Week 5

Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life.  Share at least 2 strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective.  Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict?

For the past few weeks, my husband and I have not been communicating well.  We are not disagreeing or having any major conflicts, just bickering a lot.  After reading about nonviolent communication, I realized that learning to communicate in this way could help us avoid the bickering.  According to the process of nonviolent communication, there are four components that we should use whether we are the speaker or listening: observing, feeling, needs, and requests.  Unfortunately, I think that I have a tendency to make an observation and jump to making a request without communicating my feelings or needs.  For this reason, the strategies that I need to use to improve my communication are expressing my feelings and my needs.  For example, after explaining what I am observing, I should express "how [I am] feeling in relation to what [I am] observing" (Rosenberg, 2003).  The next strategy that I should use is to communicate "the needs, values, desires, ect. that are creating [those] feelings" (Rosenberg, 2003).  

Rosenberg, M. B. (2003). Chapter one: Giving from the heart, the heart of nonviolent communication. In Nonviolent communication: A language of compassion. Retrieved from http://cnvc.org/Training/nvc-chapter-1

Week 4

For our assignment this week, I had to complete three evaluations which assessed my communication skills in the following areas: communication anxiety, verbal aggressiveness, and listening style. Next, I had to choose two people to use the same evaluations to evaluate my communication skills so I chose my husband and a friend and former co-worker, Sandra.  I received the following scores:

Communication Anxiety: 60, 64, 44
Verbal Aggressiveness: 62, 55, 64
Listening Style: Group 1 (all 3)

In the areas of verbal aggressiveness, the results of all three of the evaluations were the same: moderate and people-oriented.  The only thing that surprised me the most was that my listening style "can interfere with proper judgement because you tend to be very trusting of others" (Rubin et al., 2009).  I would not describe myself as a trusting person, at least not in my personal life.  Unfortunately, experience has taught me that very few people are trustworthy.

The first insight that I gained was that my communication anxiety varies depending on the situation.  For example, Sandra evaluated me as "mild" whereas the results for the evaluations conducted by my husband and I resulted in "elevated".  I have noticed that my communication style differs greatly when I am in a professional setting.  I have always had anxiety when I have had to speak publicly in a large group. However, early in my career, I noticed that when I am speaking to children or colleagues, my anxiety is greatly diminished.

The second insight that I gained from the evaluations is that my perception of my communication skills are pretty accurate.  I also found that the perceptions of my communication skills with others are what I expected them to be.

References

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.) (2009). Communication research measures II: A sourcebook. New York: Routledge.

Week 3

Do you find yourself communicating differently with people from different groups and cultures?  If yes, in what ways do you communicate differently?

I don’t think that I communicate differently with people from other cultures.  However, I do communicate differently with people from different groups.  I think that a lot of it has to do with my relationship to them.  For instance, I communicate differently with parents and co-workers than I do with my friends and family.

Based on what you learned this week, share at least three strategies you could use to help you communicate more effectively with the people or groups you have identified.

The first strategy that I could use to help me communicate with people from different groups or cultures is to “develop appropriate knowledge” (Beebe, Beebe, & Redmond, 2011, p. 104).  I need to learn more about the cultures that I work with in order to communicate more effectively.  The second strategy that I could use is to understand cultures differences.  For example, I was raised to be independent but some cultures teach their children to be interdependent (Gonzalez-Mena, 2010).  The last strategy that I could use to communicate more effectively is to be mindful when I am communicating with someone from a culture different from my own.  In order to do this, I need to “acknowledge that there is a connection between thoughts and deeds when you interact with a person from a background different from [my] own” (Beebe, Beebe, & Redmond, 2011, p. 108).

Resources

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

Week 2

For this assignment, I watched the reality television show, “Toddlers and Tiaras”.  I have never watched this show but I have seen a few commercials in the past.  This episode followed three girls, Rebecca (6 years), Meaghan (9 years), and Ava (2 years), all competing in the “Universal Royalty National Pageant” in Austin, Texas.  Additionally, the competition also includes a competition for adult women and all three of the mothers, Stacey, Phyllis, and Tanya, are also competing.

