Farewell

"Great thoughts speak only to the thoughtful mind, but great actions speak to all mankind." 

Theodore Roosevelt

To think we have made it would be underselling our stories. Over the course of our time together at Walden, each professional I have come across has shared their stories. These stories included ideas, they included inspirations, but they also included anecdotes of the tangible work we have put into the field. My wish, for my colleagues, is that the words you have shared, along with the ideas you have helped to cultivate, can be shared across the world through bold actions. I hope that each of my colleagues and professors can continue to share their passions and inspire efforts in professionals, families, and children.

As I am completing my final few days in my my M.S. in Early Childhood Studies: Public Policy & Advocacy at Walden University, I can think of three major lessons I have learned throughout my experience. First, I have learned that the most valuable tool a professional has is their community. Be it a working community, a community of practice, or the community in which one resides. Looking around oneself to the people around you, the experiences shared, and the passions being driven can provide any individual with enough fuel and fire to overcome any challenges. A second lesson that I have learned from my experiences is that communication is a skill that is so deeply embedded in our everyday lives, but requires constant consideration. Communication can serve as a bridge or a wall, but I am the factor that determines how communication serves me. Third, I have recognized that the ECE world is just as big, if not bigger, than I have ever imagined. I can remember back to when I was graduating from undergrad and I had felt like there were so many possibilities for me. Though, in reality, I did not nearly understand how many avenues I could follow. Having completing my masters, I can now see that my efforts can be shared, my passions can be spread across families and children around the world in a myriad of ways. 

Looking towards the future, one goal that I have set for myself as I leave the academic world of Walden University is to take a leap of faith and leave my position as a classroom teacher. As much as I feel passion for directly impacting positive development in the lives of children, I want so badly to gain a new experience working with children through working directly with their families. I plan to spend time this upcoming spring sending out applications to a variety of non-profit organizations. Although I cannot specific declare the type of organizations that I will apply to, I do know that my goal is to gain experience in a new world, one of which I will find in the nonprofit sector. 

My Eye on International Communities of Practice

The organization Save the Children is one that appeals to me greatly for a variety of reasons. When I was first introduced to this international organization early in my studies with Walden University, I recognized that Save the Children is a group that focuses on the well-being of children across the globe. Although countless other organizations focus on the well-being of children, Save the Children is one that focuses on the basic human rights of children. Rather than focusing solely on education, or health, this organization is one that looks at the basic needs of children, and works to create greater avenues of access to safety and positive learning and developmental environments. 

The International Play Association is another international organization that I admire greatly. With a push for increased emphasis on academics in early childhood, the value of play experiences has begun to diminish. Where developmentalists and play specialists can see the impact that play can have on the health, well-being, and development of young children and their families, the rest of the world may not. The International Play Association has representation in almost 50 countries. All board members and general members are involved in the IPA through volunteerism only. Their work focuses on educating the public, and supporting the growth of, active play experiences for young children. 

The United Nations Education, Scientific, and Cultural Organization (UNESCO) is an international organization that stood out to me because of it's strong position on gender equality. With our nation moving in such a progressive direction, it is important that the adults who work with children understand the science behind gender identification, the commercial influence on gender, and the presence of gender inequality around the world. UNESCO works in several countries to meet several objectives: "Attaining quality education for all and lifelong learning; Mobilizing science knowledge and policy for sustainable development; Addressing emerging social and ethical challenges; Fostering cultural diversity, intercultural dialogue and a culture of peace; Building inclusive knowledge societies through information and communication," (UNESCO, 2011).

Potential Job Opportunities

Parent Educator with Child & Family Services 
https://child-familyservices.org/parent-educator-bachelors-level/

In order to obtain this job, I have a great head start in my qualifying education: the job requires the parent educator to have a bachelor's degree in a field related to education, and is preferred that a master's degree be obtained as well. Aside from education, this job would require me to be able to utilize productive, effective communication with families participating in the program. Along with strong communication skills to be utilized with families, I would be required to work collaboratively and reflectively on a team of fellow professionals. As this position is involved with families from multiple communities, I would need to be able to utilize culturally responsive interactions when developing and implementing sensitive support systems for families. I would also be required to work within organizational record keeping to maintain clear documentation and communication of each family's involvements within the program. 

