Reflecting on Communication in the Early Childhood Field

I want to say "Thank you" to my classmates and a special "Thank you" to Dr. D. for her patience and understanding! Week one begins with excitement and nerves in meeting a new professor and classmates. There is always the hope of a classmate from a previous course. Our group had some great discussion and I appreciate the sharing of experiences.  This  past 8 weeks was very unusual with challenges of balancing work, school and personal. September was very busy with the start of the 2013-2014 school year and my oldest sons wedding. I need to say "Thank you" to my family and staff throughout this time they have been a great support system to me encouraging me to continue my dreams!

My awesome children!

 

 My son and his beautiful bride.

 

Team Work

• Stage 1: Forming- I joined this group called early childhood development some 23 years ago. I have met some of the most wonderful people with the common goal of what is best for children. I have worked on many projects and hope to continue to work on more.
• Stage 2: Storming- I have shared my ideas learned new ideas and to problem solve with and from others. I accepted my responsibilities in each different role. In hopes of being successful in this group.
• Stage 3: Norming- This is the time that working as a group has been a natural where we have learned to trust each other and work for the common goal. This is where we have seen progress in our efforts.
• Stage 4: Performing-Over my many years of working in this group I have had the opportunity to on many projects this shows by the team working as a well- oiled machine.
• Stage 5: Adjourning- I feel that retirement will be my adjourning time with this group. Over the years I have had the great fortune of celebrating many victories while continuing to work through many challenges.
• Working in my most recent group of early childhood professionals has been the with the wonderful group through Walden University. I have formed new relationships shared experiences and worked towards a common goal to teach in the field of early childhood. I feel at this point that there is not a "good-bye" it is a "until we meet again".
• .

Conflict

Since this school year began I have had an on going issue with a staff person. She has continued to compare me to her past supervisor. In face to face communication I expressed that I was not that supervisor and that supervisor chose to support and supervise in their own way. We have had this discussion many times over the past 3 months. Since taking this course I chose to take a different form of communication. I wrote an email stated the same concerns and expressed my feelings. I then offered her support in compromising part of our conflict. She replied back that she understood and that she was willing to work with me in my way of supervising.
From this
to this!

Who am I as a communicator?

I chose a staff member/friend and my daughter to evaluate me. Both had similar answers to mine. It was nice to see consistency. I was low in communication anxiety, moderate in verbal aggressiveness scale and people oriented in listening styles. 

Communication and Culture

There can be many barriers to effective communication age, gender, race, ability, or culture. Differences may cause anxiety or stress  in situations. It is important to be open and honest and gain an understanding through communication.  Generally I speak differently with different groups of people. I speak differently with staff, parents/families and children. Communication needs to be considerate of individuals and situations.
 My three strategies:
1.Keep the message simple, but deep in meaning.
2. Demonstrate respect for cultural diversity in all communication with children, their families, staff,  and others
3. use communication to develop and maintain effective relationships, make efforts where language barriers exist, to communicate in the most effective way possible.


References:
http://sielearning.tafensw.edu.au/MCS/9362/Sterilisation%20disk%203/lo/7373/7373_00.htm
http://blogs.hbr.org/2011/08/eight-ways-to-energize-your-te/

Thought for Today:

Remember not only to say the right thing in the right place, but far more difficult still, to leave unsaid the wrong thing at the tempting moment. ~ Benjamin Franklin

Communication Skills and Styles

I watched a show called "Good Luck Charlie". In the opening scene it seemed to be a mother son relationship by facial expressions and body language. It appeared as though the mother was asking the son to do something and he dismissed her and then walked away.

The next scene seemed to be a brother sister relationship it was difficult to figure out what was happening.
The next scene was a young daughter- father, the father appeared to be a tad upset as he was talking to the little girl. She then climb up onto the couch and gave him a hug.

It was a mother and son discussing that he should be put his laundry away. His phone rang and he ignored and walked away.

They were a brother sister and the sister asked if she could use his apartment for a slumber party to get away from their Mom.

The Dad was upset his former employee left and started the same business. The young daughter comforted Dad with a hug.

I was shocked as to how much disrespect was shown toward the mother. I am concerned as to what youth is watching on the Disney Channel.

Competent communication

I attended a Creative Curriculum training this past week. The presenter was

Kendra Curtiss-Tomaski, MA

kcurtiss@midmich.edu

Ms. Curtiss-Tomaski has been an Early Childhood Education adjunct instructor at MMCC for nearly 20 years. She has held a variety of positions in this field and is a Conscious Discipline Trainer. She brings professional experience to her teaching role in the classroom. Ms. Curtiss-Tomaski is currently the Early Childhood Director at Clare-Gladwin RESD.