While watching the show on mute, I was able get the basic information, such as names, ages, locations, and parents’ names from the subtitles.  Based on the number of trophies, ribbons, sashes, and medals each girl has, they all appear to have experience competing in pageants.  The first contestant, Rebecca, is coached by her mother, Stacey, who appears to be serious but also friendly.  The second contestant, Meaghan, is also coached by her mother, Phyllis, who appears to be very serious and competitive.  I am assuming that she is competitive based on all of the coaching that she does while Meaghan is practicing.  The last girl, Ava, is coached by her father, David and her mother, Tanya, plays more of a supporting role.  David teaches Ava her routine, does her makeup and hair, and sews her costumes.  When the trophies are given out, all of the girls get different trophies and all of the parents, except for David, appear to be happy.  Without the sound on, it is difficult for me to understand why he appears to be so upset.  All of the parents appear to have good relationships with their daughters.  However, the relationship between Meaghan and Phyllis seems to be really competitive.  I was not able to detect any conflicts between the characters based on their non-verbal communication.  Except for David, I found it extremely difficult to try to read the feelings of the other cast members, based on their behavior, because they all just seem to smile a lot.

While watching with the sound on, I was not surprised that the assumptions that I made based on their non-verbal communication were mostly correct.  However, I do have to admit that I had preconceived notions about “pageant mothers” that were not correct.  I was expecting all of the mothers to be extremely competitive and for them to all be pushing their daughters really hard.  I had also assumed that all of the mothers would be former competitors but it was not mentioned and Phyllis was the only mother that appeared to be serious about their own competitions.  I do think that if I had watched this show in the past, my assumptions would have been more accurate.  Additionally, if I had been watching a show that I watch regularly, with characters that I already know about, my assumptions would have been based on the knowledge that I already have of those particular characters.

Final Blog Post

Three consequences of learning about the international early childhood field for your professional and personal development.

The first consequence of learning about the international early childhood field was learning about the high rate of child abuse in Belize by listening to the podcast with Delfena Mitchell.  Mrs. Mitchell is the director of Liberty Children’s Home in Belize which is a home for children that have suffered abuse or abandonment (World Forum Foundation, 2013a).

The second consequence of learning about the international early childhood field was learning about childhood poverty in China.  The number of children living in poverty is much higher in Western China than Eastern China.  As a result, many children in Western China are not receiving an education because their parents cannot afford to send them (Child Poverty Research and Policy Centre, n.d.).

The third and last consequence of learning about the international early childhood field was learning about the international resources that are available for professionals.  These resources include: the website for UNESCO (2013), the podcasts available on the World Forum Foundation (2013b) website, and the website of the Childhood Poverty Research and Policy Centre (n.d).

One goal for the field related to international awareness of issues and trends and the spirit of collegial relations.

One goal that I have for the field related to international awareness of issues and trends is to continue to be informed throughout my career.  After I complete this program, I hope to stay informed about the issues and trends in the field on both the local and international levels.

References

Child Poverty Research and Policy Centre (n.d.). Retrieved from http://www.childhoodpoverty.org/index.php?action=country

United Nations Educational, Scientific, and Cultural Organization (UNESCO). Retrieved from http://www.unesco.org

World Forum Foundation (2013a). Episode 3: Delfena Mitchell [Audio podcast]. Retrieved from http://ccie-media.s3.amazonaws.com/podcasts/WFR_03_DelfenaMitchell.mp3

World Forum Foundation (2013b). World forum radio. Retrieved from http://www.worldforumfoundation.org/world-forum-radio/

UNESCO

Share at least 3 new ideas or insights you gained about issues related to international early childhood education that relate to your professional goals from the UNESCO’s “Early Childhood Care and Education” webpage:

The first insight that I gained relates to my professional goal of continuing to work with low-income children and I found it in the section for the International Institute for Educational Planning (IIEP).  United Nations Educational, Scientific, and Cultural Organization (UNESCO) currently has a research project evaluating access to quality programs for children considered to be in vulnerable groups such as low-income children.  The project “will generate a powerful means of identifying factors that provide a more powerful explanation of the educational achievement levels of vulnerable groups of pupils” (United Nations Educational, Scientific, and Cultural Organization, 2013b, para. 7).

