Quality Early Childhood Environments

Hey Kittens! 

It's been a minute since I been on this blog but it's good to revive it.

As an opportunity to mentally prepare for my own dissertation further into my program, I have the opportunity to evaluate one that discusses the importance of quality environments in the Early Childhood Education setting. 

The dissertation :

 IMPROVING CULTURALLY RESPONSIVE PRACTICES IN EARLY CHILDHOOD 

EDUCATION THROUGH COACHING: A DISSERTATION STUDY INVOLVING A 

MULTIPLE BASELINE ACROSS PARTICIPANTS DESIGN

This dissertation discusses the importance of having teacher's importance of having culturally responsive and relevant teaching practices when dealing with children from disenfranchised communites and marginalized demographics. 

The literature review for this dissertation has reviewed information concerning positive behavior and reinforcement strategies (PBIS) and the importance of culturally and socially responsive techniques to build a healthy classroom environment.

A few of the sources were: 

Briesch, A.M., Ferguson, T.D., Volpe, R.J. & Briesch, J.M. (2012). Examining teachers’
perceptions of social-emotional and behavioral referral concerns. Remedial and Special Education 34(4).

( Evaluates the importance of implementing social- emotional learning (SEL) techniques and strategies to implement with children of color and children that qualify as "special need" under  Disabilities Act (2004). This study looks into the importance of implementing SEL learning techniques prior to enforcing negative and potentially detrimental consequences that are disproportionately affecting Black and Brown students.)

Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse
students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6),
613–629. http://doi.org/10.1080/0951839022000014349

(This study evaluates how European- centric teaching strategies and culture have become the normalized standard of education. Teachers are encouraged to understand and relate to students of ethnic communites in order to better instruct them inside the classroom as well as become responsive to cultural needs outside the classroom.)

Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146.

(Evaluates three tiers of positive behavior models to implement on both a macro and micro level concerning student behavior, classroom culture, and teacher/student positive relationships. This study looks into the opportunity for education centers to create universal practices that benefit ALL students within a nucleus , classroom practices that benefit a healthy classroom environment for specific students, and lastly opportunity for teachers to dedicate space to build intimate relationship with students that have leverage to devoid negative student behavior)

The study utilizes 4 different classrooms led by white, female teachers between the ages of 18-54. The teachers were instructed to participate in workshops that centered around techniques and behaviors that would increase inclusion and diversity.  Materials like books, posters, and toys were utilized and implanted.in daily classroom in classroom routine. Results showcased all four teachers were able to effectively implement new, deliberate opportunities to delivery more inclusive teaching methods and strategies- encouraging student play with toys of ethnic background, literacy with diverse groups, etc.- with 3 out 4 teachers taking interest to immerse themselves in further cultural responsiveness trainings. 

I found this study to be refreshing because it highlights our transition into the modern era and the new "normal" of the classroom demographic. We are no in a generation of the most multi-ethnic, diverse generation. Students of ethnic background with multiple language homes are becoming a new standard that having a Eurocentric curriculum and normalized culture is detrimental in shaping and acknowledging the identities of students that do not fit this mold. It is helpful to identify, acknowledge, and positively associate students of color and diverse backgrounds with positive social, behavioral, and emotional responses. 

Prenatal Mental Health

Happy Holidays everyone!

I wanted to discuss a topic I personally and professionally am interested in when it comes to prenatal care. As a woman that has a baby back in 2016, I found it difficult to maintain a balance between personal, professional, and home life being pregnant. I had so many stressors coming at one time that I did not know how to handle it. Being a young mother of 23 at the time as well, I was not fully aware of how much external stressors have the ability to harm an unborn child. Because of this, advocacy for prenatal care and mental health became a core of my work both domestically and internationally.