I did ask her if I could use her in this blog. She replied "Thank you" and "yes".

Kendra was warm and welcoming. Throughout the presentation Kendra was prepared, knowledgeable and shared her personal experiences. She walked the room and  made eye contact with group. She asked questions and listened to the responses of the group. She showed respect to the group and in return the group was respectful of her. They were attentive and participated in the training. Kendra showed great qualities in communication throughout her presentation.

I enjoyed the review of Creative curriculum and  was impressed at the skills that Kendra showed in being a competent communicator.  I will used this experience in the future in doing my own presentations with staff and families.

 

Professional Hopes and Goals

I have wanted to understand and meet the needs of the children and families that I serve. With new information I look forward to beginning this school year and sharing what I have learned. I believe that understanding our children and families is much bigger than what I have done in the past!
I have staff meetings prepared to introduce materials to gather information.

I want to "Thank" my classmates, group, family, and Dr. Schonleber  for all of their help and support over the past eight weeks.      

 I have been working on my new home! and have had a great summer with family.

 

 

 

                                  

 

Family Reunion 4 of my children

 

 My daughter's new puppies

 3 weeks old

Milford Criterion 2013 our home town. My son finished 3rd with family cheering at the finish line!       Very proud Mom!

I look forward to the next class. One more step to the finish line.

Masters Degree

Welcoming Families From Around the World

Syria

 

The five ways that I would prepare my self to be culturally responsive towards any family

1. To learn the family primary language.

             Arabic is the official language. . The Syrian dialect is similar to Jordanian and Egyptian and varies little from Modern Standard Arabic.

2. To learn the families ethnic relationship.

The majority of the country is Arabic and Sunni Muslim. This makes for strong cultural unity. The most important observation in the Islamic calendar is Ramadan.

3. I would want to know who cares for the children and what their goals are for their child.

    Children are considered a blessing and highly valued. A great deal of affections is shown toward children. There is a special bond between mother and son. (Especially with the oldest son).

4. I would want to learn about family eating habits and foods that the family eats.

 Wheat is a staple food. Dairy, fruits ( figs, dates, plums & watermelon)  and vegetables are eaten. Lamb and chicken is eaten and prepared specially “halal”. Some dishes include  hummous  , a puree of chickpeas and  tahini  (ground sesame paste);  baba ganouj,  an eggplant puree; meat rissoles; stuffed grape leaves;  tabouleh  (a salad of cracked wheat and vegetables);  falafel  (deep-fried balls of mashed chickpeas); and pita bread. Olives, lemon, parsley, onion, and garlic are used for flavoring. Food is an important part of holidays and celebrations.

 

5. I would ask the family for family pictures and information that they would like to share with our program.

: http://www.everyculture.com/Sa-Th/Syria.html#ixzz2cGJw16pp

The Personal Side of Bias, Prejudice, and Oppression

I heard this song on the radio. I think this says so much!



"Same Love"
Macklemore

(with Ryan Lewis)
(feat. Mary Lambert)

When I was in the third grade I thought that I was gay,
'Cause I could draw, my uncle was, and I kept my room straight.
I told my mom, tears rushing down my face
She's like "Ben you've loved girls since before pre-k, trippin' "
Yeah, I guess she had a point, didn't she?
Bunch of stereotypes all in my head.
I remember doing the math like, "Yeah, I'm good at little league"
A preconceived idea of what it all meant
For those that liked the same sex
Had the characteristics
The right wing conservatives think it's a decision
And you can be cured with some treatment and religion
Man-made rewiring of a predisposition
Playing God, aw nah here we go
America the brave still fears what we don't know
And God loves all his children, is somehow forgotten
But we paraphrase a book written thirty-five-hundred years ago
I don't know

And I can't change
Even if I tried
Even if I wanted to
And I can't change
Even if I tried
Even if I wanted to
My love
My love
My love
She keeps me warm
She keeps me warm
She keeps me warm
She keeps me warm

