Research Around the World

I feel like a little bird that was let free to fly into a new world!  I am enthralled by the Early Childhood Australian webpage http:///www.earlychildhoodaustralia.org.au/

I chose this link, because in the description offered, it stated that it was “equivalent to the U.S. based NAEYC,” and being such a NAEYC supporter, I valued the connection (besides which I would like to visit Australia one day to see the kangaroos rooming freely).  This is my NEW favorite web page; the amount of information available is mind-boggling. 

I have come to the conclusion that the current early childhood international topics in Australia are quite similar to those in America.  I printed quite a few articles, and I read all of them on my way to Georgia this past week.  I have sent e-mails to various individuals in Australia in hopes that we can build an international contact together.  I have requested brochures and signed up to receive their monthly newsletter and news journal, “Lessons in Learning.”  I am not quite certain if “Lessons in Learning” is actually published through the Australia Early Childhood Association, because it references a company located in Quebec called The Early Childhood Learning Knowledge Centre.  In addition, the intro begins “In Canada…”  So, I’m not quite sure of the connection to Australia, but none-the-less, it is a wonderful publication.  This particular issue talks about “Why is High-Quality Care Essential: The link between quality child care and early learning,” which is certainly a topic that we have discussed and have extreme relevance in our society.  In a study called “You Bet I Care,” it was reported that “about a third of the centers and a third of the homes studied provided the children with the types of experiences that research shows supports children’s social language and cognitive development.”  From what I read, this study was based in Canada, and I plan to research the specifics.  I am interested!  I have not had the opportunity to look into this web page, but based on “Lessons in Learning,” I believe, without a doubt, that this, also, will be a great reference.  Through Australia, I have been linked to Canada, interesting indeed!

The Australian web page has links for numerous research articles.  I was surprised, and impressed, by the wealth of information located within one page.  It is almost as if you can find an article on just about any early childhood topic on this one page, if you follow a related link.  I was impressed!  I pulled up several research articles related to my research stimulation topic of “play”  (there were LOTS to choose from).  While most of the information was familiar, I understand that explaining the value of play is an issue in Australia, as well.  I appreciated the comment “is it impossible to disentangle children’s play, learning and development.”  Each article about play supports its use as best practice. 

As I said, I have read and read articles found on this web page, and I could go on and on and on… I do want to comment on one other article, a Timeout position paper, which I found very interesting.  I am a huge supporter of NO timeout, and I discuss my reasons for this philosophy during my workshops.  The information shared within this paper support my ideas, in addition to offering additional ideas.  The comment “developmentally, children less than three years cannot be expected to easily regulate their emotions… They need the presence of a caregiver to assist them with the process, rather than being separated from the caregiver.”  These young children are developmentally unable to remember the connection between their behavior and the teacher’s response, especially if he/she spends time in time-out prior to discussing what occurred.  No wonder when we ask children after sitting in time-out, “OK, tell me what happened… why did I put you in time-out?”  As a young child, looks at you with his big eyes and says “I don’t know,” perhaps they really do not know… they don’t remember!

I really have enjoyed looking through this web site!  I have included it in MY FAVORITES, and I know that I will use for research and for workshops… I hope to get involved with the Australian version of NAEYC… I would LOVE to write an article for their web page!!!!  I’m ready to get involved!

           

Uplifting Research Story: Proven Research Encouraged Ellie to get Messy

            When I think about the positive impact of research, I immediately think of Ellie.  Ellie was a student in my preschool for two years before entering my pre-k class; she was four-years-old then.  Ellie spent a lot of time in my office (I was the director and pre-k teacher); her behavior was challenging at times.  Before entering my class, my teachers warned me about “finally having to deal with Ellie in class.” 

            Although I was convinced that I treated every child the same and was anxious to welcome Ellie to my classroom, I must admit that when I found out she was in Disney World for the entire first week of school, I was thrilled.  Before Ellie even walked into my class, I had labeled her.  Although I’m embarrassed to admit this, I learned so much from this incident, much of which is totally related to our topic.

            SO… our year started uneventful.  My assistant teacher and I were prepared for changes on Monday when Ellie would be returning to our class.  As predicted, my little Ellie did, in fact, have her challenges.  Within a month, my assistant teacher and I began to put one and one together; we finally found the answer.  Ellie acted up only at the art table or on the way to the art table.  After making this realization, we went even further, realizing that Ellie acted up whenever the children were getting messy.