Resources

Save the Children. (2011). Retrieved fromhttp://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

International Play Association. (2016). Retrieved from http://ipaworld.org/

United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved fromhttp://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

Looking forward...

Zero To Three has always been an organization that is most appealing to me. Something that has drawn me to the group, is that all of their information is extremely user friendly. On countless occasions, I have recommended visiting the website to parents with infants or toddlers in order to gain some new perspectives or supports related to their specific situations, and the families had come back to me telling me how great the videos are, or how useful a particular article was. Regardless of SES or educational background, parents/caregivers with access to internet can locate and utilize their many resources. 

The International Play Association is one that has always served as an inspiration to me. Although the organization is international, theirs is a national chapter here in the U.S. The chapter was started in 1961, and is founded off of the United Nations' Declaration of the Rights of the Child (1959) Article 7, paragraph 3: "The child shall have full opportunity for play and recreation which should be directed to the same purposes as education; society and the public authorities shall endeavor to promote the enjoyment of this right," (1959). Not only does this organization spread the word of this law, it works to maintain and create legislature protecting play in the lives of children across our country. 

The Council for Professional Recognition is a U.S. organization that works to support professionals in the field of early care and education by keeping current on the latest findings and trends in the field. Just as it is important to support children and their families, we must also make sure that a great deal is being done to support all future educators, regardless of the length of their education. This particular organization works strongly to support CDA candidates through their development and regulation of credentials and assessments. 

One particular job that I have been interested in for a few years is that of a Lead Teacher at the University of Vermont's Campus Children's Center. As a teacher in this program, I would not only be responsible as a member of a Reggio Emilia teaching program for 2-5 year olds, but also for overseeing the work of practicum students from the university's education program. Having interviewed for this position a few years back, I was fortunate enough to see how involved the school community was. During the hiring process, I was interviewed by a panel of school administrators, university administrators, classroom teachers, and a panel of school families. Upon the conclusion of my final interview, I was required to participate on an open-forum panel led by families in the school community. It was a major fuel towards my passions behind support families in the school environment; I had seen a school community function so beautifully by collaborating greatly with families. 

Some Favorites in the ECE Community

As I think of specific early childhood care and education advocacy groups that are highly appealing to me, the following three come to mind:

• Campaign for a Commercial Free Childhood.

This organization is working within the early childhood community to address the growing issues of technology in our youngest children’s lives. I have seen the negative effects of over-commercialization in childhood, as well as the lack of technological literacy experienced by parents and caregivers. As the world is rapidly changing, this organization is working to support adults in appropriately exposing children to technology, as well as addressing the highly negative impact the commercial world has on children.

• NAEYC

As an active member of NAEYC for the past several years, I have been fortunate enough to feel the power of it’s community. This specific organization houses several communities of practice, be in professionals dedicated to preserving play in early childhood classrooms, professionals dedicated to supporting health and wellness in young children and their families, along with a multitude of other issues. NAEYC has inspired me time and time again to remain active in the field, as they are one of the leader producers of research in the field within the U.S.

• The Child Advocate

When I had first come across this organization, I was amazed to see how many specific topics they work to address. Aside from the range of topics, I was (and still am) totally awestruck with the clear availability of various supporting professionals within each topic. For example, when looking through the information published by the Child Advocate’s website regarding drugs and medications, specific research articles are available alongside links to additional (outside resources).

Looking at specific jobs within the field that I would be interested in, these are a few that stick out to me.

• Family Advocate with Youth Advocates Program, Inc.

This specific role would require me to utilize my background and training in child development, as well as policy systems. As a family advocate with this non-profit organization, I would be responsible for providing home-based supports to young families with young children, home-school connections through relationships fostered at the child’s school setting, as well as center-based support groups.