If I was gay, I would think hip-hop hates me
Have you read the YouTube comments lately?
"Man, that's gay" gets dropped on the daily
We become so numb to what we're saying
A culture founded from oppression
Yet we don't have acceptance for 'em
Call each other faggots behind the keys of a message board
A word rooted in hate, yet our genre still ignores it
Gay is synonymous with the lesser
It's the same hate that's caused wars from religion
Gender to skin color, the complexion of your pigment
The same fight that led people to walk outs and sit ins
It's human rights for everybody, there is no difference!
Live on and be yourself
When I was at church they taught me something else
If you preach hate at the service those words aren't anointed
That holy water that you soak in has been poisoned
When everyone else is more comfortable remaining voiceless
Rather than fighting for humans that have had their rights stolen
I might not be the same, but that's not important
No freedom till we're equal, damn right I support it

(I don't know)

And I can't change
Even if I tried
Even if I wanted to
My love
My love
My love
She keeps me warm
She keeps me warm
She keeps me warm
She keeps me warm

We press play, don't press pause
Progress, march on
With the veil over our eyes
We turn our back on the cause
Till the day that my uncles can be united by law
When kids are walking 'round the hallway plagued by pain in their heart
A world so hateful some would rather die than be who they are
And a certificate on paper isn't gonna solve it all
But it's a damn good place to start
No law is gonna change us
We have to change us
Whatever God you believe in
We come from the same one
Strip away the fear
Underneath it's all the same love
About time that we raised up

And I can't change
Even if I tried
Even if I wanted to
And I can't change
Even if I try
Even if I wanted to
My love
My love
My love
She keeps me warm
She keeps me warm
She keeps me warm
She keeps me warm

Love is patient
Love is kind
Love is patient
Love is kind
(not crying on Sundays)
Love is patient
(not crying on Sundays)
Love is kind
(I'm not crying on Sundays)
Love is patient
(not crying on Sundays)
Love is kind
(I'm not crying on Sundays)
Love is patient
(not crying on Sundays)
Love is kind
(I'm not crying on Sundays)
Love is patient
Love is kind

Practicing Awareness of Microaggressions

     The definitions and the examples given by Dr. Sue are very enlightening. I am off work for the summer so unfortunately I have been watching daytime TV. The guest co host on an ABC talk show an American comedian of Korean ancestry. The one of the hosts of the show introduced her and said her name wrong. She bounded back with a comedic response of I am Italian. There was more banter back and forth. In thinking about this? Comedians cross the lines of microassault, microinsult and microinvalidation for laughs. On this morning show I would say the host was not intention in her comments. Though I feel that the comedian shares similar feelings with Dr. Sue. I am wondering if that is part of the reason she became a comedian.  To help cover some of the pain. She makes jokes and laughs at her family ancestry. She imitates her mother's Korean accent. In watching other television it seems as though in sitcoms this happens a lot. I was shocked as to how much.

Laureate Education, Inc. (2011). "Microaggressions in Everyday Life. Retrieved from http://www.courseurl.com

 

Perspectives on Diversity and Culture

During this past week, I was in Virginia taking care of my daughter recovering from surgery. My granddaughter happened to be there. Throughout the week, I was working on home work. She asked what I was doing. Before I read this assignment, we had discussions about culture and diversity. She is nine years old. We discussed culture, diversity and acceptance. In thinking about her situation, many children of divorce add another chapter to culture and diversity. She has rules at her mom's house and her dad's. Each household celebrates different family traditions.  On top of that, both of her parents remarried adding an addition piece to their family culture. She is a military child she has moved once from Oklahoma to Virginia. I feel that the military has its own culture having to move and adapt to new places and people. Part of this military family she has very close friends that are Native American Indian and Mexican. In talking to her, she sees no differences they are like brothers to her.  I think how you are raised acceptance comes much more easily for children in this type of family.

 

I talked with my son, he is twenty-two and a staff person, she is a mid-fifties African American women. Both defined culture as ethnicity, holidays and traditions. Even with differences the general definition was the same. Both work in education, my son is going to school for secondary education. My staff person has worked in Head Start for many years.  I feel that with their education and trainings they shared similar thoughts with each other and with what my thoughts were until I started this course.

I look forward to teaching others about “deep” culture and help others to understand it is not the surface things we see.

My Family Culture

As long as I had my family and dogs with me I wouldn't need any thing else. Material possessions are just that material.
 It took a lot of thought as to what  I would want to take. I would take the blanket my Grandmother made for me. My Father's leather tote bag that was given to me after his death and the emerald ring that he gave to me before he died.
In choosing one item it would be the emerald ring that my father gave to me.

