Early Childhood care and education is receiving more and more attention on the national level. Many organizations like the National Center for Children in Poverty, Children's Defense Fund, and others are working continuously on making better lives for children and families. They do this by promoting the benefits of good health, education, and overall well-being for children. Through their research, data is reported to states to help develop policies and laws affecting the early care and education of children.
One strategy that I think that is being used is to promote school readiness in children. Various research has proven that children who are school ready, have fewer academic, emotional, and behavioral problems. They achieve more later in life and become an asset to their communities. Organizations and advocates are promoting school readiness by the development of early learning standards. These standards say exactly what a child should know and be able to do within an age range. Although I am not in favor of "cookie cutter" child care programs, I am in favor of having a strong basis on which to begin the work in early childhood education. I am not in favor of dictating how the standards should be met or a mandated curriculum. By allowing teachers to develop their own lessons and activities, he/she will be able to meet the individual cultural, and academic needs of her/his students. I do not think that all children from all demographic areas learn the same way. When I visualize using standards, I think of traveling on a journey. If you have no plan or map, you will drive around aimlessly not getting anywhere. The same is true for teachers in an early childhood classroom. The standards present a plan from which they can develop a path for the journey.
In Louisiana, early learning standards have been developed and child care programs are starting to be trained on them. By 2015 all early learning programs including public PreK, Head Start, and private child care will be mandated to use these standards. I do think this is a good idea. All programs will be working from the same plan so that the end of the journey is school readiness. Not all children will follow the same path in getting there but the end result should be school readiness.
Saturday, November 30, 2013
Thursday, November 14, 2013
Parent, Family, and Community Engagement
When I heard the stories from parents in Head Start, I could not help but think how rewarding it must be as a Head Start staff to hear what a difference you made in families' lives. How professionally and personally rewarding to know that you were responsible for some one's success in life.
Involvement in Head Start has allowed many parents to accomplish things that they did not think they were capable of doing. Head Start empowered them to put themselves on committees and Parent Councils. By taking these steps, many parents gained self-esteem and realized that they were worth more than they thought possible. Once their self-esteem was raised, many went to school and obtained degrees. I am always touched by the many stories I hear from teachers in my local Head Start centers. They are very similar to the stories on the website. They began as parents with no education, no money, and no hope. Now they have education, and a rewarding profession where they make a difference in families and children. By allowing so much parent involvement, Head Start is also creating that much needed bond between parent and child. Parents are the first and most influential teachers a child has and Head Start understands that children will develop to a higher level with the parents' involvement.
The value of hearings these stories is priceless. Unfortunately, I do not think enough of the public, policy makers and/or government officials hear these stories. I have been in the early childhood field for 26 years. I knew nothing about Head Start until 6 years ago when I started working for the state. I was almost ashamed that this very advanced, effective program existed and I knew nothing about it. What stands out most for me is that these stories are not just some parents they chose to put on a website. I can go into any Head Start center in my surrounding region and hear the same stories. That is when you know a program has truly reached its goals in parent involvement. However, I know that they want to do more and they have to work to ensure this goal is continued.
Parent involvement is absolutely necessary in all strands of service in the early childhood field. In the child care strand, parents think involvement means showing up for holiday parties or bringing any supplies needed. They do not think of themselves as partners in their child's development. Especially in private child care, parents feel like they are paying you to teach their child and they should not have to do anything. We must continue to advocate for a change in this mindset.
Involvement in Head Start has allowed many parents to accomplish things that they did not think they were capable of doing. Head Start empowered them to put themselves on committees and Parent Councils. By taking these steps, many parents gained self-esteem and realized that they were worth more than they thought possible. Once their self-esteem was raised, many went to school and obtained degrees. I am always touched by the many stories I hear from teachers in my local Head Start centers. They are very similar to the stories on the website. They began as parents with no education, no money, and no hope. Now they have education, and a rewarding profession where they make a difference in families and children. By allowing so much parent involvement, Head Start is also creating that much needed bond between parent and child. Parents are the first and most influential teachers a child has and Head Start understands that children will develop to a higher level with the parents' involvement.
The value of hearings these stories is priceless. Unfortunately, I do not think enough of the public, policy makers and/or government officials hear these stories. I have been in the early childhood field for 26 years. I knew nothing about Head Start until 6 years ago when I started working for the state. I was almost ashamed that this very advanced, effective program existed and I knew nothing about it. What stands out most for me is that these stories are not just some parents they chose to put on a website. I can go into any Head Start center in my surrounding region and hear the same stories. That is when you know a program has truly reached its goals in parent involvement. However, I know that they want to do more and they have to work to ensure this goal is continued.