• Program assistant for Campaign for a Commercial Free Childhood

In order to assure my qualifications for this position, I would need to emphasize my own technological literacy. Along with that, I would be required to share in my enthusiasm and understanding of the impact the commercial world has on children. The job would specifically require me to help design campaign outreach, and maintain a level of flexibility when support different components of the organization's office. This position is ideal to me, as it would allow for me to see the many layers of a complex organization.

Profile of a Volunteer

My little sister, Kaitlyn, has followed in the footsteps of her older siblings (my brother and me) and has spent the majority of her youth and young adulthood considering the needs of others over her own. In her undergraduate years, she had attended college in Baltimore and quickly became involved in her community. Not only was she the president of her University's Habitat For Humanity student chapter, but she also began to work as a volunteer within different community outreach organizations working to connect community members with access to health-care. While working with these community health organizations, she helped to file new and existing client information, and in the process was able to learn about a whole community of peoples from their own perspectives. The impact of her volunteer work lent to a positive growth in the community, as she was able to institute more effective systems for practitioners to connect records and provide the community members with the most accurate services. Yet, although her major efforts directly affected her community, they made an incredible impact on her own life. Where she had never worked within a community such as the impoverished Baltimore community, she was able to understand the depths of the the social issues that plague their city and their lives. As she worked both in HFH and these community health organizations, she learned that the city's heartbeat existed in the lives of it's most needy, and the systems that need to be in place in order for improvements in their lives do not exist yet. Although any advocate that works on behalf of children and families understands that the world we hope to live in is not here yet, we can each do our part to build it. 

Using Social Media to Get Connected

Social media presents itself as a double edged sword. Something I find important to note, is that although social media can serve as an incredible tool for connecting stakeholders with information on topics that connect with them, it can also become a source for misinformation and negativity. Entering the social media world, one must realize how truly connected they are, the impact their words can have, and how important it is to speak intentionally into the world wide web. Technology is a sensitive topic of study, as it is so rapidly evolving we must be cognisant of our efforts to understand and utilize it to it’s fullest, and most rich potential.

Useful Social Media Tools

• Twitter: This format allows for stakeholders to access quick resources and updates from within the field. Organizations such as Zero To Three utilize platforms like twitter to increase involvement in advocacy efforts for major movements including the Rally For Babies.
• Facebook: This format allows for direct connectivity for advocacy groups. Facebook groups can be made public or private, allowing for controlled contributions towards informing and organizing stakeholders. Facebook allows for easy personalization for groups to invite new members, and share resources throughout.
• Change.org: This format allows for advocate to create and distribute mass access to petitions for change.
• Blogging- This format is a strong resource for helping advocate voice their opinions, and receive real time responses. Advocates can utilize this platform to inform the public of issues, share personal connections, and direct links to resources. This entire process is time logged, so advocates and stakeholders are able to track the movement and progress of their work.

Something I am curious of, is what we as a field can do to not simply utilize social media to spread our word, but how can we teach others to utilize it in the most effective ways? As children and families are becoming increasingly more active within these areas of technology, what resources are available to community members that support them in learning the vast depth of the the technological world, their connectivity, and how they can begin/continue to utilize social media as a direct facet of change for themselves and their families?

E-Advocate. (2011). Social media advocacy: Five influential steps. Retrieved from http://eadvocate.wordpress.com/social-media-advocacy-six-influential-steps/

Advocacy Messages

"Discovering Nature"

Families do not have to travel far to connect with their loved ones in nature. The benefits of being outdoors do not require major efforts and far distances. Families now have access to a search database that will provide them with information about the different types and locations of natural spaces in their very neighborhoods.

"When kids spend time outdoors, they get the chance to explore, use their imaginations, discover wildlife, and engage in unstructured and adventurous play. Additionally, studies show they have lower stress levels, become fitter and leaner, develop stronger immune systems and are more likely to become environmentally conscious in the future," (US Forest Service, 2016).

This message reiterates a lifestyle that generations before us were naturally privy to. With the changing economy, and growing communities, many parents and young people are often at a loss of their options for outdoor recreation. Through this PSA, families are able to see that there is a quick, easy, and free way to find new natural spaces to enjoy. The PSA also provides short, quick bursts of data supporting the value that natural exploration has on both children and entire family units. 