When I think of research

I have learned great insights about research from taking this course. I have a greater respect for research and researchers.  I have gained insight to the process of research. I have learned how to develop research in order to solve and/or understand.  It begins with a topic and then refined to sub topics and narrowed to a specific question.

I have no really desire to be a researcher. I feel that in early childhood we research daily to provide developmentally appropriate lesson plans and individualize to the needs of the children.  In my opinion, I feel as research is very important to young children, their families, and people who care about their well-being. Research provides new knowledge and understanding to issues that affect early childhood.

Before completing this course, research was something that I read when needed to help a child or family. Since taking this class, I feel that I have gained a better understanding how to read and apply research.  It gave me insight as to how difficult designing a research project is through our simulation.

My perceptions of an early childhood professional have been modified as a result of this course. As we continue to learn in our field I truly appreciate the efforts of past, present and future researchers.

As this course comes to an end, I would like to thank my colleagues for their support, comments, and encouraging words throughout this course. Thank you and good luck to you all.

 

Research Around the World

 

European Early Childhood Education Research Association (EECERA) is an independent, self-governing international association that promotes research in early childhood. It is a nonprofit that has a worldwide membership. It shares information on traditional early childhood thoughts and explores new ideas in the ever changing world of early childhood. They hold the largest early childhood conference in Europe.

The first article that I found was “Introducing children's perspectives and participation in research”. It discusses that young children have the competence to engage in research that they important thoughts and communicate well on behave of children about their world. The next article was about 0-3, Understanding children from 0 to 3 years of age and its implications for education. What’s new on the babies’ side? Origins and evolutions.  I really liked this website and association it seems very much like our National Association Education for Young Children (NAEYC).

 

 

 

 

 

 

 

http://www.eecera.org/

Harcourt, Deborah & Einarsdottir,  (Johanna 2011): Introducing children'sperspectives and participation in research, European Early Childhood Education Research Journal, 19:3, 301-307. http://dx.doi.org/10.1080/1350293X.2011.597962

Rayna, Sylvie & Laevers, Ferre (2011): Understanding children from 0 to 3 years of age and its implications for education. What's new on the babies' side? Origins and evolutions, European Early Childhood Education Research Journal, 19:2, 161-172. http://dx.doi.org/10.1080/1350293X.2011.574404

Research that Benefits Children and Families—Uplifting Stories

HighScope Perry Preschool Study: One of the most well known research projects. Looks at the lives of children living in poverty and at risk for failing in school. They began with 123 children, at ages 3 and 4, the children (subjects) term from our class readings this week, received a high quality preschool program (High Scope, 2013). "The preschool was provided each weekday morning in 2.5-hour sessions taught by certified public school teachers with at least a bachelor’s degree. The average child-teacher ratio was 6:1. The curriculum emphasized active learning, in which the children engaged in activities that (i) involved decision making and problem solving, and (ii) were planned, carried out, and reviewed by the children themselves, with support from adults" (Coalition for Evidence Based Policy, 2012). In interviewing the preschoolers as adults  They had higher earnings and were more likely to hold a job. They committed fewer crimes and had a higher rate of high school graduation.


 




 References:
http://evidencebasedprograms.org/1366-2/65-2

http://www.highscope.org

My Personal Research Journey

I want to find out if Early Head Start prepares children for preschool and if children that attend EHS and do not go on to Head Start. Did they receive a similar foundation for school readiness skills?
I have found this first two weeks of class to be very helpful in learning about research, especially in searching the web.
I have seen the benefits of children in Head Start both personally and professionally. I am hoping to learn more about both programs and the benefits for children and families.

The newest addition to my family!

Tito

Final Blog Assignment

I was unable to contact international colleagues. I was disappointed hoping to hear back from the Canadian early childhood  colleagues.
I was most appreciative of classmates that shared their information. The information was a wonderful insight to other educators. It was interesting to hear some of the struggles with communication.
I feel that the world is getting on board with Early Childhood.
A few weeks back I read about the opportunity in Zambia. It is wonderful to know that children around the world have the opportunity for early education.Poverty

Previously I chose Kyrgyzstan, It is sad to think that young children are working in mines to support their families. Their mother's hope as any mother wants better for her children. I work with families living in poverty daily. I am glad that we have child labor laws in place that young children do not have to have jobs like many children around the world. Children shouldn't have to worry about providing for their families.