Parent involvement is absolutely necessary in all strands of service in the early childhood field. In the child care strand, parents think involvement means showing up for holiday parties or bringing any supplies needed. They do not think of themselves as partners in their child's development. Especially in private child care, parents feel like they are paying you to teach their child and they should not have to do anything. We must continue to advocate for a change in this mindset.
Tuesday, November 5, 2013
Quality Programs for all Children
I really do not think that public opinion of early childhood care and education in the next five years will change if there is no change in parent education. Over the past decades, we have seen an increase in children attending early childhood programs. For most of these working parents, they see these programs as babysitters with an added perk of learning outcomes. I am not trying to be skeptical but I am basing my opinion on what I have seen in the past 5 years. There are numerous research articles about the benefits of quality early childhood programs, but early childhood professionals read them. There is information about brain development and the science behind it from the Center on the Developing Child. Usually early childhood professionals receive the online newsletters.
My point is that I have worked for the QRS program in Louisiana since the inception. We have worked with private child care centers educating them on the benefits of quality early childhood. They have worked to improve their interactions with children, increased the professional development of staff, and learned the benefits of relationships in the brain development of infants. They have worked to implement requirements for a high star rating in QRS. For the most part, we have turned the child care providers into believers. They see the positive results. However it is so disheartening to hear about a 4 star center having to close down because they do not have enough children enrolled. Worse than that for me is to see a 1 star center or no star rating center have a waiting list and other higher star centers that can barely pay their bills.
The bottom line is that parents have not understood the research, nor have they bought in to the concept of quality. In their eyes, they still just need a place for their child to go during the day. I had a preschool for children ages 3 -5 for 15 years. In 2001, my parish piloted the LA4 Prek program in public schools. By 2004, I had closed my doors. I actually had parents tell me that their children will never get at these school programs what they received from me but it was free and it did not really matter because it was just "daycare". These were parents who had their second and third child with me.
We as early childhood professionals can continue to advocate as I always do, but until we get parents to understand the benefits to quality care and education, we may not have much influence on policy makers. After all, these children belong to these families. If politicians are not hearing them advocate, they probably think that families do not find this situation important. Unfortunately I think that is true. I would like to advocate for more parent education so that they can understand the long-term outcomes for children who were cared for in quality systems.
My point is that I have worked for the QRS program in Louisiana since the inception. We have worked with private child care centers educating them on the benefits of quality early childhood. They have worked to improve their interactions with children, increased the professional development of staff, and learned the benefits of relationships in the brain development of infants. They have worked to implement requirements for a high star rating in QRS. For the most part, we have turned the child care providers into believers. They see the positive results. However it is so disheartening to hear about a 4 star center having to close down because they do not have enough children enrolled. Worse than that for me is to see a 1 star center or no star rating center have a waiting list and other higher star centers that can barely pay their bills.
The bottom line is that parents have not understood the research, nor have they bought in to the concept of quality. In their eyes, they still just need a place for their child to go during the day. I had a preschool for children ages 3 -5 for 15 years. In 2001, my parish piloted the LA4 Prek program in public schools. By 2004, I had closed my doors. I actually had parents tell me that their children will never get at these school programs what they received from me but it was free and it did not really matter because it was just "daycare". These were parents who had their second and third child with me.
We as early childhood professionals can continue to advocate as I always do, but until we get parents to understand the benefits to quality care and education, we may not have much influence on policy makers. After all, these children belong to these families. If politicians are not hearing them advocate, they probably think that families do not find this situation important. Unfortunately I think that is true. I would like to advocate for more parent education so that they can understand the long-term outcomes for children who were cared for in quality systems.
Saturday, November 2, 2013
Week 1 Public Policy and Advocacy
Why did you choose this specialization?
I have been working for state government for the past six years in the Child Care Quality Rating System. I ran my own child care center for many years and never knew all what was involved in policy making in government. After working in this government capacity, I want to know more about public policy and advocacy involving children and families. My work has sparked my interest and I now I am interested in gaining more knowledge so that I can move forward in the early childhood field. Children are helpless in speaking for themselves nor does our society value their opinions. I want to be a voice for children in my community.
Why are advocates essential in the early childhood field?