"Understanding is everything"

The simplicity of the visual depiction of this message is something that I found to be incredibly touching. The diagnosis of ADHD in young children is on the rise in the U.S. Approximately 6.4 million children ages 4-11 in the U.S. have been diagnosed with ADHD in 2011, and appears to be rising by 3% yearly (CDC, 2016). As many parents with children with ADHD may find that their patience runs thin, or that their child simply isn't trying, this message works to empower parents of children with attention challenges. It works to build an understanding that their child's struggles are not intentional, and that there are resources available for both parents and children. Rather than build frustrations, there are people and tools that will help to grow understandings of the causes of attention challenges, and solutions that can and will work. 

Center for Disease Control. (2016). Attention deficit hyperactive disorder (ADHD). Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html#us

US Forest Service. (2016). Discovering nature. Retrieved from http://www.adcouncil.org/Our-Campaigns/Family-Community/Discovering-Nature#sthash.FThQ4iVx.dpuf

My Own Capacity

One issue impacting young children and their families that fuels my passion for the field, is the issue of parents lacking support as their child's first teacher. I've come across family after family that is taken aback by my referring to them as the first teacher. So many parents take on the responsibility of parenthood, but are seldom given clear, useful help in regards to understand what that role really means. Rather than focusing on the things that parents can use to occupy or teach their child, we should be teaching them and pushing the understanding that their relationship is most important. 

I find that even though I find I constantly build new relationships across the field wth professionals and families alike, I am most grateful for my most reliable resource: my mother. My entire life, my mother had served as not only a mother to her children, but a caregiver to her older brother, and a shining example of advocacy in action. She always worked to inspire my siblings and me to find the joy in dedicating our time to helping other. Later in her life, my mom tackled the incredible feat of completing her Masters of Social Work, and later became a mobile response counselor for local children and families. As she, too, is fairly new to her field, she and I are always talking through possible solutions to our challenges, sharing our most thrilling discoveries, and seeking professional advice. It's been an inspiring experience to ease into the understanding of the social work field through someone I trust tremendously. I've been given many opportunities to understand the value of cross-profession collaboration in order to tackle the same goals. 

In order to be a more effective advocate, I would like to gain greater experience in identifying specific issues to tackle, rather than over-arching problems. I find that I struggle to set realistic goals because of this; I often struggle to hone in and focus on the small pieces as opposed to the complete product. 

My Role as an Advocate

• What motivated you to start advocating for very young children?

During my first year as an undergraduate practicum student in the ECE program at the University of Delaware, I became exposed to some of the most passionate educators and advocates I have since come in contact with. The teachers at the Lab School were (and still are) models of positive force in the field. I watched as these teachers shared their passion for the field in the early childhood classroom, in the undergraduate classroom, and out in their communities. They shared with me how meaningful their work was on a multitude of levels. From that semester on, I became a member of the Student Association for the Education of Young Children, working on my free time to head out into my community and support young children and their families. Through my earliest volunteer work, I found just how many levels of support go into successful ECE models, and how easy (as in natural to speak out on behalf of something that is so pure, full of life, and promising), fulfilling, and vast the work of an advocate is. 

• Why is it essential to acknowledge and foster advocacy efforts at the micro as well as the macro level?

Every. Bit. Helps. No matter what population, what location, or what device an advocate uses in order to execute their efforts, their voice can make an impact at both micro and macro levels.

• What does it take to be a community leader on early childhood issues?

A community leader on early education requires one to be willing to reach out to everyone. No effort is too small, and no community is not worth reaching. A community leader must be able to understand the development process of building policies, straight down to the beginning stages of compiling meaningful research. Community leaders must understand the immediate and future needs of their constituents, placing value on all issues, regardless of the personal connection he/she may have to it. 

• What resources does it take to be a state leader on early childhood issues?

State leaders on early childhood issues must understand the vast needs and implications of child development. They must understand the vast sub-populations within their states, from incarcerated parents, to parents in high-powered, high-SES positions. State leaders must be able to link together all professionals that are involved in supporting children and families in ways that are meaningful to the common goals at hand. They must also be willing to collaborate across state lines in order to find the most effect tactics to combatting pressing issues.