Resource: 

Center on Developing Child. 2010. Harvard University, Zambian Early Childhood Development Project retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/

education.http://www.childhoodpoverty.org/index.php?action=casestudy&id=137

Getting to Know International Contacts- Alternative

There is so much information on this site: 

 Global Action Week is a worldwide annual campaign organized by the GCE to raise awareness of the importance of Education for All. UNESCO actively supports the campaign by organizing activities at global, regional and national levels and by mobilizing networks and encouraging Ministers of Education and all EFA partners to participate.

 

 

Education for All Goals

Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015.
 

Goal 1
Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Goal 2Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.

Goal 3
Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

Goal 4
Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.

Goal 5
Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

Goal 6
Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills

 

.http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/

 

 

Quality is defined as programs that focus on the whole child. The need for high quality care is much as we have discussed most important to low income children. Early childhood services promote motivation, confidence, good cognitive and linguistic development and school readiness.

 For quality in programs materials should be many, culturally and developmentally appropriate and focus on child-centered interaction ( UNESCO, 2013).

 

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/

Sharing Web Resources

I really enjoy everyday exchange. http://www.childcareexchange.com/eed/

April 2, 2013 When not to intervene.

http://www.youtube.com/watch?v=0TMNu4lEHYs&feature=youtu.be

We do want to help, so when do we stop and let them figure things out for themselves. This video shows that children can be persistent. It uses language and problem solving skills.

April 9, 2013
Helping Families Belong
I loved this quote:

"When you orient new families, do you focus on things you want them to do: finish the paperwork, send extra clothes, sign in and out? Or do you use this opportunity to launch the profound work of seeing that child and family with clarity and appreciation?" (Everyday Exchange, 2013)

When working with families we do need to find out where they are at? What are their hopes and dreams? What goals do they have for their family and for their child?

I really enjoy daily emails from everyday exchange. They fit in my busy day!

Getting to Know Your International Contacts—Part 2- Alternative

I have had no luck in reaching an International contact. I chose Zambia as my article to read, a church that I attended right before I moved has two mission trips planned to Zambia. The Zambian Early Childhood Development Project (ZECDP) was launched as a collaborative effort by the Zambian Ministry of Education, the Examination Council of Zambia, UNICEF, the University of Zambia and the Harvard University Center on the Developing Child in late 2009. I am so excited when some many different agencies cooperate to better serve children. This project involved over 100 people. Research on the assessment of cognitive development has been taking place in Zambia for over 30 years, largely by, or under the direction of, Dr. Robert Serpell through the Psychology Department at the University of Zambia, Lusaka. The main objective in this project is to determine the effect of early childhood environment, health and education a children’s development before and throughout their school years. Testing was in Fine Motor Skills, Language Development, Non-Verbal Reasoning, Information Processing, Executive Functioning and Social Emotional. .Zambian children today continue to be threatened by a high burden of ill health in general and infectious diseases in particular. There were many difficulties though with hard work the promising news from this project is that comprehensive child assessments are clearly feasible within standard population based household surveys. Despite the increased interest in child development at the international level, representative data on child development is still remarkably scarce; given this, we hope that the results of this study will both encourage and facilitate future child development assessment efforts (Center on Developing Child, 2010). 

Resource: 

Center on Developing Child. 2010. Harvard University, Zambian Early Childhood Development Project retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/

Sharing Web Resources

I like everyday exchange. They are short and sweet to the point. They have addtitional resources if you want to look into more information. http://www.childcareexchange.com/eed/view/3308/
I use the Head Start website for information as well.
http://eclkc.ohs.acf.hhs.gov/hslc

Poverty

I chose Kyrgyzstan, during the Soviet period, coal mining was the town’s main industry, but it is now dying out. Kokyangak is situated among the mountains, where there is very little land that is suitable for agricultural use, therefore the majority of the population depended on coal mining for their livelihood. The child I chose is  Bakyt he and his brothers are the primary money earners. His olders brothers work in the mines.The mines are dangerous and an unheathy place for anyone to work let alone children. His oldest brother hurts his back working in the same space.  The lack of support structures inside the mine mean that there is a very real danger that the tunnels could collapse at any time. Recently, Bakyt’s older brother hurt his back by carrying very heavy sacks of coal. He has not been to the doctor, though; instead, he rests at home.They rarely heat the house because they cannot afford to buy wood. Bakyt’s 13-year-old sister looks after their mother and grandmother, and often misses school for a month at a time because of her caring duties at home. Due to malnutrition and hard physical work, Bakyt and his sister are often ill, and last winter they both suffered from bronchitis. Children shouldn't have to worry about providing for their families. Education is so important and Bakyt can not attend due to work. Bakyt talks about hope for his  future, he prays it will be better. He would like to attend high school.There Mother is not sure how good their future can be without education

  At the time of writing, 100 Soms was equivalent to US $2.30 or £1.25.
Reference:
http://www.childhoodpoverty.org/index.php?action=casestudy&id=137

Sharing web resources

I subcribe to everyday exchange:
http://www.childcareexchange.com/

Some of the topics recently:
Brainstorming
Holey Brain and article about children who have suffered trauma.
A message to Congress. Asking for support of early childhood programs.
Play and Science.