As I stated above, children do not have a voice so they need others to be a voice for them. Many other groups advocate on behalf of themselves. Children do not have the power to do that. Our society does not value children and their knowledge of issues affecting their lives. Others like early childhood professionals have to step in and take a stand for children. They have the knowledge and the passion for the future of children and are called to advocate on their behalf. Our society as a whole does not understand the importance of early childhood and the impact that quality early childhood programs have on the future of a community. There is more work being done to promote children rights, but more needs to be done and continued.
What do you hope to learn about public policy and advocacy?
I know at this point I am unsure about everything involved in public policy and advocacy, but I have very general goals that I am sure I will refine as I gain more information.
1. To learn how funding streams affect our early childhood programs.
2. To learn how advocacy affects early childhood policies.
3. To understand policy making in the early childhood field.
I have been working for state government for the past six years in the Child Care Quality Rating System. I ran my own child care center for many years and never knew all what was involved in policy making in government. After working in this government capacity, I want to know more about public policy and advocacy involving children and families. My work has sparked my interest and I now I am interested in gaining more knowledge so that I can move forward in the early childhood field. Children are helpless in speaking for themselves nor does our society value their opinions. I want to be a voice for children in my community.
Why are advocates essential in the early childhood field?
As I stated above, children do not have a voice so they need others to be a voice for them. Many other groups advocate on behalf of themselves. Children do not have the power to do that. Our society does not value children and their knowledge of issues affecting their lives. Others like early childhood professionals have to step in and take a stand for children. They have the knowledge and the passion for the future of children and are called to advocate on their behalf. Our society as a whole does not understand the importance of early childhood and the impact that quality early childhood programs have on the future of a community. There is more work being done to promote children rights, but more needs to be done and continued.
What do you hope to learn about public policy and advocacy?
I know at this point I am unsure about everything involved in public policy and advocacy, but I have very general goals that I am sure I will refine as I gain more information.
1. To learn how funding streams affect our early childhood programs.
2. To learn how advocacy affects early childhood policies.
3. To understand policy making in the early childhood field.
Monday, October 21, 2013
Final Blog
Last week we talked about the adjourning phase of a group or team. However now that it is real this week, it is much harder to describe. So many times, responding to a discussion or a blog was such a positive escape from the real world of people who are prejudice, hurtful, and so closed-minded. I often wished that I could have some of you with me all day as I went about doing my work. You could encourage me when others bring me down. But then I realized that you can be with me all day. I have gained more from all of you than you will ever know. It may have been a simple sentence in a blog response or something more insightful in a discussion. In difficult times, I can go back in my memory and think of all the encouragement and knowledge all of you have given me. This can help me through those hard times. How different my perspectives are on many aspects of life now that I have gone through these courses. I have grown as a student, a professional, and as a person. I am truly a better person for having known and learned from all of you. I wish all of you the very best as we move forward. I hope that I talk to some of you in the Public Policy and Advocacy concentration. If we don't meet again, always know that you were very special to me and that we were a part of something so much bigger than ourselves. The sum of the parts are greater than the individual parts. I am so grateful to have been a part of this team.
Take Care,
Mary Jo
Take Care,
Mary Jo
Friday, October 11, 2013
Adjourning
I have belonged to many groups where our work had ended and we had to say goodbye. I think the hardest to say goodbye to was not on a professional level but on a more informal level. My daughter took dancing lessons at a local dancing school since she was 4 years old. In April she graduated from her dancing school at the age of 18. This dancing school was very involved as they took part in parades, competitions, and an elaborate recital at the end of each school year. For many of you, you may be thinking of the TV show Dance Moms. Well I can assure you it was nothing like that. The school was a very family friendly place where all girls were treasured. We the parents all grew together over the past 14 years. We shared stories as we waited in the waiting room, we traveled together to parades, and we cheered and cried together at competitions. Although we did not associate with each other on a social level, we had such a bond through our daughters and through our passion for making our girls happy. I remember an instance when one of the girls lost her feather headpiece for a dance. All the moms took one feather from their daughters' headpieces and was able to make a new headpiece for the girl. When our girls graduated we all hugged and cried. We watched our daughters grow from babies through their awkward stages and now into beautiful young women. We knew that each girl would be moving in a different direction and as a result we would be moving with them. We all looked at each other and agreed, "What a great ride" I miss those moments with those ladies but I am also glad that I had the experience.
