to me expressed how difficult it was for her to respond to my questions.  She admits to being blunt, only because she is aware that I need the truth.  However, Sapna claims that it hurts her to share what is happening, because in her words, “it’s a very sorry state of affairs.”

While Sapna never described the word quality, it was almost as if there was not such a definition; it was on the back burner.  In her society, it is more important to for all children to get an education… then quality might factor in.  The ministry has state bodies who look into the quality of early childhood education, but the job is not followed through.  A specific uniform curriculum does not exist.  There are different types of schools which house young children, such as state schools, central board schools, private schools, and international schools (most expensive).  I do not quite understand the differences… however, for families who cannot afford to send their children to school, there are municipality and village schools, as well as schools run by non-government organizations.  The quality of teachers in this last school grouping is, as Sapna stated “not always good.”

The teachers need to pass a simple “bed” exam (similar to a diploma exam), and there is basically no follow-up with the teachers once they are hired.  When I questioned Sapna about this, she reminded me that most of the parents are uneducated, so they do not know any difference.  In addition, teachers and parents in the non-government schools have no knowledge as to what the schools should be teaching. 

In rural village India, there are no preschools or kindergartens.  Children start school in the first grade.  In semi-urban or small cities, there are a very few preschool kindergartens (one class with both names).  However, Sapna repeated again that “there is absolutely no curriculum or understanding of curriculum.”

Obviously, these words hurt Sapna, because she knows differently.  She is lucky enough to be working in a private school… but I would agree with her words, “it is a sorry state of affairs.”

Sharing Web Resources

 “Everything happens for a reason.”  After re-evaluating our web page choices, I decided to switch to the Zero-to-Three web page.  I know that my downfall is infant/toddler education, so I decided to push myself out of my comfort zone.  As luck would have it, yesterday, I received a request to put together a workshop specifically for infant and toddler teachers.  To me, this was too much of a coincidence not to push further, so after researching the web page, I believe that it has more to offer.  My preschool started with age 2; other than my own child, I have no experience teaching infants.  However, through my work with Early Head Start school, I have seen first-hand the impact that early childhood educators have on these young children.  I have learned a tremendous amount of information, requested various newsletters, and know that this is where I was meant to be.  The organizations web-page is http://www.zerotothree.org

As the name states, Zero to Three is a nonprofit, national organization that works to improve the lives of infants and toddlers.  They do this through research on behavior & development, maltreatment, early care & education, and public policy.  More than ever, I know that bringing together early childhood (birth through 3) and preschool is “right” for all children.  My preschool started such a venture by eliminating the barrier between toddlers and preschoolers.  It was extremely obvious to me that my preschool teachers worked together, without input to or from my toddler staff.  The stability and routines that we worked so hard to develop were being hindered within my own school.  My teachers were quite hesitant when I suggested bringing our curriculum together and working as one group, rather than 2 separate entities.  We made a deal; if it did not work in 6 months, we would resume our current curriculum, and I would take everyone out to dinner.  It took about 3 months for us to become 1 family; we worked together.  My little ones had the same rules as my big kids!  Families were involved.  We used the same books and topics, but obviously, we chose (and shared) developmentally appropriate activities.  Our toddlers and preschool children participated in our school talent show; it was a school event for the first time!  Now, although my teachers never admitted it, the decision to become a group brought a special feeling to our school… and no, I never said, “I told you so!”

Due to the impact of child homelessness on me personally and professionally, I watched the video, “Starting Life Without A Home,” produced by Zero to Three.  The first Congressional meeting held for the purpose of meeting the homeless needs of infants and toddlers was held on February 16, 2012 in Washington, D.C.  That, alone, demonstrates the prevalence of homelessness.  During the meeting, it was revealed that 1 in every 25 kids in the United States are homeless… 1 in 4 infants and toddlers are living in poverty.  This was startling.  Even after the research that I’ve done, I find it almost impossible to comprehend babies entering the world without a home.  We’ve discussed this as a group, but Congressman Geoff Davis, from Kentucky, stated it best, during the February meeting.  He said, “it all comes down to investing in a relationship.”  Our relationship with infants and toddlers can impact their lives forever.

In addition, I found lots of information on the importance of professionals and congress officials to invest in infants and toddlers.  With all of the hoop-la to get children ready for Kindergarten, officials and businesses need to understand that their involvement starts with infants and toddlers.  When I thought of such involvement, I connected it with preschool, the year before a child enters Kindergarten.  I’ve learned that is way too late for children; the investment must begin with infants and toddlers.  In reality, what is learned in the earliest years will impact the K-12 education system; the early years include birth through 3.  The earliest learning experiences, coupled with the impact of a child’s genes (of course), share a child’s brain architecture. 

