Research Around the World

I chose the website for the European Early Childhood Education Research Association (EECERA): http://www.eecera.org

What are some of the current international research topics?

I could not find any information about the current international research topics on the EECERA website.  However, I was able to see the issues that they are addressing in their journal: European Early Childhood Education Research Journal.  After clicking on the link for the “Back Catalogue” issues it took me to another website: http://www.tandfonline.com/loi/recr20#.VDDQGfldVp8

Some of the issues that the journal addressed were:

• The cycle of poverty
• Accessibility of EC programs
• Quality
• Equity
• Assessment

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

I was surprised by the lack of information the website.  Since I am not a member of the association, the information was very limited.  Furthermore, I could not access the full text of any of the journal articles since I am not a member.

What other noteworthy information did you find on this website?

I thought that it was noteworthy that the European Early Childhood Education Research Association “generates its own revenue, receives no external funding and thus ensures its independence” (2012).

References

European Early Childhood Education Research Association (2012). Links and partners. Retrieved from http://www.eecera.org/links/

Taylor & Francis Online (2014). http://www.tandfonline.com/loi/recr20#.VDDQGfldVp8

Research the Benefits Children & Families

Imagine that you possess the means and the knowledge to conduct research studies about any topic in the early childhood field. Imagine further that you are not restricted by the reality of the present. Imagine that your study will make a major positive contribution to the well-being of children and/or their families. What topic would you choose? What can you imagine the positive contribution(s) would be?

Technically this does not apply since it does not directly involve children, but I couldn’t think of anything else:  My concentration for this program is “Teaching Adults”.  Ultimately, I would like to teach young adults about the early childhood field and how to work with children effectively.  For this reason, if I would choose to research how adults learn.  I’m assuming that children and adults learn differently like most things that change with age.

My Personal Research Journey

The topic that I chose for my research simulation is resilience in children.  Specifically, I will be focusing on how to foster or promote resilience in children.  I am also interested in the factors or characteristics that lead to resilience.  Even though these are two topics, I think that it will be necessary to discuss the factors that lead to resilience in order to explain how to foster/promote resilience.  I chose this topic because I previously taught disadvantaged students at the elementary level.  The majority of these children were very resilient however, I have always been interested in understanding what makes some children more resilient than others.

So far, I have found a few resources on the topic of resilience in the following areas: previous studies involving high-risk children (children of substance abusers, children of alcoholics, and children living in poverty), a longitudinal study which demonstrated the protective factors that contribute to resilience, and promoting resilience.

Welcoming Families from Around the World

For this assignment, imagine the following scenario:

You are working in an early childhood setting of your choice-a hospital, a child care center, a social service agency.  You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon.  You want to prepare yourself to welcome the child and her family.  Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin.

The name of your family's country of origin: Indonesia

Five ways in which you will prepare yourself to be culturally responsive towards this family:

1. I would conduct research on the country of Indonesia, since I know nothing about this country.  This would include the culture, traditions, beliefs, languages, gender roles, values, and religions.
2. If the family does not speak English, I would provide or hire a translator for the family and the child.  The translator would also need to be able to transcribe any materials that need to be sent home, in the family’s home language.
3. Ensure that there are materials in the classroom depicting the child’s culture (posters, photos, books etc.).  If no materials are present purchase them.
4. Teach students about the child’s country of origin based on research previously conducted.
5. Before the child begins attending the program, arrange a meeting or home visit with the child and their family; have translator attend if necessary.

 A brief description describing what ways you hope that these preparations will benefit both you and the family.

I hope that these preparations will help the child and the family feel welcome and comfortable.  I also help that the preparations will enable the child to feel safe and secure in the program.

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Practicing Awareness of Microaggressions

Describe at least one example of a microaggression which you detected this week or remember from another time. In what context did the microaggression happen? 

This week, I was standing in line at a Starbucks and I overheard the following conversation between the employee and the customer, both females: 

Employee: "Did you want me to fill that up more?"

Customer: "No it's fine"

Employee: "OK, I just didn't want you you to think that I was trying to gyp you."

Later, while sitting at a table studying, at the same Starbucks, a young black man sat down at the table next to me.  I noticed that when the man sat down, the two female customers at the table on the other side of him leaned away from him and looked very uncomfortable.

What did you think and feel when you observed the microaggression or when you found yourself as the target of a microaggression?

Both of these microaggressions surprised me and I felt rather shocked when it happened.  The main reason that it surprised me was because all of the women were young, probably in their early 20's.  Unfortunately, I was exposed to racism and gender bias from a very young age because of my grandfather and great-grandfather.  For this reason, I was not expecting them to be so young.

In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people.

Before this week, I was not aware of microaggressions.  I have heard many racist and sexist comments in my life but I did not realize that we can unintentionally communicate hidden messages that "reflect a world view that is one of inferiority/superiority, inclusion/exclusion or in some sense reflect an oppressive belief" (Laureate Education, 2011).

Laureate Education, Inc. (Producer). (2011). Microaggressions in everyday life [DVD]. Baltimore, MD: Author.

My Family Culture

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you.  You decide to take three items that you hold dear and that represent your family culture.

The first item that I would choose to take with me would be my great-grandmothers ring.  My mother gave me this ring on my 18^th birthday.  This item is important to me because my mother, my grandmother, and my great-grandmother all wore it before me.  The second item that I would choose to take with me would be my box of family photographs.  I would choose these photographs because they represent my life and because it contains pictures of those that I have loved and lost over the years.  The third item that I would choose to take with me would be my box of Christmas ornaments.  My grandmother began a tradition with her first grandchild in which she would buy a Christmas ornament for each of her grandchildren.  Additionally, my mother also gave an ornament to me and my sister.  Each ornament has the year written on it and I can remember receiving most of them.  Unfortunately, my grandmother passed away suddenly several years ago but my mother continues the tradition to this day.  If, upon arrival, I was told that I could only keep one of these items, I would be devastated because they represent my family.  It would be very difficult to choose to give up any of these items but if I had to choose one item to keep, I would choose my box of photographs because they represent my entire family.

This assignment made me realize how important these particular items are to me.  It also made me realize how fortunate I am to have not experienced such a devastating event.  Finally, it made me realize how devastating this experience must be for refugees.

Week 6: Adjourning

Several years ago, before I finished my undergraduate degree, I worked at an elementary school as an instructional aide.  I worked in the after-school program with four other aides and we all became very close.  We worked very well together and we were a “high performing group” dedicated to helping the students in the program.  I worked there for four years until I finished my degree and I was offered a teaching position at another school. 

 This group was difficult for me to leave because we became “a very close knit group” and there was a “sadness at separating and moving on” (Abudi, 2010).  Additionally, after working together for so long we had developed norms or “recurring patterns of behavior or thinking that come to be accepted as the ‘usual’ way of doing things” (O'- Hair & Wiemann, 2012).  However, adjourning is an essential stage of teamwork, when the team makes it to that stage, because it provides a sense of closure. 

The closing rituals that I have personally experienced after working with a team or on a group project have included: celebrating by going out for lunch or dinner, saying thank-you, and saying goodbye but keeping in touch with my group or team members.  As for my colleagues in this program, they have varied from course to course.  However, I have appreciated their willingness to share their personal experiences and their feedback.

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

O'- Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.