I belong to the NAEYC and receive there magazine. YC Young Child.
This month the focus is on  Supporting Dual Language Learners and their Families. On article is Where's your partner? Pairing Bilingual learners in preschool with primary grade dual language classrooms.  I love this idea. In the past I wanted to partner with high school students taking foreign language classes to help out with our families and children.
www.naeyc.org

Expanding Resources

I have belong to NAEYC for several years. There is a wealth of information on their website and in their magazine. www.naeyc.org  I receive daily newletters from childcareexchange. com. In working with Head Start I find information through the Office of Head Start http://eclkc.ohs.acf.hhs.gov/hslc.
With Canada being so very close to me. I am interested in there early childhhod. I will follow these two sites. http://www.cayc.ca/indexjournal.html &http://www.cccf-fcsge.ca/

Establishing Professional Contacts

I chose to make contact with Robin McMillian of the Candian Child Care federation

http://www.cccf-fcsge.ca

rmcmillan@cccf-fcs

and with  the German National Committee for Early Childhood Education

 Mrs. Eva-Hammes-Di Bernardo

 Secretary: Ms. Ulrike Konrad-Ristau

 E-mail: agj@agj.de

 E-mail: ulrike.konrad-ristau@agj.de

I hope to hear from our fellow professionals.

The Canadian Child Care Federation website has a lot of information on current early childhood issues. I am very interested to read and find out as much information as I can through the site.

 

My Supports

My staff is a great support to me. Sharing the passion for these children is our common factor. They give to me as much as I try to be there for them. They are the ones working in the day to day classroom. I visit, observe and we work together to solve the problem or share in the achievement. Even though my children are grown and gone. They are my greatest supporters. They always have a positive message or make me laugh.
I have been dealing personally with fluid in my ears. It is painful for one and causes hear loss at times. I can't imagine what I would do with complete hearing loss. How would I communicate with others? I am most assured that my family would continue to be a support. However, I couldn't support others in the way that I do.  I feel that I couldn't work with children and families it could be a safety issue. I am glad it seems to be a condition that can be fixed.

Childhood Connections to Play

“Playing should be fun! In our great eagerness to teach our children we studiously look for 

‘educational’ toys, games with built-in lessons, books with a ‘message.’ Often these ‘tools’ are less 

interesting and stimulating than the child’s natural curiosity and playfulness. Play is by its very nature 

educational. And it should be pleasurable. When the fun goes out of play, most often so does the 

learning.” ~ Joanne E. Oppenheim (child development expert,  author)

Play gives children a chance to practice what they are learning.

Fred Rogers
American television personality

• .I am not sure that my parents supported my play; I remember playing outside a lot, in all kinds of weather, snow, rain, sunny or cloudy.  I believe that my oldest sister taught me everything I needed to go to Kindergarten. We played hopscotch and tag. We made stores, wore dress up clothes and played school. We scooped, measured, poured in water and in the sand bikes and skateboards were ridden all around our neighborhood. We climbed fences and trees, we were also very lucky, our Grandparents had a dairy farm. We spent weekends, picking strawberries, milking cows and riding on tractors.
• When I was home with my children, I supported their play. We were exploring and creating all of the time. They did send a lot of time outside too. They still talk about making snow fort and riding bikes in the street. We lived on a dead end street.  The differences that I see from then to now, is that safety is an issue. Many children cannot play outside due to unsafe neighborhoods. I want to support children in the short 3 1/2 hours that they are in our care, giving them as many opportunities to cut and glue and dress up. To give them outdoor time that is safe, to climb, run and jump. Provide tricycles for them to ride. As my quote says "Play should be fun"

Relationship Reflection

The most important part of relationships whether good or bad, to learn from them and apply it to life. Everyone around us in in a relationship with us. Your spouse or partner, your children,  your family, coworkers, the children we teach. Some build you up and others tear you down.