Week Eight - Reflections

This last eight weeks has flown by, and I believe I have begun to conquer most of my fears about returning as an older learner.  I still have some procrastination issues to work on, but they are not nearly as bad as when I was 20!  Thanks to all my classmates and Dr. Dartt for helping to get me off on the right foot.  I hope to see all of you in a week or so in the next class.

Leigh

Ethics in Early Childhood

For this week's blog post, we were asked to choose three ideals from the either the NAEYC or the DEC's Code of Ethics, and talk about why they are important to us personally.  I have chosen mine from the NAEYC Code of Ethics, however, I could not choose only three because when it comes to the ideals stated under "Ethical Responsibilities to Children" there were four that were equally important to me.  I also chose one from "Ethical Responsibilities to Families", and one from "Ethical Responsibilities to Colleagues".

ETHICAL RESPONSIBILITIES TO CHILDREN

I-1.8- To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities

I-1.9-To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

I-1.10- To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program.

I-1.11- To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.

These four ideals encompass the range of my work for the last 20 years.  There is still much work to be done to assure adequate inclusion opportunities for special needs children.  The United States is a country made of immigrants, and so it stands to reason that the multitude of cultures that exist in our society will continue to need to be addressed in the early childhood field for years to come.  I will continue to be an advocate for inclusion and recognition of diversity throughout my career in the field.

ETHICAL RESPONSIBILITIES TO FAMILIES

I-2.2- To develop relationships of mutual trust and create partnerships with the families we serve.

As professionals there are many ethical responsibilities to families and choosing one is difficult.  However, I believe developing mutual respect and trust is the basis of all positive future interactions.  Making families feel heard and appreciated is a skill all professionals need to learn.

ETHICAL RESPONSIBILITIES TO CO-WORKERS

I-3A.2-To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.

I have written about the importance of collaboration with other professionals in the application for this week.  It is not only important to share resources, but to find ways to avoid duplication of services so that funds are used wisely and families are not overwhelmed with people coming into their lives unnecessarily.  Collaboration also means letting go of territoriality and keeping the best interest of the child/family front and center.  Unfortunately, I have worked in situations where one agency felt they were competing for numbers with mine.  Until the day arrives where we have no more families in need, children at-risk, poverty, and hunger, there will be room at the table for those who wish to help.  It is my opinion that we need to hold each other up as professionals, listen when needed and, give advice when asked.

Reference

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Early Childhood Studies Resources

Videos

Laureate Education, Inc. (2010) The resources for early childhood. Baltimore: Author

Articles

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. From http://www.naeyc.org/files/naeyc/file/positions/dap

NAEYC. (2009). Where we stand on child abuse prevention. From http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

NAEYC. (2009). Where we stand on school readiness. From http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

NAEYC. (2009). Where we stand on responding to linguistic and diversity. From http://naeyc.org/files/naeyc/file/positions/diversity.pdf

NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective accountable system in programs for children birth through age 8. From http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

NAEYC. (2009, April). Early childhood inclusion: A summary. from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSUMMAR _A.pdf

Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler agenda. From http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snpashot, No. 33) From http://community.fpg.unc.edu?sites/community.fpg.unc.edu/files/imce/documents/FPG_Snpashot_N33_EvidenceBasedPractice_09-2006.pdf

Turnbull, A., Zuna, N., Hong, J.Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010) Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.

UNICEF (N.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the child. From http://www.unicef.org/crc/files/Rights_overview.pdf

Holfester, C. (2015). The Montessori Method. Research Starters Education, p 1-1, 12p. Retrived from https://www/ebscohost.com/academic/research-starters-education

Gichuru, M., Riley, J., Robertson, J., et al. (2015). The perceptions of head start teachers about culturally relevant practice. Multicultural Education. Vol.22 Issue 2, p46-50. 5p. Retrieved from http://www.worldcat.org/title/multicultural-education-the-magazine-of-the-national-association-for multicultural-education/oclc/27667643

Michael-Luna, S. (2013) What linguistically diverse parents know and how it can help early childhood educators: A case study of a dual language preschool community. Early Childhood Education Journal. Vol.41, p447-455. 9p. d.o.i. 10.1007/s10643-013-0574