Last I wrote in this blog, I did many research projects concerning issues with Early-Childhood care and the field itself. What I did not focus on, however, was the importance of Prenatal care and mental health. We speak about programs such as Woman Infants and Children (WIC),s food programs, and courses through local, state, and federal programs to teach mothers how to bond and create healthy environments for baby. But we often don't discuss the mother and her well-being.

Since the creation of gender roles, a woman was always seemed as the nurturer and cargiver. A young lady is socially breed to idolize marriage, home, and family as top priority before her own aspirations and goals. While we are changing the narrative with this newer generation and the fluidity of gender and gender roles, woman and the symbolism of womanhood has remained the same. A girl goes from being a daughter, to a wife, to a mother. She is never just herself (Welter, 1973).

This narrative can hold detrimental effects on her and the children she cares for because we aren't teaching women to be mindful of their mental health and self-care. It's this social understanding that a woman who chooses to not marry and/or have children is considered "selfish" while the mere thought of not wanting kids, regretting having children, or putting their needs before their children's at times is shunned to social pariah status (Park, 2002). Holding women accountable for their own self-care and mental health has proven to be a double-edged sword.

I am a huge advocate for encouraging mothers to be "selfish". Yes, a mother should always care and tend to her child but I am a proponent of the dangers of ALWAYS putting your child's needs before your own. A woman's life is not centered around her child contrary to social standards. A mother has the right to be able to take time to herself and care about her needs versus her child occasionally. Stress built up within a mother can trickle down into her relationship with that child and ultimately cause emotional damage that cannot be undone. Pregnant mothers have it harder because the fetus feels and experiences everything the mother does. Stress, trauma, and lack of emotional care leads to premature delivery, high blood pressure for mother and baby, severed placenta, disfigured brain development,a possible fatality for both (Mulder, et. Al, 2011).

It's highly unhealthy to continue this narrative that a mother's life is no longer her own with her child. Her life is now shared. Her attention and care is now on two people versus one. However it should be considered a partnership as opposed to a monarchy or dictatorship. Mothers need time and space to regulate their emotions, decompress, and have opportunities to be in their own space. This allows mothers the opportunity to reflect and re-energize themselves in order to have the mental space and opportunity to handle external stressors and the needs/wants of their child.


Resources:

Mulder, E. J., De Medina, P. R., Huizink, A. C., Van den Bergh, B. R., Buitelaar, J. K., & Visser, G. H. (2002). Prenatal maternal stress: effects on pregnancy and the (unborn) child. Early human development, 70(1-2), 3-14.

Park, K. (2002). Stigma management among the voluntarily childless. Sociological perspectives, 45(1), 21-45.

Welter, B. (1973). The cult of true womanhood: 1820-1860. na.

Farewell

This has been quite the journey. Almost two years ago exactly I began this program and had high ambitions. Now as I near the finish line, I have not only met and achieved all those goals I set before my when starting my M.S but created higher benchmarks for myself in the process.

I lost my son summer 2016 before the program began for me in January 2017. I was in a state of deep depression that in part affected my life as it stands today. My honest reasoning behind enrolling in my M.S. was to try it but most importantly, use some of the financial aid to keep me afloat since I lost my job and my family in the same year. I was just planning to do aa semeste and use that extra cash to stay alive. Rent was due. Bills were piling up. I didn't qualify for a non-predatory loan, and I was in no mental condition to be around anyone or anything.

However, GOD knew what he was doing. I recently fell in love with the ECE field and shyed away from it after my son's death. However, I became deeply entrenched in my work and my studies and became very interested and knowledgeable of how to be a better teacher. One semester went to two then three then a year passed and now I am currently enrolled to begin my EdS in November.

There was a plan laid out of my life that found me. I learned from life that no matter how much control you feel you have over your life, life happens the way it's supposed to. As a religious person of faith, I believe that GOD won't put you through anything you can't get out of.  Not only do I have a testimony, I have clarity, a lucrative career, two degrees, and on the road to my third.