• What tactics or strategies do you use to mobilize others?

Shared information is one of the most effective strategies used to mobilize others. In order to effectively share information, though, one must be able to present it in a wide range of presentations. Different populations respond to different forms to campaigns, be it written, face-to-face, or visually represented through graphs, statistics, and general research. Linking individual stakeholders together by expressing to them their shared interests across issues and across communities must take place before action can occur. 

• What advice would you give to someone who was interested in taking a leadership role in advocating for young children and their families?

Something I would implore a potential advocate for children and families to do is to get to know the population(s) who they are speaking on behalf of. It is one thing to read the research, but it is totally different to show your face. In the field of early care and education, we strongly believe in the power of relationship. The best way for change to occur, is to build a team to support the actions that must ensue. I would suggest taking time to build meaningful relationships not just with the families and children that would be affected by your proposed policies, but to also get to know all parties involved (i.e. professionals in the field that would be affected by policy, or could provide meanigful suggestions or feedback to join in your efforts). 

Personal Advocacy Reflection

I like to think my family is pretty spectacular. Don't we all?

Well, when I sit down and piece together each gem in our family history, I have no reason NOT to believe my family truly IS spectacular... In the mid 1950's, my maternal grandmother gave birth to her first, health baby boy. (She had several failed pregnancies before, including a live birth of a baby with severe tissue deformities, eventually resulting in the baby's death.) She had prayed and prayed for this day to come, and there it was! Michael was born. A little over a year and a half later, Grammie had noticed Michael had a fever that he just could not break. Having taken him to the doctor, and being told it was nothing to worry about, she vigilantly watched as her once healthy baby boy suffered. After taking him back to the doctor and insisting something be done, it was found that my uncle Michael had contracted meningitis. The late diagnosis, and prolonged fever had left my uncle severely brain damaged and deaf. Although this was a huge cross to bear, Michael was still young enough to manage and my grandparents did not believe this road-bump was large enough to deter them from growing their family. Grammie and PopPop continued on to having 5 more children (all of whom turned out perfectly healthy).

My mother is the second oldest in her family. That means she was the first born after Michael's tragic diagnosis. From a very young age, my mother learned (often the hard way) how to put someone else's needs before her own, and to look at such situations with a lens of empathy and forgiveness. As a young girl, she watched her two parents seek every outside support possible for her older brother, all while he ripped the heads off of her dolls and dismantled every toy she ever laid eyes on. Michael was not an easily child to be around. He was often times violent, seemed constantly frustrated with a lack of communication, and love to wander off. My mom, though, never thought less of him. He was her family, and she was responsible for being her parents first line of defense. She would do whatever she could to support those around her.

As my mother beared the brunt of a challenging older sibling, my grandparents began to set up meetings for families affected by disabilities. In the early 70s, my grandparents became hosts to the very first parent support group in the county in NJ. They began to speak out for the rights of people with disabilities, and worked to empower the families around them that were going through similar experiences.

After my grandfather passed away, and my grandmother began to deteriorate in her old age, my mother began to take on more and more of the responsibilities as Uncle Michael's caregiver. She managed the relationships with the caregivers in his group home. She made sure that all of his medical needs were properly being taken care of, and that the family was called together at least once a year to go and visit with him.

It wasn't surprising to me that when I was beginning my undergraduate studies, my mother had gone back to school to pursue a masters in social work. She has, for my entire life, been an incredible role model of selfless adoration for mankind. I have watched as my uncle's care ebbs and flows within the constraints of a state-funded care system, but how quickly his quality of life can increase through one carefully drafted email speaking out on behalf of his unalienable rights. One of my biggest hopes for my own career is that I will be able to speak out on behalf of those, much like my Uncle Michael, with the same amount of grace, empathy, and compassion as my mother has shown our family her entire existence.