Without a doubt, early experiences are an investment in our children’s and our nation’s future.  At-risk children need to be included in this investment.  Playing catch-up is not fair to the children or the economy, as it would be a huge expense.  The organization suggests using Title 1 funds for early childhood services, particularly where it all begins… for infants and toddlers.  They promote joint development, building a true birth through 3^rd grade curriculum, requiring joint professional development for early childhood and early elementary school educators; they would work together, as a group, in the best interest of these young children.  Curriculum would be aligned throughout the grades, offering support for English language learners or children with disabilities. 

I believe that I understand where infants and toddlers fit into the equation.  They hold a tremendous puzzle piece.  I am anxious to receive newsletters and additional information that I requested.  I have put infants and toddlers on the back burner rather than putting them in the forefront where they belong.  They are our youngest children, and they have a huge impact on the early childhood community.

Getting to Know Your International Contacts, Part 1

There is a song that contains the words “I get by with a little help from my friends,” and in this case, it sums up my attempt to make an early childhood connection outside of the United States.  In pure desperation, I reached out to friends who I thought might be able to point me in the “right” direction.  Now, I am currently corresponding with 3 individuals, one in India, one in China, and one in the Cayman Islands. 

So far, I have communicated with my new friend from India, Sapna Clouhan.  The early childhood educator from the Cayman Islands is in Miami for a funeral (unfortunately, I could not meet her).  My contact from China is in the midst of a project, and although she wants to help, her correspondence will be limited.

Currently, Sapna and I are communicating through e-mail.  Her English, in her opinion, is not “very flowerly.”  I’m not quite sure what that means, but it’s an easy venture to understand her thoughts.  Sapna has run a private preschool in India for the last eight years.  I explained that our topic for the week was childhood poverty, and I questioned her specifically about school funding for those that cannot afford it.  Her school is not a government aided school.  I was interested to learn that her school partners with about 12 schools in the United Kingdom and Poland to exchange and discuss curriculums; they are hoping to share this program with Austria soon.  From the little I know, it would work in the United States, too!

First and foremost, Sapna told me (in both correspondences) that poverty is everywhere in India.  Her school is in Thane, which is close to India’s financial capital of Mumbai.  Sapna believes that child labor is one of the evils that her country is trying to fight; she sees it everywhere.  She feels children are fortunate if they enter a school or balwadi (playgroup) in India.  Many children in Thane attend schools without infrastructures or tables and chairs.  The government of India has begun midday  meal programs in some areas.

In addition, there are programs that pay children to attend school.  I questioned this, and Sapna explained that families feel that money spent on educating their girls is often wasted.  Once educated, they get married and the parents have wasted their money.

Sapna explained that there is a mobile crèche in her area for construction worker’s children.  This crèche offers young children basic education, food, and keeps the children until the parents leave the construction site.  The crèche is run by a non-government organization as well as aided by the builder.  The construction site is not safe for the children.

There is just so much to absorb from the conversations we have shared via the computer.  I get excited to see mail from her, and I eagerly await her next response.  What an amazing venue to learn from; why didn’t I think about it before?

Sharing Web Resources

The National Association of Early Childhood Teacher Educators ((http://www.naecte.org/) is the organization that I chose.  The title caught my interest; after all, I am an early childhood teacher.  I read the Fall 2011 and Winter 2012 journal.  The Fall 2011 journal was, for me, more informative.  The Winter journal dealt primarily with NAECT’s up-coming conference.  Unfortunately, it is too late for me to submit a proposal (boo-hoo!).  I was, however, interested in the new teacher research text titled, “Early Childhood Teacher Research” written by Kathryn Castle.  According to the journal, the book touches upon “the important issues every early childhood teacher should know, the uniqueness of early childhood teacher research, reasons for doing it, and hot to do it.”  There was a link to request a COMPLIMENTARY copy of the book, which I have done!  The book has arrived, and I’m excited to begin reading it.  I’ll keep you posted!  In addition, I am interested in a new Pre-K and Kindergarten curriculum text from Doris Frombert.  It is inclusive, and although I do not believe that one curriculum will work for all children, it seems fresh and innovating.  Definitely worth looking into further!  For me, finding two new early childhood resources made this assignment worthwhile.  On the flip side, I was surprised that there was at the limited scope of the organization’s newsletter.  Specific issues were not individually addressed, although there were specific happenings from various states.  For me, it wasn’t educational enough, and thus, although I may consider membership, the newsletter did not fulfill my needs.  I continued my search by listening to two separate webcasts from the World Forum Radio. 