Websites

World Forum Foundation

http://worldforumfoundation.org/wf/wp/about-us 

World Organization for Early Childhood Education

http://www.omep-usnc.org

Association for Childhood Education International

http://acei.org/

National Association for the Education of young Children

http://www.naeyc.org/

The Division for Early Childhood

http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers and Families

http://www.zerotothree.org/

WESTED

http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter

http://www.hepg.org/hel/topic/85

FPG Child Development Institute

http://www.fpg.unc.edu

Administration for Children and Families Headstart's National Research Conference

http://www.acf.hhs.gov/programs/opre/hsrc/

HighScope

http://www.highscope.org/

Children's Defense Fund

http://www.childrensdefense.org/

Center for Child Care Workforce

http://www.ccw.org/

Council for Exceptional Children

http://www.cec.sped.org./

Institute for Women's Policy Research

http://www.iwpr.org/

National Center for Research on Early Childhood Education

http://www.ncrece.org/wordpress/

National Child Care Association

http://www.nccanet.org/

National Institute for Early Education Research

http://nieer.org

Pre[K]Now

http://www.pewstate.org/projects/pre-k-now-328067

Voices for America's Children

http://www.voices.org

The Erikson Institute

http://www.erikson.edu/

The National Institute for Play
http://nifp.org

Alliance for Childhood
http://www.allianceforchildhood.org/play_resources

Life is Good Kids Foundation
content/lifeisgood/playmakers/

Professional Journals

YC Young Child

Childhood

Journal of Child and Family Studies

Child Study Journal

Multicultural Education

Early Childhood Education Journal

Journal of Early Childhood Research

International Journal of Early Childhood

Early Childhood Research Quarterly

Developmental Psychology

Social Studies

Maternal & Child Health Journal

International Journal of Early Years Education

Quotable Quotes from the field of Early Childhood

"We really need to change that historic dichotomy of cognition on the one hand, emotions on the other hand, and realize that our emotions are the fuel that gives rise to social behavior but also to different levels of intelligence,” Stanley Greenspan 

"Having a predisposition to learn from their repeated interactions with families and community leaders about beliefs and values regarding disability, early intervention, and participation in other social service systems will increase the EI provider's capacity to respond to individual family and child needs in a respectful,meaningful, and empowering way."  

R. Banks, R.Santos, V.Roof, (2003) Discovering family concerns, priorities and resources:Sensitive family information gathering Young Exceptional Children

 In the video The Passion for Early Childhood (Laureate, 2010), Louise Derman-Sparks speaks about her observations of how this field affects the adults. "I've seen the wonderful impact using what I call the 'anti-bias' approach has, not only on the children, but on the teachers who have to figure out who they are and understand themselves and uncover their own discomforts and misinformation.  So I see adults finding their voice and as a result of doing this work, its like they reclaim and heal the things that happened to them in their childhood that maybe no one had helped them work with when they were younger." Laureate Education, Inc.(2010) The Passion for Early Childhood. Baltimore, MD: Author

In the video The Passion for Early Childhood (laureate, 2010), Renatta Cooper says the following about her passion for the field. "I see early childhood education, all education, as a civil rights issue because what we think about in relation to childhood, a childhood that leaves you ready for optimum life experiences, a childhood and education context for experiences throughout your life cycle that opens up the world to you.  It gives you the tools you need to ask questions and investigate things.  Those are the things that I want for all children.  A lot of this work is equity work as far as I am concerned."Laureate Education, Inc. (2010) The Passion for Early Childhood. Baltimore, MD: Author

"When you are dealing with a child, keep all your wits about you, and sit on the floor"
                                                                                             ---Austin O'Malley, 1915

Lesson Three - Personal Childhood Web

This week in our class, Fundamentals of Early Childhood, we have been looking at children and the relationships that nurture them.  In order to help me think about the relationships that nurtured me as a child, I have been asked to post my Personal Childhood Web.  This web will highlight five people who were significant in my care and who nurtured and loved me in different ways.

Honey and I, the day after my birth, June 14, 1962

Judy "Honey" Belyeu: Honey is my mother.  I began calling her Honey as a small child because I heard other people using that name as an endearment.  Today her grandchildren and close friends use this name as well.  My parents divorced when I was a baby and Honey raised me with assistance from her parents.  She was 18 years old when I was born, but with the help of her family was able to complete college in three years so that she could provide for us.  Honey grew up in the 40s and 50s in Monroeville, Al, neighbors of the author, Harper Lee.   She was exposed to the racist, segregationist mindset portrayed in "To Kill a Mockingbird" (Lee, 1960) from birth, yet was able to leave that behind and raise me to be tolerant and appreciative of differences.   I have worked successfully in the field of Early Intervention due to her influence and example.  She loves me despite my flaws and I am so grateful for her support, which to this day she gives freely.   It is easy to take for granted a family's love and support.   I often did in my teens and twenties.  Maturity has taught me to be grateful for the bond that we have and for all that she has given me.