            Then, one day, we were painting huge boxes, a lot of huge boxes that we would eventually put together to make transportation items for our classroom.  It was super fun for everyone except… you guessed it… Ellie!  When Ellie started swatting another child with paint, I lost my temper, telling Ellie to go sit in time out.  WELL… the problem is two-fold.  First of all, I never raised my voice in class, so I shocked all of the students, and secondly, we did not have time out in our class.  Ellie went to the library center, picked books, read, smiled, and remained through the entire activity… and clean-up time… and snack time… and clean-up time after snack… and potty… and…

            Just as we were about to go on the playground, a student asked about Ellie.  We had totally forgotten that she was still sitting in the library area reading books, content.  I felt defeated… and I thought I was professional.  I decided to call Ellie’s mom and set up an appointment.  I wanted to tell her what happened that day before she heard about it from another child or their mom. 

            Embarrassed, I explained what occurred today during art.  When I said that I almost left Ellie in the library, she looked at me and smiled.  She explained that Ellie must have been happy not to be around paint, so it was alright.  What did she mean “happy not to be around paint?”  Something just did not add up… to make a very long story shorter, Ellie acted up during messy activities, because she was taught, by her parents, not to get dirty.  This little 4-year-old girl was afraid to get dirty, because her parents would be angry.  Her parents did not want her to get dirty, because there house was all white (thickly plush white carpet).

            It was a huge realization for all of us.  The more I talked, the more mom blocked me out.  There was nothing I could say about proven research that would change Ellie’s mom’s opinion.  Then I spent hours gathering research that I located on the computer… I put together a notebook of all of the research articles that I had found.  I highlighted results.  I had shared much of this information with Ellie’s mom, but perhaps, she would believe it if she saw the research in print. 

            Several days later, Ellie’s mom requested an afternoon conference with me.  Ellie’s dad came, too.  They were just about in tears as they discussed the research they read about open-ended art and the importance of building children’s creativity.  The research that I shared with Ellie’s parents changed their philosophy on raising Ellie.  They had no idea that they were actually stopping Ellie’s growth in many ways.  Research taught them how to be better parents… they believed the studies, and they quickly replaced the carpet with tile.  It was not instantly, but Ellie slowly joined her friends.  I remember her face the first time she finger-painted in our class; it was like she was experiencing Christmas… she had so much fun. 

            This is, without a doubt, my best story about a young child, and her family, who were tremendously affected by research… and in many ways, I grew, also, as a professional, as a teacher, as a director, as a mom, and as an individual through research.  I will never, ever forget Ellie (yes, I did change her name for purposes of this blog!).

My Personal Research Journal

While I knew that I wanted to research play, it was a challenge to limit my topic.  First, I chose the value of play on young children’s learning.  Teachers and parents are focusing on preparing preschool children for kindergarten (AKA 1^st grade); they forgot what research has demonstrated about the value of play for young children.  In addition to being reminded about previous research, current research needs to be conducted to validate that play can be used to prepare children for kindergarten, in addition to meeting the new preschool standards.  

For me, choosing a topic that was related to play was basically a no-brainer.  HOWEVER… within a matter of days, I realized that the topic was too broad.  That does not limit its importance or my interest, but for the purposes of research, it was a massive topic; this in itself was a learning experience for me!  I really love learning that takes place through open-ended art and music and movement, but I decided to push myself in a new direction.   When I think about learning through play, I think about Alex, a four-year-old, who several years ago reconfirmed its value.

Alex was Miss Social, but, when given a choice, she usually did not choose the block center.  This day was different.  Alex and her array of friends danced over to the block area.  Many of our blocks were class-made, lots were fluorescent colored, and others were huge; in other words, our block center was unique, limited only by the imaginations of my current students.   I watched, I listened, and yet, I stood back; I wanted to ask questions, but I was overwhelmed by the excitement of these children playing with blocks.  THEN… the magic happened.

It was clean-up time, and Alex became hysterical (she never cried before!).  When I questioned her, she did not want to clean up the blocks.  She was angry that the other children began putting the blocks away; she pushed children to get them to stop.  I was in a state of shock.  My assistant began afternoon circle time, while Alex and I sat in the block area talking.  Alex looked up at me with her huge blue eyes and explained that they were building the Leaning Tower of Pisa (we just visited Italy on our Around the World trip).  I must have said something positive, explaining that they could build it again tomorrow.  And then, Alex said words that I remember to this day “Miss Lois, do you think the tower was built in just one day; we have to finish it tomorrow!”  She was so right, and I was so wrong!  Who was I to stop their creativity?  How many preschool children know about the Tower of Pisa?  Why couldn’t we leave the block structure of until tomorrow?