Mr. Yora

This week, through the World Forum Radio, I listened to two very different podcasts (http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio/).  The first, Episode 6, featured Meridas Eka Yora, the founder of an institution for Islamic education.  Although I read an article on the actual school, Fajar Hidayah, I was most enthralled when Yora spoke about the children orphaned after the 2004 earthquake, many of whom are now attending one of the boarding schools from this project.  At first, he hired psychologists to work with the orphans, but then, he realized that the best psychologist for the children was their teacher (demonstrates the impact that teachers have on children of all ages).  Yora felt that the educators need to be mother and father before they could successfully be a teacher.   His staff worked side-by-side with the children, with many of the older children taking on the roles of brothers and sisters.  He strived to bring a feeling of community and family to the children who have lost their families; in order to give the children a sense of family, their culture would have to be valued.  Some of the children, however, still cannot accept what happened (I don’t blame them) and are receiving special treatment; his wife has taken several children home with her.  Currently, there are over 6 schools, taking on a holistic perspective with their students.  Over 20,000 teachers have been trained throughout Indonesia, South East Asia, and Srilanka.  Free extended education is offered for poor families with children age 4 to 15 in the surrounding neighborhood of every school (poverty is being addressed).  Scholarships are offered for orphans and students wishing to attend higher education.  Free life skills’ training is available for orphans or poor families, in addition to free family counseling.  I’ve always wanted to visit abroad, and I would like nothing more than to have the opportunity to share with the children and their families who are currently attending Fajar Hidayah schools; what a remarkable experience this would be!

Barbara Jones (B.J.)

School building

Next, I listened to a radio podcast of a conversation with Barbara Jones, who opened Pine Grove Montessori School in Maine 25 years ago.  Her journey is as fascinating as the pictures of the actual school that I located.  She was definitely an alternative thinker (she said so herself), and Montessori was different; it caught her attention.  She found a boarded up building one day in Maine, although the owners were not looking to sell.  Several years later, the owners, who saved her contact information, reached out to her, and she used the building for her Montessori school.  She claimed that the building was in need of some TLC, but she was determined not to destroy its history.  Looking at the front of the building, I would think it was an inviting, quaint home with a porch (I really want a porch).  The inside pictures were quite astonishing for me, because I never would have expected the rooms to be so large and airy.  After listening to B.J. speak, I expected something out-of-the-box, but the rooms just far-surpassed what I had expected.  There’s probably more of a chance that I will visit Maine, rather than Indonesia, and if so, I would be honored to visit B.J.’s Pine Grover Montessori School (which is saying a lot because I’m not totally sold on Montessori). 

School's nature courtyard

Inside one classroom

I must mention that I have personally tried to contact both Meridas Eka Yora and Barbara Jones… still no response, but you never know…

Professional Contacts and Expanding Resources

I feel like the Little Engine That Could.  I think I can. I think I can. I think I can… ok, I thought I could.  I am frustrated.  I have reached out to numerous individuals mentioned from the suggested web pages, as well as various suggestions from NAEYC.  Several e-mails have been returned as undeliverable, most have not been responded to (perhaps I ended up in their Spam), and one great prospect from China was just too involved right now.  I feel rejected and unloved!  No, not really, but when I go to NAEYC this year, I will certainly look for avenues of communication.  If I would have known about this one week earlier, I could have formed global contacts from the National Head Start Conference.  In addition, I actually located direct phone numbers of various preschools throughout the world.  My best prospect was from Australia, and although she was not willing to make the commitment, she was a wealth of information; I enjoyed learning from her, and I believe we will hook-up at NAEYC in Georgia this year.  So, here I sit, prepared to tackle option 2, although still checking for emails. 

However, looking for the good in a challenging situation, the World Forum webpage has made me aware of how narrow-minded my research has been. I have been extremely limited to the United States, without realizing how much information could be found by searching the world of early childhood… and by world, I mean world. In a few short days, my mind has been awakened to thoughts, challenges, and ideas due to researching outside of my comfort zone. So, if needed, this will be a good alternative.

The organization that I chose to research is the National Association of Early Childhood Teacher Educators; I chose it because I was unaware of its existence; it seemed to be calling my name.  The name of the organization described a group that I wanted to learn more about; after all, although I am not in my own classroom, I still proudly consider myself an early childhood teacher.  The purpose of the organization is to discuss early childhood education and advocate for teacher education.  It seems to be a venue where networking is encouraged amongst early childhood teachers and research shared.  The organization sponsors various conferences (again, I was totally unaware of their conferences) in addition to sharing information on various national and international organizations, all involved, obviously, with young children.  This seems to be a venue that will enhance my growth as an educator and an advocate for children.  I look forward to getting more involved.

SO… although my engine didn’t quite make it up the hill that I initially expected, I have already learned a lot with my detour. In reality, I think I can, I think I can, I think I can…

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