This program has allowed me to stop wading through the water of not knowing my life plan and find my career as an advocate for early childhood education, multi cultural education, and decoding social stigma and stereotype.

My long-term goal is to work for The United States Department of State under the umbrella that works with education and global outreach. I currently am in Thailand and will be leaving to teach in Costa Rica with a language center to businesses that do trade with US imports.

This course has been an amazing experience. This program has been an amazing experience. I hope to see all Walden Alumni do amazing things and hope to see you all in Tampa January 19th.

Lastly, thank you to all my professors for your hard work and dedication. I was pushed to limits I did not know I had and am thabkful for the opportunity to have learned from amazing pioneers as yourselves.

My email is chanel.west14@gmail.com should you want to connect.

Good luck to all on your personal journey

International Career Options

International organizations that would be an amazing career options include:

The Ministry of Education in Panama
http://www.meduca.gob.pa

USAID (United States Agency for International Development)

https://www.usaid.gov

WHO (World Health Organization)

http://www.who.int/gender-equity-rights/news/rights-child-convention-anniversary/en/

Currently, I work in Chanthaburi, Thailand as part of an initiative by the Thai government to bring more Westernized teaching practices to Thailand and encourage more English proficiency within the Thai community.

Afterwards, I will be working on behalf of the USAID in Panama for a two year project in doing something similar as I am in Thailand, but training teachers best practices on teaching early childhood education to decrease the education deficit in the country. The project is also an initiative to promote more English language proficiency to promote a stronger economy that can compete in the global economy.

A similar project is occurring in Pakistan where the government of Pakistan is recruiting native English teachers to help develop a curriculm that would better educate Pakistani teachers with methodology to best promote quality education.

http://idd.edc.org/projects/usaid-teacher-education-project

These international positions are where I feel I will stay to advance my career. It's my passion to teach and travel while bridging cultures and engaging in new environments. These positions also allow me me to use my knowledge and expertise to not only educate children of underserved communities but give back my knowledge to a group of potential educators that otherwise would not have it.

These positions often require international travel experience, teaching experience, as well as some multi lingual abilities. While I am conversational in Spanish and Mandarin, I am aiming to be fluent to have more mobility in the positions I am qualified to apply for. These positions also require an open mind and ability to adapt to different cultures and communities- often living below Western standards. These have the ability to take a toll on the health and well-being of an applicant mentally, physically, and emotionally.

I am thankful for Walden University for giving me the knowledge and skills I needed as an edge up to better myself to be a leader in global education. Before my degree, I had little knowledge and experience working with students in an effective and healthy way. Now, I am not only confident in my abilities but my abilities to train others to do the same.

Early Childhood Career Opportunities Pt. 2

Last blog post discussed how different organizations within the Chicago area could assist me in finding the perfect and most ideal career for my professional journey. With many fantastic opportunities in my hometown of Chicago, I also wanted to consider going outside my native state and into different states and/or coubtries3 to do what I do best- create emerging leaders.

This weeks focus is on national and federal positions that could inspire me to take the next big step in my ECE career.

An automatic organization would be part of being with The Department of Children and Family Services.

https://www2.illinois.gov/dcfs/Pages/default.aspx

I have previously applied to be a DCFS case manager before my degree was conferred and would like to apply after its confferal. A case manager would be in charge of making visits to different ECE locations and verifying centers and organizations are in compliance with regulation for the safety and security of all children.

They prefer you to have a B.A. but recommend you have a Masters and Early Childhood or Social Work experience.

Another organization is:

https://www.decinternationalsig.org

This organization has a community of practice that is catered towards my interest of international relations/education/ and collaboration. I find this most compelling because it allows for educstors around the world to discuss and collaborate on the best ways to resolve issues regarding to child development that affects children in first world and developing countries. As an ESL teacher for Early Childhood, I thoroughly enjoy the idea of discussing issues with leaders abd experts from across the globe in regards to child welfare on a global scale. This would sharpen my international knowledge while enhancing my skills as an educator.