So when I think about researching play, I think of Alex.  I think of how they extended their learning in the block area.  I think about the social skills that were built as these young children worked together to build their own rendition of the Tower.  I get chills thinking of them, and I know that researching learning in the block area is the “right” choice for my research simulation. 

Constructing our research charts and learning new terms has been extremely challenging, to say the least.  Even when I read the definitions, I do not understand them.  I become frustrating when, on the third reading, the terms are still not clear.  The on-line article “A Practical Guide to Reading Research Articles” has given me a little bit of confidence that I might begin to understand research.  I have printed the article twice, and it is located in key areas where I do school work.  I do believe that the research charts we are so engrossed in will force me to isolate and reflect on terms that are unfamiliar. 

Without a doubt, in less than two weeks, the reality of research has turned me upside down.  I look for things in articles now that I have never given much thought to previously.   It is quite overwhelming.  The support of my colleagues has helped a lot, because I feel part of a group, rather than alone of this journey.  I think we can, I think we can, I think we can…  

Issues and Trends: Final Blog Posting

To my colleagues, I have learned so much from each of you!
To Dr. Giordano, it was an honor to learn from you!
The discussions we have shared have enriched me in leaps and bounds.
Good luck in the next course, and I hope we have a chance to work together again.
It's been an AMAZING 8 weeks!

            I love attending conferences and meeting early childhood educators from around the world.  However, my purpose for this was rather limited.  I hoped to secure a workshop in their area of the world!  While this was great for my business, I was putting business before young child, which is something I advocate against when it comes to the government and large businesses.  Yet, I was wrapped up in this avenue, and this course changed my path.   

            While I will continue to interact with early childhood educators from around the world (probably more so than ever) and while I still want to present workshops throughout the world (really want to go to India!), my perspectives and goals have widened.  I want the opportunity to network with these individuals, learning from them.  While being asked to present a workshop would be the icing on the cake, it is not my sole intent… or I’m proud to say, it is no longer a priority. 

           Although I currently only hear from one of my three international contacts, Sapna, from India, has truly become a friend.  While I was excited to make her contact, I never imagined how much I have learned from her.  First and foremost, I have learned about early childhood in another part of the world… a world far beyond the walls of the United States.  Sapna has opened my eyes to the importance of working outside-of-the-box.  While quality education may be a challenge in India, Sapna taught me, secondly, that you can make a difference in spite of roadblocks that exist.  Her school sounds amazing and in my opinion, is totally developmentally appropriate.  Along with her staff, Sapna has reached out to children to give them a quality education.  In an effort to help the environment, her school is doing away with plastic toys, and instead, teachers are making their own toys.  Of course, this hit home with me, because I believe schools would have so additional money if they made toys… plus homemade toys are pretty awesome!  At times, I believe Sapna is frustrated by the lack of professional development in her area of India, and yet, she has found opportunities to expand on her knowledge.  Although never stated, I know that Sapna shares her knowledge with others in the field of early childhood.

          Finally, Sapna has taught me to open up my world, to listen, and to share, because often, two heads are better than one.  Sapna’s thoughts and visions will become a part of Creative Beginning Steps’ (my company) workshops.  Sapna’s sharing of ideas from her country will enable me to add an international flare during my workshops.  I will share pictures from her school, in addition, to many of her thoughts.  Two months ago, I was oblivious to what is happening in India’s early childhood community, and now, today, I read about India’s education system whenever possible. 

            I have sent Sapna copies of my art and my reading book.  I am super interested in the response of the activities shared in both books.  While they are totally interactive, they are messy and somewhat out-of-the-box, at least I think so.  Sapna will have no difficulty in tweaking them to meet the needs of her students.  It is like a part of what I believe is in these books, and they are now on their way to India.  So, perhaps, without going to India (although I want to go and meet Sapna SO much), I have made a small impact.  Sapna and I have talked about bringing together our viewpoints into a workshop or book… how amazing would that be.

             My friendship with Sapna and my relationships with my colleagues have enabled me to become a better early childhood educator and a better individual.  I wondered how on-line learning would work, because I would never “see” my classmates.  Yet, in reality, I know my on-line colleagues in more depth than students who sat next to be in college.  Of course, within a matter of weeks, I have learned from Sapna in ways that I never understood existed.  Looking back with an open-mind, I realize that my perspective on much in the early childhood field has been altered through my classes at Walden.  I thought I was too old to return to school, too old to learn, and too set in my own ways… maybe change really is possible; I’m certainly proof of the pudding!

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.”