For this master's program at Walden University, I will be saying goodbye to groups of women twice. I followed the same group of colleagues for the first five courses and then took a short break for eight weeks. I was very sad to leave those women because I was accustomed to the way they wrote their discussions and how they responded. However it did not take long once I started again in September to make new friends. I have learned so much from all my colleagues and although we may not be able to speak to each other personally, I know we have had the same challenges and struggles. We have gotten to know so much about each person. I know I have shared stories with my colleagues that no one else knows. In our courses, mutual respect and trust was present. We trusted that we would not be judged by our challenges in life but we would be given encouragement and hope. I will miss our special kind of collaboration.
For this master's program at Walden University, I will be saying goodbye to groups of women twice. I followed the same group of colleagues for the first five courses and then took a short break for eight weeks. I was very sad to leave those women because I was accustomed to the way they wrote their discussions and how they responded. However it did not take long once I started again in September to make new friends. I have learned so much from all my colleagues and although we may not be able to speak to each other personally, I know we have had the same challenges and struggles. We have gotten to know so much about each person. I know I have shared stories with my colleagues that no one else knows. In our courses, mutual respect and trust was present. We trusted that we would not be judged by our challenges in life but we would be given encouragement and hope. I will miss our special kind of collaboration.
Friday, October 4, 2013
Week 5 Conflict Resolution
I am not personally having a conflict with anyone but I am a bystander to some conflicting issues with my job. Child care centers, public preschools, and Head Start centers in my town are called by the state to form a collaboration and become a unified early childhood network. When I attend these meetings, I can hear judgments being made toward certain programs, while there are others that are evaluating the validity of some one's comments. I mentioned this unprofessionalism to the Child Care Resource & Referral Agency who is sponsoring this collaboration. I talked about empathetic listening and effective communication and they said they wanted me at the next meeting to help with this. They said they were very stressed by these professionals' behaviors but did not know what to do.
Although this class is an introduction to communication and collaboration, I feel confident that I can help because there is absolutely no effective communication taking place. People are blaming and emotions are running high. I may not have the knowledge or skills to resolve their issues but I can try to get these programs communicating better than they are now.
At the meeting next week with the leaders of these programs, I may use the strategies based on the Non Violent Communication Model.
1. Honestly Expressing - I think what causes the conflict among these groups is what is NOT said as opposed to what is said. There is a saying about having "the elephant in the room". That idea or feeling that is weighing in on some one's mind but they won't talk about it. When communicating it comes out as sarcastic comments or personal attacks. I am going to try to get everyone to say what bothers them about each group. According to NVC, this would not be a blame game but simply a time to express how you are feeling.
2. Empathetic Listening - I will attempt to talk to these groups of professionals about listening without judging and that they need to rid their minds of past biases. They need to start listening from a new perspective. This collaboration is a new experience and we need to come together so that the children in our district will benefit. Also if families see that these groups are divided, we will never unify as a community. As a result, our district's early childhood education will fall behind others in the state.
I am usually very withdrawn especially in groups. That was clarified on my communication anxiety assessment last week. However, at the last meeting when I saw how grown, educated professionals conducted themselves, I knew that I could do better. At least I can try. I may not have enough knowledge yet but at least I can try to get them to do the basics of respectful communication.
Has anyone else been in this situation? I welcome any suggestions or comments. The meeting is next Friday.
Although this class is an introduction to communication and collaboration, I feel confident that I can help because there is absolutely no effective communication taking place. People are blaming and emotions are running high. I may not have the knowledge or skills to resolve their issues but I can try to get these programs communicating better than they are now.
At the meeting next week with the leaders of these programs, I may use the strategies based on the Non Violent Communication Model.
1. Honestly Expressing - I think what causes the conflict among these groups is what is NOT said as opposed to what is said. There is a saying about having "the elephant in the room". That idea or feeling that is weighing in on some one's mind but they won't talk about it. When communicating it comes out as sarcastic comments or personal attacks. I am going to try to get everyone to say what bothers them about each group. According to NVC, this would not be a blame game but simply a time to express how you are feeling.
2. Empathetic Listening - I will attempt to talk to these groups of professionals about listening without judging and that they need to rid their minds of past biases. They need to start listening from a new perspective. This collaboration is a new experience and we need to come together so that the children in our district will benefit. Also if families see that these groups are divided, we will never unify as a community. As a result, our district's early childhood education will fall behind others in the state.
I am usually very withdrawn especially in groups. That was clarified on my communication anxiety assessment last week. However, at the last meeting when I saw how grown, educated professionals conducted themselves, I knew that I could do better. At least I can try. I may not have enough knowledge yet but at least I can try to get them to do the basics of respectful communication.
Has anyone else been in this situation? I welcome any suggestions or comments. The meeting is next Friday.
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