“Researchers in every discipline have been guided by explicit ethic guidelines and therefore exist numerous examples of children and/or families who have benefited from high quality ethical research” (Laureate, 2011). In this blog, I will share some of the findings that encourages me to think about such positive examples of research.

Research has proven to be a beneficial tool for many a children and their families in and outside of the early childhood field. By definition, we know that research is careful, diligent, and thorough searching for the purpose of finding and explaining new information.

A few days ago I came across an article concerning children that spark some interest. Working with children with special needs and trying to normalize them with typical children was something that I had been working on for quite some time. Within the article, tips were given as to how to go about doing that. The author stated, “Fair isn’t everybody getting the same thing. Fair is everybody getting what they need in order to be successful” (Martinez, 2018). I would agree with this statement. Although each child is seen as individual finger prints, they should be treated and taught in equality and in justice.

As professionals and teachers, we have to make “accommodations to support a child’s individual strengths and needs” and “all children deserve this type of individualization” (Martinez, 2018). She further says, “When getting to know children well, consider their individual differences” (Ibid, 2018). After much research, she pointed out some important things to consider when individualizing children.

• “Gender: Gender influences children’s behavior and your own expectations. Help children understand that your classroom is a place to explore freely.
• Interests: Practice to nurture children’s interests. This conveys the message that you value what is important to them and helps them gain new skills and confidence.
• Culture: Talk to families about their own unique child-rearing practices and beliefs to avoid assigning cultural labels based on ethnic, racial, and religious identification. Consider each family’s beliefs, values, and practices and how they might influence how the child thinks and interacts with others.
• Children with Disabilities: The ultimate goal for children with disabilities is the same as for children without disabilities—to give them full access to the curriculum and to help them develop and learn as much as possible” (Martinez, 2018).

This is a perfect and basic way of conceptualizing how to apply individualization to the classroom. Without research, trail and error, and results, this information would not prove itself valid.

Resources:

Martinez, C. (2018). Teacher Strategies: Individualizing to Include All Children. Retrieved on May 23, 2020 from https://teachingstrategies.com/blog/9-tips-responsive-teaching/

The journey continues… where to next? As one chapter ends another begins. Over the last week, I’ve learned to identify and focus on gaining information that will help me understand my topics better. My main topic was Social-Emotional Development within the early childhood field amongst children. After breaking this down into subtopics, the topic I chose to focus on was Individualizing Students by allowing children to see other students differently based on the characteristics of each child.

I chose this topic because I feel there is a deeper meaning to having children see their peers from their point of view. Not being judged or bullied based on outward appearances. Many times, parents and children lose themselves within the confines of their own classroom. Some are pushed on the outskirts because of their differences and uniqueness. This causes a downfall of a child’s social-emotional development. Students need that support not only from their family but their peers as well.

I hope to learn more about how individualizing students will help not only the children but also the teachers. I know that research can be exhausting and extensive, but with the right guide, information will be gained and results will be made.

During the past few weeks, I’ve created and strengthened bonds with my peers and will continue to grow these bonds of collaborative learning in my community. As I have listened to and researched and a rave information from various websites I’ve began to foster and share my professional growth and journey with you.

As I embark on a new journey, I’d like to take a minute to reflect on how these resources have enriched my professional development and how you’ve supported me along the way. for starters, I was unaware of the amount of information that was made very early available internationally in regards to issues and trends of early childcare and education. One organization I found most interesting was The Hunger Project. Just knowing that they are vision and mission is to provide every man woman and child opportunity to “live a healthy” life and that they are committed to ending world hunger (Empowering People to End Their Own Hunger, 2020).

However, there were many consequences of learning about the international early childhood field. (1) They really have it a lot worse than we do. They depend on foreign and domestic organizations to help them live a better life. (2) They do not have the same amount of resources that we do educationally. (3) Even though we, in the United States, are separated by millions of miles and see, we have the same issues, trends, and concerns that they do internationally in early childcare. Lastly, (4) knowing that this is going on around the world seems to put a greater burden on educational professionals that want to make a difference in their community and also around the world.

One way I feel that I can make a difference is to make this issue known to those in my field. Getting others involved, whether by donating their time, money, or spreading the word is greatly important. We need to make others aware of what’s going on. This is something that should not be overlooked. I do appreciate all of you for accompanying me on this journey. I appreciate your comments, Responses, and encouragement as it pertains to my posts. Blogging is something new for me. It’s something that I think can make a difference to those that read it. Your feedback and whomever reads and listens to this is important and well received. Let’s encourage one another to create great memories and let’s leave that imprint for the next generation to follow.

Resources:

Empowering People to End Their Hunger. Retrieved April 26, 2020, from http://www.thp.org

“Cultivating mutually fulfilling professional relationships with colleagues is a process that provides opportunities to share hopes and dreams, brainstorm relevant questions, share information, and support each other in times of professional challenges” (Laureate, 2011).

Over the last few weeks, I’ve shared my thoughts about excellence and quality, professional and personal goals, and how each have an affect on early childhood education. I’ve realized that change isn’t a natural element of individual growth; but that part of the growth of any professional. I, as any person, will continue to change due to the circumstances in our environment; but we have to look beyond those challenges and explore new ideas, meet new people, and reflect on new experiences. As Mahatma Gandhi once said, “We must become the change we want to see.”

