Positive effects of research for families and children

One example of research that benefits young children and families is the nature versus nurture debate. For decades, researchers aimed to understand how a child's environment (versus their genetics) affected their developmental outcomes. It is well accepted today that development stems from a combination of nature and nurture- that both the environment (social and physical) and the child's genetics play important roles in the developing brain (Berger, 2016). This research benefits young children because either assumption (that only nature matters or that only nurture matters) means we are neglecting part of the child's development. For example, we know that the young brain makes tons of synaptic connections before age three and that the environment to which the child is exposed has an effect on how many synapses are formed (Berger, 2016). This has led to an incredible push for high-quality programs serving the youngest children and their families. On the other hand, it has helped science move toward manipulating genes in ethical ways to increase the health and outcomes for all young children. The nature versus nurture debate sparked research on a wealth of other topics and has been helpful to young children and families as professionals seek to improve environments, increase caregiver education, and as science moves toward genetic testing and tweaking.

Reference

Berger, K. S. (2016). The developing person through childhood (7th ed.). New York, NY: Worth Publishers.

Research Simulation Topic

For my research simulation over the next several weeks, I have decided to focus on the relationship between teaching strategies and the development of young children with histories of trauma. I want to learn more about the practices and skills that teachers can learn to foster young children's resilience and healing. Throughout my teaching career, this topic has interested me because I have worked with many young children overcoming trauma. Particularly at an Early Head Start, I observed and reflected on how trauma had affected the lives of these young children and affirmed my commitment to make a difference in their lives. I was subjected to early childhood abuse and neglect, and so I started my teaching career with an appreciation that trauma can have a profound effect on a person. As I reflect on my experiences, I wonder if my teachers or other adults close to me could have further supported me in overcoming my past. Unfortunately, as I seek to improve my practice, I find that research is clouded by theories of differential susceptibility, the notion that people are ultimately unique and that all humans respond differently situations, and the fact that reilience is inherently dynamic as people move through different periods in the lifespan (Berger, 2016). Considering my personal experience in childhood with trauma and my experience teaching young children with traumatic histories, I am excited to explore this topic further and employ these strategies in my classroom.

Reference

Berger, K. S. (2016). The developing person through childhood (7th ed.). New York, NY: Worth Publishers.

Wrapping up international contacts and new insights

Over the last eight weeks, we have explored issues and trends in the early childhood field on a global scale. My conversations with Molly in the Marshall Islands have contributed greatly to my professional knowledge and dispositions. Most importantly, I think I have a broadened understanding of the global diversity that exists between and among young children. Even so, we note so many similarities between children in our care and children across the globe. I have learned that we can apply our knowledge of child development to most (if not all) children in all societies if we pay attention to cultural diversity. For example, children in the Marshall Islands seem to display characteristics of children I work with in terms of developmental milestones, skills, and tendencies. They play, they pretend, they have trouble focusing. Molly describes children that are aware of their global impact but that remind her greatly of the children she taught in the continental United States. However, children in the Marshall Islands have unique characteristics- they demonstrate concern for their island, which may not exist in 15 years, some suffer from poverty, and the values and mores they exhibit differ slightly. Even so, they are incredibly similar to children that I care for, and perhaps all children in our society today. The second thing I have realized throughout this course is that issues and trends in early childhood are global, and that we can look toward other societies for examples, for guidance, and for research. A lot of the research we explored this semester has been from other countries and we have investigated education systems that are much higher quality than our own (like, arguably, the schools in Finland) and other societies that may not be as advanced as ours. As we attempt to increase access and quality in early childhood programs, looking toward these other societies might provide clues to how these goals can be accomplished. Finally, I have realized the importance of connecting with a wide range of resources. NAEYC and its local counterpart NHAEYC are incredible resources, but compared to the vast number of global resources, they represent a small portion of the knowledge available to early childhood educators. What this means for me is that I need to stay informed and connected to this variety of resources. Especially in terms of professional organizations, there are plenty of free newsletters and journals to subscribe to in order to make sure that I am aware of the global issues and trends that are affecting young children and their families. For this reason, I will be sure to subscribe to and keep updated on a variety of international resources and professional organizations. This will help me to remain informed and up to date with the field.

Final Conversation with International Colleague

This week I spoke with my international contact about professional visions and issues and trends in the field of early childhood. Molly shares many of the same concerns as I for our future; how to develop a comprehensive early childhood support system that covers the diverse range of needs and strengths that families cross-culturally possess. Even in the Marshall Islands, issues of inequity and trends of declining workforce qualifications and compensation remain. Children are not afforded the same opportunities among social classes and poverty and food insecurity are among the challenges of educators in the Marshall Islands and the continental United States. Molly faces particular challenges in the Marshall Islands where children do not have access to healthier foods and climate change may eradicate their island altogether. Even still, Molly and I both believe that investments in our youngest learners will lead to positive outcomes for all societies and nations and that quality early care from educator's that are passionate will make the difference.
I asked Molly about her future plans for teaching and we discussed the impact of her experience in the Marshall Islands on her pedagogy. She details her own growing ability to meet children and families where they are and to advocate for young children in unfair circumstances. Together, she thinks, we can help policymakers and leaders in the field better serve all young children by ensuring that we are representing each child and family circumstance adequately. Molly has served on several councils for her school and is part of teaching organizations like NAEYC that she feels will help her to be an informed advocate for all young children. What I realized is that, globally, most people have a strong value for young children, and that each family and community has a sense of commitment to children that is demonstrated in different ways. Globally, we must gather in support of young children and make sure that inequities are addressed and excellence is promoted in every area that we can.