The second insight that I gained relates to my professional goal of learning how to manage an efficient early childhood program.  The UNESCO website provides training materials on management and supervision in the IIEP section.  The training modules include the importance of supervision, “roles and functions”, organization, managing staff, and many more (UNESCO, 2013a, para. 4).

The last insight that I gained also relates to my professional goal of managing a program.  I found a pamphlet in the IIEP section entitled “Preparation, Recruitment, and Retention of Teachers”.  While reading about teacher retention, I was surprised to learn that in the United Kingdom and the United States “30 to 50 percent of teachers leave within the first three to five years” whereas “rates in many other developed countries are low to negligible” (Cooper & Alvarado, 2010, p. 17).  Research has found that “the primary cause of teacher turnover rate seems to be due to poor or difficult working conditions” (p. 19).

References

Cooper, J. M. & Alvarado, A. (2006). Preparation, recruitment, and retention of teachers. Retrieved from http://unesdoc.unesco.org/images/0015/001520/152023e.pdf

UNESCO/International Institute for Educational Planning (2013a). IIEP training materials. Retrieved from http://www.iiep.unesco.org/capacity-development/training/training-materials/school-supervision.html

UNESCO/International Institute for Educational Planning (2013b). Strategies to improve access and retention of vulnerable students. Retrieved from http://www.iiep.unesco.org/research/equity-access-and-quality/improve-access-and-retention.html

Sharing Web Resources: Part 2

Follow some of the outside links that you have not yet explored. Where do they lead? Thoroughly search one area of the site. What do you find?

The Zero to Three website provides the following outside links:

1. The Early Head Start National Resource Center: http://www.ehsnrc.org/
2. Technical assistance for the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program: http://mchb.hrsa.gov/programs/homevisiting/ta/index.html
3. The National Training Institute (sponsored by Zero to Three): http://www.regonline.com/builder/site/Default.aspx?EventID=1185937

 I chose to search the Early Head Start National Resource Center website.  I then chose to search the area of the site “News You Can Use”   http://www.ehsnrc.org/Publications/newsyoucanuse.htm which provided an article from October 2012: “Supporting Early Math Learning for Infants and Toddlers”.  It was an interesting article about how early childhood professionals can identify and support early math learning for infants and toddlers.  For instance, object permanence supports math learning for infants because it involves change and time which are necessary components of math.

If you receive an e-newsletter, follow a link related to one of the issues you have been studying. What new information is available?

Since I signed up for the newsletter, “The Baby Monitor”, I have only received it once (in May) even though, according to the website, it is a bi-weekly newsletter.  After checking the website, I discovered that no other newsletters have been published since the one I received last month.  Perhaps they are taking the summer off?

The newsletter did provide information related to the issue of accessibility.  Specifically, in the state of New Mexico a new bill was signed into law in April 2013 that will provide $5.75 million dollars for Pre-K and $2 million for home visiting.

Does the website or the e-newsletter contain any information that adds to your understanding of equity and excellence in early care and education?

The website does contain a report, in the Public Policy section, which addresses the issue of increasing access to early childhood programs.  The report, “Expanding Access to Early Head Start: State Initiatives for Infants and Toddlers” (2012) details that “despite difficult economic time, 23 states have at least one initiative that builds on the federally-funded [Early Head Start] program” (Colvard & Schmit, 2012, p. 5).

References

Colvard, J. & Schmit, S. (2012, September). Expanding access to early head start: State initiatives or infants and toddlers at risk. Center for Law and Social Policy-ZERO TO THREE. Retrieved from http://www.zerotothree.org/public-policy/pdf/expanding-access-to-ehs-paper.pdf