The Home Stretch

From preschool, to curriculum work, to primary education, my career has made some turns but my passion for the ECE field stands strong. Working as a kindergarten teacher in suburban northern New Jersey, I have been privy to a wide range of policy challenges that directly affect the families in my care, as well as the communities I work around. I am thrilled to be in the final stages of my studies, working now to deepen my knowledge of the tools available to me as an advocate and future policy shaper. I look forward to getting to know each of my new colleagues, and growing together!

Consequences of Being Apart of the BEST Team

1. Oh mylanta! MY BRAIN HAS GROWN!

After the 8 weeks in this course, I know for a fact that I have grown. Whereas prior to the start of our studies, I started to feel like I was falling into “the slump.” You know, the one where everything just seems so dreary and the changes feel like they’re never going to happen? Well, the feeling has gone. This learning community I have been a part of has allowed for me to be reminded, once again, that although the challenges we often face are truly big, the safety net to keep us from falling off the edge is far to large. A community such as the early childhood field’s leaves no man behind. Each member truly understands the importance of our work, and the value of children and families.

2. I might just jump!

As the early childhood community is not just limited to the professionals that work directly with teachers, I am starting to grow my confidence in the possibility of leaving the classroom and making my lasting marking in a different branch of our early childhood system. I’ve begun to research the different organizations that I feel inspired by, and am considering taking a chance and transferring into a new sector!

3. The kids. It’s always the kids.

My faith, wonder, and joy in childhood has not wavered. This community that cares so much, about me and about everyone, has continued to remind me that childhood matters. Our work is important because children’s lives matter. That old saying is absolutely true: children are our future.

Goal

I will become a leader. As long as I am working within my current education system, I will find ways to continue to grow and continue to share my understandings of effective comprehensive early childhood systems that can, should, and might even do exist in my community. I will build bridges across care sectors, linking each involved member of a child’s life to the same goal.

What if...

I am a married young woman, 28 years old to be exact. My husband and I have been together for 7 years, and married for the past 4. We met during high school, and reconnected after I completed my bachelors degree. We are both native English speakers, and live in our home state. During our second trimester, we decided to complete an amniocentesis test.  The results came back with a startling finding: our baby has spina bifida. Further testing found that the case looks as though it will definitely have some pretty intense implications after I give birth. Two doctors, each with different practices, have given my husband and me the expectation that our child will require several surgeries early on, even one while still in utero! Even if we opt to complete the earliest surgery, who's to say that our baby won't need surgeries on their feet, hips, or even spine. One doctor had been mentioning the possibility of hydrocephalus, where our baby might need a shunt to release fluid and pressure on the base of their spinal cord. All procedures are highly expensive, and I'm just not sure how we are going to financially prepare.

As a public school teacher, I have a decent insurance plan, though no one can predict if I will be able to keep my job and still give my child the attention that they need. My husband is an electrician for a private company, and even though his insurance is decent, his premium is extremely high, we are just now making enough to pay the extra for diapers and general baby needs- not for medical bills. We have anticipated using an at-home care provider when I return to work, but recently discovered she is not qualified to manage children with special needs. Neither of our families live nearby, so we are on our own when getting any type of help caring for our baby. The small amount of savings we currently have have already begun to dwindle as we jump from specialist to specialist. As badly as we want to become parents, we aren't sure that bringing this pregnancy to full term is going to be something that we can nor should do. Without certainty of if we can give this child what they need, we need to make our decision. Fortunately, there are no legal restrictions on how what we choose to do. 

Thinking about the sectors of comprehensive systems, my family will no doubt benefit from each. At this point, as my husband and I are gearing up to make this major decision of whether or not to bring out pregnancy to full term, we would greatly benefit from both the Health & Family Support systems. The various specialists we have seen, and will likely see again, will serve us in totally understanding out options and outcomes. The Family & Support system will give us the guiding hand, or shoulder to lean on no matter what decision we make. And we are to bring out pregnancy to full term, I know how important Early Learning and Development systems will be as we work to identify any developmental struggles our baby faces, and learning the many different ways we can help to foster growth across all areas of development. 