Gracie and I in Calloway Gardens, Ga, circa 1963

Grace Bradley Williams: "Gracie" to me, was my maternal grandmother.  I lived with her and my grandfather on and off for my first three years of life, while my mother completed her undergraduate degree.  My mother was an only child and therefore I was an only grandchild.  To say I was spoiled by my grandmother would be an understatement.  My favorite example is that she established the tradition of giving me a gift on her birthday, because it was my half- birthday (she was born on December 13, I was born on June 13).  Gracie was a wonderful cook.  My grandparents owned a cafe in Monroeville in the late 1940s. It makes my mouth water to hear my mother talk about the food they served and Gracie would prepare these dishes for our family on a weekly basis.  She taught me to bake which inspired my love of cooking. Gracie was very fashionable and made sure that I was well clothed as well.  I do still love beautiful clothes, but have curbed my shopping habit of late.  While she was not thrilled with having a pregnant teenage daughter, she came around after my birth and provided invaluable support to my mother and me until her health failed.  Then we were able to complete the cycle by caring for her until her passing.

Grandaddy and I in his recliner where we ate oranges

James Hiram Williams: "Grandaddy" to me, was my  maternal grandfather.  Grandaddy was the only male figure in my life until age 6.  He was a very hard worker and so I did not spend as much time with him.  Our special routine consisted of my climbing up in his lap and sharing an orange while we watched the Lawrence Welk Show.  He passed away of cancer when I was 11 years old, but I still think about him every time I take the first bite of an orange. He was in on the spoiling as much as my grandmother.  The only time I was ever spanked was by him, because I would not stop spitting watermelon seeds on the floor.  I know he did not spank me hard, but I put up such a fuss that he never spanked me again.  A few days before he passed away, he asked my mom to go buy me a new china doll for my collection.  This was his way of showing his love for me until the very end.

June and Leldon Jones, 2013

June Jones: June is my "other mother".  When I started elementary school I needed after-school care and my mother found the Jones for me.  I stayed with them after school and in the summer from first through ninth grade, and even on occasion beyond, even though I was old enough to be home alone.  June was married and had two daughters, Kaye and Lynn. Kaye and I share a birthday and she is a year younger.  Lynn is three years older.  This family taught me how to interact with others in that way that siblings teach each other.  My mother never re-married, so they were my model for a healthy, loving marriage.  June did all the things my mother did not; cooked, took us kids to the creek and the barn and the pool.  Summers were the best.  We would stay out all day riding bikes and playing with other kids in the neighborhood.  I was exposed to a different protestant religion through them as well.  My mother did not attend church and so I went to the Methodist church with my grandparents on holidays and special occasions. With the Jones' I attended the Church of Christ vacation bible school and occasionally Sunday or Wednesday services.

Leldon Jones: Leldon really is the primary father figure in my life.  My grandfather was always working and busy. Leldon was a postman would let us drive his three-wheeled U.S. Postal vehicle around the block when he came home at lunch. He taught me about growing your own food and gave me an appreciation for fresh caught fried bass and quail.  He is kind and good and loved dearly by all who know him.  I always thought he looked like Dean Martin and would kid him about it.  There are no words to sufficiently express my gratitude for their continued love and support.

Lesson 2 - What inspires me

This drawing, done by my 14 year old son Nicholas (when he was 3), hangs in my home office.  He drew the picture and his teacher wrote the title as instructed by Nick.  I love this drawing because it showed that at an early age he had self-confidence and was a happy, well adjusted child.  I am proud to report that he remains so to this day.   I did not have that kind of self confidence as a child, a teenager or a young adult.  On those days when I am feeling unsure of myself, I have only to look at this drawing for hope and inspiration.

The following is one of my favorite quotes pertaining to my work with young children and families that  reminds me on those tough days why I persevere.

 

"A hundred years from now it will not matter what my bank account was - the sort of house that I lived in - or the kind of car I drove...But the world may be a different place because I was important in the life of a child!"   Anonymous

 

This week has involved reflection about not only my professional development, but childhood issues that have unconsciously influenced my interactions with families with young children.  I am the only child of an only child, who was also a single mother in the early'60s.  She had her parents to help with me, but they were not always supportive of who she was.  Watching her overcome her upbringing and the sense of right and wrong that she imparted to me, created an empathy that has served me well.  I did have to learn not to become over involved with some families.  A colleague whose degree is in counseling helped me to realize that I was not empowering families by doing everything for them.  From that point I have worked to give families the tools that they ask for in order to be supportive.

I am certain that there will be more inner discoveries through this academic journey...so stay tuned!

Lesson 1 - A Visual Introduction

This picture was taken of my mother and me circa 1965 when we lived in Monroeville, Al ( the home of Harper Lee who lived next door to my mother when my mother was growing up).

This is us more recently ( I am the taller of the two now!).  My mother brought me to the field of Early Childhood and is my role model for always putting family's and children's needs first.

And these three young men were given to me to lead and teach and love.  This photo was taken at my oldest's ( on the far left) graduation from college two years ago.