Lastly,

http://worldomep.org

This organization was created after the second world war to bring awareness and social/political attention to the effects the war had on children in Europe. Years later, the organization operates on every continent and operates to meet the social and educational needs of young children everywhere. This past year, there was an annual summit to discuss global education and the welfare of children in Prague. Had I known, I would have loved to attend to meet and greet some of the worlds most influential leaders and experts in the fields of education, policy, child development, and international affairs.

Their USA division gives unique educational and professional development opportunities to their registered members- which I enrolled in a unique course for 8 weeks that highlights how the brain works in young chuldren and how their immediate environment affects their development! This is completely related to my capstone and I am so excited I found this resource. There is also opporrunity to volunteer abroad with NGO schools in developing countries like Haiti or gain employment in other countries on behalf of the USA division.

The primary qualifications are to have an interest in Early Childhood while also beliving in the mission of OMEP. Particular positions such as my enrolled course requires some background knowledge in ECE but is open to anyone. This is a great community of practice that has the ability to network into a great career in global educstion.

Opportunities in Early Childhood

Reactivating this blog has been a refreshing opportunity for me to connect and informalyl share my thoughts concerning ECE.

With my program coming to a close later this semster, I am nearing the point in my life where I may want to venture outside the traditional classroom and assist in ECE reform in other arenas. This is has been the ideal assignment as it allows me to narrow down my focus and career opportunities for me with my experience, interests,  and credentialing.

My hometown of Chicago is eventually wherr I want to return. Chicago is my home and has my heart. I have literally lived all over the world and Chicago will always bd my foundation. With our notoriety with gun violence and systematic corruption, it is easy to turn a blind eye and "move out". While many residents are choosing this option, I am opting to attempt to stay and make a way to rebirth Chicago back into ots bustling, sparkling enamor.

Local/State organizations within the ECE field I found that sparked my interests were:

https://www.cradlestocrayons.org/chicago/

http://www.eclearningil.org/index.php/

https://www.cityofchicago.org/city/en/sites/chicagoearlylearning/home/about.html

These are three organizations that I have not heard of or am familiar with in Chicago. After research, these organizations seem like the ideal opportunity for me to really get myself in the door with more behind the scenes work of Early Childhood Education and advocacy with positions available such as Parent Educator, Regional Stakeholder Manager, Community Partnership Liaison/Manager, Early Childhood Education Home Visitor, Early Childhood Behavioral Specialist, Education Quality Specialist, etc. I ABSOLUTELY loved all these positions because they cater to high-risk populations.

These are options that I have both heard of and am unfamiliar with within the field of ECE. I know my interests and passions rrst within working with families, continuing and strengthening diversity, as well as teacher quality. Out of the locsl organizations I selected, I want to learn alot more about Early Childhood Professional Learning program that is partnered with a prestigious research university in Illinois. With it being different programs under one umbrella, it allows me to hone in on a singular interest and build my career within that framework.

The qualifications are somewhat strict, many positions requiring 5+ years of managerial, program management/operational experience, and at least a Master's in Education. However, with me being a teacher for 4 years, this is also advantageous because I am coming directly from a classroom setting and amnable to give fresh perspective on how policy affects all levels of ECE, down to the classroom. I also feel its important to have a variety of individuals with different skillsets and strengths working together on a project with varying background.

I look forward to knowing more and searching for my dream career

Thank you

This course has allowed me to confront my biases head in and allowed me better be more inclusive and understanding of ideas that used to limit my interaction with other communities. I am excited to be a better educator that is more conscious in my lessons and teachings that are true representations of what I want my kids to take away into adulthood.

I have a goal that teachers have more trainings and education that allow for more perspctive on inclusion and diversity inaide the classroom.

Thank you to all my colleagues for sharing experiences and ideas that contributed to my growth and progress as a teacher and an individual.