Intro to Educ-6567

One of the reasons I chose to study policy and advocacy within the early childhood field is because of the changing face of the field. With more and more global emphasis being placed on the value of young children and their families, I felt it would be most beneficial to focus my graduate studies within the realm of the changing policies, in order to learn how to grow my own voice on behalf of these communities. Working currently as a classroom teacher, I have found that my studies thus far have not only supported the growth of my relationships with the young children I teach, but have also allowed for me to speak out on behalf of my own “best practice,” and also when working to foster collaborative relationships with parents and colleagues alike.

Becoming a skilled and confident advocate is crucial for early childhood professionals and for the field because we speak on behalf of so many different sub communities. We speak on behalf of young children whom do not yet have a voice. We speak on behalf of parents, whom are working to find their new role in the world, and bring up positive, productive members of society. We also speak on behalf of our communities, working to grow positive relationships across all peoples. In order to do so effectively, we must learn the complexities of cultural differences, the skills necessary to mediate and collaborate, and do so all while understanding the general structure of the legalities of the systems in which we function and for which we seek to improve. There is so much worth fighting for, and within the clear confident voice we have been working so hard to build, we may not be able to sway the public to see the same crucial nature of our work.

Public Policy & Advocacy Goals

-I hope to understand the legal process of how financial funding is created and allocated. Specifically, I would like to understand the various processes schools and child care centers can go through in order to increase and/or maintain funding.

-I hope to learn the different roles one can take when working to pass specific legislation. Specifically, I would like to know how I could directly contribute to passing specific legislation such as bills providing school meals (breakfast/lunch) to low in/at risk children.

-I hope to learn of new organizations that work in full force to impact specific sub-communities within the field. I am hoping to learn of not only the work that is being done across the globe, but also specifically what organizations exist within my own state, and the ways in which I can become involved with their work.

Adjourning

As a classroom teacher, I constantly find myself working within groups. Some groups can't adjourn quick enough, whereas others leave me hoping for future collaborations. Several years ago I had worked on a teaching team that was unlike any other team I had worked within. Each of the team members had their own individual style and personality, yet everyone was able to express their ideas just as respectfully as they had listened to the ideas of others. The levels of commitment towards the common visions, and trust for one another was totally unparalleled. When our school year came to an end, 3 of the 4 members on the team were leaving the school to pursue further career goals. Throughout the year, we had worked to support each other in countless ways. Yet, now, we were moving on. This process of adjourning our teamwork allowed for closure in our work together, but also left me feeling as though we were placing a doormat in front of a perpetually unlocked supply closet. Although we were leaving one another, we had left our team in a state of constant connection: we became fully capable of continuing on our contact and providing support to one another in the years to come. 

When my M.S. program at Walden U. is complete, I imagine that I will once again place a doormat outside of my supply closet for each of my new colleagues. Though my time in our classes will be no longer, I will work to remain in contact and available to continue to collaborate with the many great minds I have met along my studies. This very process of adjourning is what allows for the positive growth in our work together to remain alive, and for future support systems to germinate. 

Conflict in Context

This year marks my first year as a kindergarten teacher. I've now taught at a different grade/age level each 5 years of my short career. In different ways, each new year brings an onslaught of new challenges. Though, this year has proven to be particularly challenging. Much of my struggles have come from my own weaknesses in managing my organization, understanding curricula, and grasping certain policies of my kindergarten program. When thinking about any disagreements or conflicts that I have recently experienced, I can't pinpoint many, but I think that has a lot to do with my perception of many situations. (I seem to have build a frame-of-mind where I've been placing a lot of blame on my own shortcomings when trying to manage my challenges at work. More specifically, until I've tried to pinpoint the root of the challenge, I don't feel comfortable enough to confront it. This in itself is a challenge in communication I now see new ways to overcome!) 

Though, there is one thing that I have not been able to shake: one of my students has struggled greatly this year, and despite my following of the intervention and response process, I have just been informed that he will not be receiving a formal evaluation, even though it has now been clearly identified how beneficial mandated services will be for this child. When the LDTC (who is also a case manager) informed me of this, I was a combination of furious and sad: I have been working with the Intervention & Response Services (I&RS) team since October to address challenges that, though they may not be strictly academic, were, are, and will be seriously impeding this child's ability to succeed independently. The determination of the team, is that because he has made such great progress, and is only now scoring below benchmark standards academically, there will not be enough time to complete paperwork and perform an evaluation prior to the end of the school year. This information was all presented to me the day before Spring Break began. It was shared with me 5 minutes before my prep was ending, and no clear follow up was determined.