Some issues that were raised and discussed over the last few weeks were the dynamics of concerns in our own communities. A few of these concerns were issues regarding quality and early childcare; and how educators and professionals are challenged with are language barriers, family accessibility to resources, and getting quality care for the families that have low income levels and are considered in poverty. In our county, Rockdale provides information and resources through the county’s Health Department as well as the DFCS (Department for Family and Children Services). These two departments provide classes for those that need English as a second language. They have translators for those that do not speak English, so that the needs of the families can be properly met.

With all the information researched and information gained throughout the last several weeks, it has allowed me to see my professional goals and aspirations in a new light. I now am inclined to want to do more to help those who aren’t able to get the high-quality child care they wish to attain. I “need to take more assertive steps” in terms of being a educational professional (Laureate, 2011). I’d like make available a varied of opportunities like hold ESL classes for those that wish to learn English as a second language. Provide workshops for families that are in need of services in accessing resources; and providing quality care for the inclusive, as well as the non-inclusive (Castle, 2009). I do, one day wish to own my own facility.

I am looking forward to the upcoming weeks. I look forward to exploring more options and organizations that will increase my knowledge as a person and professional in the early childhood educational field.

Resource:

Castle, K. (2009). What do early childhood professionals do, dimensions of early childhood, 37 (3), 4-9.

Laureate Education, Inc. (Executive Producer). (2011). issues and trends in the early childhood field: excellence and equity of care and education for children and families — Part 3. Baltimore, MD: Author.

“When it comes to early care and education, all families want to have access to the best quality available. It is troubling, however, that this reasonable, understandable, and justified desire for equitable access still remains out of reach for a great number of families in this country” (Laureate, 2011). However, in order to understand, we must define the following as it pertains to education. “In education, the term equity refers to the principle of fairness. While it is often used interchangeably with the related principle of equality, equity encompasses a wide variety of educational models, programs, and strategies that may be considered fair, but not necessarily equal” (Education Reform, 2016). Excellence, can be described as, a “fact or state of excelling; superiority; eminence” (Dictionary, n.d).

A few months ago, I began researching and exploring websites that focused on local and global issues in early childhood. Save the Children, one of the many sites I come across had a mission and founded their believes on “improving the lives of young children and their families worldwide” (Laureate, 2011).

In recent research, I came across an organization, Children’s 1st, who’s mission is to “identify children who are at risk for poor health and developmental outcomes, so that needed interventions can be made to ensure the optimal health and development of the child” (Children’s 1st, n.d.). Children’s 1st provides developmental guides, services, and community-based resources.

In contrast to other organizations, Save the Children, does not contain much information that adds to my understanding of equity and excellence in early care and education. “Early childhood development is an investment for life. But in countries where poverty, armed conflict, natural disasters, and HIV and AIDS threatened a child’s family and community support structures, Early Childhood Development (ECD) programs sell them take priority” (Save the Children, n.d.). They do, however, various programs that encourage children to participate in their programs. In comparison, these children are more likely to “enroll in school, plan their families, become productive adults, and educate their own children” Save the Children, n.d.).

With all the information gathered, researched, and examined; its amazing to know you never stop learning. I’ve learned so much about other companies and organizations that provide resources and opportunities for educational excellence and equity. With all the issues, trends, barriers, and inaccessibility, it’s reassuring to know that organizations like Save the Children, Children’s 1st, NAEYC, Office of Care all are doing something to promote change.

Resources:

Children 1st. (n.d.). Retrieved April 11, 2020, from https://dph.georgia.gov/children1st

Education Reform: Equity. (2016, April 4). Retrieved April 11, 2020, from https://www.edglossary.org/equity/

Excellence. (n.d.). Retrieved April 11, 2020, from https://www.dictionary.com/browse/excellence?s=t

Laureate Education, Inc. (Executive Producer). (2011). Issues and trends in the early childhood field: Excellence and equity of care and education for children and families—Part 2. Baltimore, MD: Author.

Over the last several weeks I’ve studied many websites to various organizations related to early childhood. However, amid the chaos and this COVID-19 pandemic, most, if not all, are pulling together to help keep children, families, and educators safe. Save the Children has posted resources “by providing tools and tips you can trust for parents, caregivers, teachers and all those who care about children in crisis” (Save the Children, 2020).

“Across America, school districts are making the difficult decision to close due to Coronavirus. An unintended consequence for kids is losing valuable learning and instruction time” (Save the Children, 2020).

In collaboration with No Kid Hungry, they are providing “vulnerable kids with nutritious food and teaching their families how to cook healthy, affordable meals” (No Kid Hungry, 2020). “With each day, the risks to the psychological impact the Coronavirus pandemic can have on children grows. Children living in quarantine or possibly being separated from their families are especially vulnerable” (Save the Children, 2020).

With the understanding of how economists, neuroscientists, or politicians support positive social change through the early childhood field; Save the Children work effortlessly and untiringly to “keep children healthy, safe and protected. With each day, the risks to the psychological impact this pandemic can have on children grow. Children living in quarantine or possibly being separated from their families are especially vulnerable” (Save the Children, 2020).

“As the Coronavirus continues to impact communities across the world, it is essential to ensure that the health, safety and psychological well-being of children are protected” (Save the Children, 2020).

Resources:

No Kid Hungry. (n.d.). Retrieved March 27, 2020, from https://www.nokidhungry.org/

Save the Children. (n.d.). Retrieved March 27, 2020, from https://www.savethechildren.org/