Final Notes on the NAECTE

This week I dug deeper into the National Asociation of Early Childhood Educators' website, and I found a few final and notable things. The first is that a variety of scholarships and grant money is available on the website, with winners from previous years listed; these scholarships range from teaching honors to dissertation awards (NAECTE, 2017a). Next, I found that the NAECTE (2017a) is currently looking for submissions of manuscripts about teaching infant and toddler teachers. This topic has been at the forefront of research, and more information can be synthesized as we learn what is best for children under the age of three. I also liked looking into the link 'related organizations', which listed many organizations that I had never heard of that would be interesting to explore further. Examples include the American Association of Colleges for Teacher Education, Association of Teacher Educators, and the Association for Childhood Education International (NAECTE, 2017c). Also in my exploration of the website, I see that Louise Derman-Sparks, one of my inspirations, has written a new book (from 2015) that deals with anti-bias education called Leading anti-bias early childhood programs: A guide for change and that she is actually a member of this organization (NAECTE, 2017b). What a great website and great related links.

I looked through the "published books" section of the website and found high-quality, peer-reviewed literature about teaching adults in the early childhood field (my master's focus). Other than the book by Louise Derman-Sparks, I would really like to read one I found on the website called the Hidden history of early childhood education which addresses not only the historical perspective but also the philosophical and sociological perspectives of early childhood education (NAECTE, 2017b). I also found that there is a relatively new book called Early childhood and neuroscience; Links to development and learning (NAECTE, 2017b). This topic is of clear importance as we are moving through our master's programs because of the need for multidisciplinary advocacy on behalf of young children. As we progress in our professional careers, the need to acquire high-quality resources that will support our success grows. The NAECTE is definitely a resource I will keep handy for myself as its publications in particular seem to be timely and relevant.

References
NAECTE (2017a). Awards and grants. Retrieved from http://naecte.org/about/awards-grants/

NAECTE (2017b). Published books. Retrieved from http://naecte.org/about/published-books/

NAECTE (2017c). Related organizations. Retrieved from http://naecte.org/about/related-organizations/

Equity and Excellence Teaching in the Marshall Islands

This week I had the opportunity to speak once more with my international contact. Molly discussed with me a little bit about how equity and excellence are seen in the Marshall Islands. Her school is comprised mostly of wealthy families since the school requires tuition. Some students, however, are sponsored, and issues of equity are visible in the different students. Molly sees diet and health issues affecting the hildren, particularly their energy and ability to learn. The accepted norms in the Marshall Islands is that children eat ramen with koolaid, cake, and other sugary things for breakfast, particularly those families with fewer economic resources. Molly says that this type of diet is more accepted there than in her native New Hampshire because it is an island and people are used to it. Equity (or rather, inequity) plays a huge part in children's health. Currently, there is a Hepatitis A outbreak, and last year, there was an outbreak of pink eye. Not all children receive proper care for their ailments. Molly suggests that the government does not follow laws or do much to help families in poverty.

Molly goes on to tell me a little more about excellence in teaching in the Marshall Islands. She says that with children getting sick, missing school, and too tired to learn, excellence in teaching is really being able to meet them on their level. Though she is a language teacher, she often finds herself teaching the children about health and safety; in particular, she wants them to have the skills to thrive abroad, since their island may not exist in fifteen years due to climate change. She also wants to educate the children about climate change, its effect on their island, and how they can make a difference. She tells me about a recycling project she did with the children and how excited they became to look for the symbols on their food products. Molly thinks that excellence in teaching is being able to offer these children a sound education that meets them where they are and helps them understand the full scope of their futures.

NAECTE

As I review the website for the National Association of Early Childhood Teacher Educators (NAECTE), I notice that the information related to my professional development is in their publication journals, their position statements, and somewhat in their e-newsletter. Though the newsletter represents information about the organization, conferences, and members, it also provides some practical suggestions for teaching adults in the early childhood field, especially their advocacy for the specific skillset needed for infant and toddler teachers (NAECTE, 2016). They demonstrate a clear commitment to research in neuroscience, economics, and politics, citing specifically that manuscripts for their journal should discuss challenges and implications and should evaluate existing programs or propose future programs (NAECTE, 2016). This reminds me of our reading for this week where Shonkoff (2009) proposes a two-tiered model to reconstruct the early childhood field where part of our investments would go to improving existing programs and part would go to developing and implementing new innovations in the early childhood field. The NAECTE seems to be right on track with what researchers in the field are suggesting in terms of future directions for investments, research, and professional development.

The NAEYCTE (2015) also recently publicized a slideshow indicating their effectiveness in achieving goals within their purpose statement. These goals, like advocating for improvement of early childhood teacher education and providing a communication network of early childhood teacher educators are in alignment with the kind of supports I envision myself needing as a teacher educator (NAECTE, 2015). I think that I could benefit from membership to this organization, especially with access to their Journals. Their most recent publications explore infant and toddler teachers’ specific skills and the system of early childhood education degrees, among other topics (NAECTE, 2017). I can see this organization becoming an effective tool in my repertoire of knowledge and skills in the field.

References

NAECTE (2017). Journal of Early Childhood Teacher Education. Retrieved from http://naecte.org/journal/

NAECTE (2016, Winter). NAECTE e-letter. Retrieved from http://naecte.org/wp-content/uploads/naecte-winter-16-v2.pdf

NAECTE (2015, November 23). NAECTE Needs Assessment Survey results. Retrieved from http://naecte.org/wp-content/uploads/NAECTE-Needs-Assessment.pdf

Shonkoff, J. P. (2009). Mobilizing science to revitalize early childhood policy. Issues in Science & Technology, 26(1), 79–85. Retrieved from the Walden Library databases.