After the red, hot rage subsided, I've had time to sit and think about what I can and should do from now until the start of this child's first grade year. I know now that I must return to school next week, and speak with the LDTC to determine a compromise. I need to make sure that, unlike several instances I have experienced in the past, this child does not get forgotten come Sept. 3, 2016. Having fought so hard this year to allow for my student to be given the best opportunities to learn and grow, I do not believe that I should be told that there's nothing more I can do. I will call for a meeting, to seek support from the team from now until an evaluation is going to be completed, even if it is for the next few months. I also know that I have to consider the "whys" regarding why the child cannot be evaluated yet. I have to acknowledge the heavy case load of the small Child Study Team (CST). Because of the nature of this conflict, I think that a wider range of solutions might not be best, as many different approaches have been offered and tried. Though, aside from simply asking for more support or strategies, I believe that entering mediations with a specific focus of support will be most helpful. 

Communication Analysis

This week was a strange week on a few different levels. As the week began, I once again felt like one of those performers who miraculously work to spin multiple porcelain plates atop narrow rods. As one begins to spin, so does another, and another, and so on. If you've ever witnessed this, you might hold you breath in anticipation of one or many plates dropping to the ground and coming to a dramatic CRASH!

Needless to say, I realized just how much I had piling up in my life. Yet, this was not the first time I had a feeling such as this. In instances such as these, I truly worry that I will be unable to keep my head level enough to communicate clearly to those around me. When I began our assignment for the week, and realized I would have to both analyze my communication skills along with have two other individuals analyze me, I couldn't help but feel a little worried. My own lowered self-esteem left me feeling worried about how others perceive my abilities to interact effectively.

My boyfriend, the man who most often takes the brunt of my rants, rambles, and frustrations, is also the person who participates in analyzing my self reflections. He and I communicate exceptionally well when working to understand the reasons behind our frustrations, but also when devising plans to continue to evolve in a positive way. When his results on both assessments were only one point away from where I scored myself, there wasn't exactly a surprise as much as a relief. It was comforting to see how well he truly knows me and understands my motivations behind interactions. In the past, I had struggled with remaining true to myself while in a relationship. This current relationship that I am in has been the first that I, for many factors, have seemingly been able to remain transparent in my wants, needs, opinions, and beliefs.

 This primarily resulted in my decision to invite two people whom I hold close to my heart, but also know me in situations such as the one I was experiencing along with the many other levels of my emotional being. My little sister, and toughest most marvelous critic, along with my boyfriend were the lucky winners. My sister, 3 years younger than me, has always felt the wrath of my "bad side". As many sisters experience, we fought constantly. It wasn't until we were older that we began to get along better. Yet, I still had this flighting feeling that she perceives me in a totally different light than I do myself. When she had sent me her results from the assessments though, and was no further than 2 points away from where I had scored my own self, I was amazed. No matter how many ugly fights we had gotten in over totally irrational things, my sister is able to see me as a balanced communicator. Granted, my assessment result within the Verbal Aggressiveness Scale was not even close to the "mild" range, the results we had both gotten were results that I am very comfortable with. Both my sister and myself both see my abilities to stand up for what I believe in while refraining from knocking someone else down. This skill can be extremely useful, especially when working as an advocate. We so often need to be able to speak up for what we believe in in ways that not only avoid hurting the feelings of those whom we are speaking to, but do so in an effective enough way that evokes change.

Cross-Cultural Communication

Within the community that I work, many cultures are represented. In my school alone, we see over 20 native languages embedded into our English speaking community. When thinking about if I communicate across cultures differently, I find that I do often shift my interactions towards cultural mediums. Though, the cultural shifts that I make within my own communications are similar in approach, regardless of the culture with which I am interacting. Even though the approach make be the same, I find that the direct presentation of my communication shifts depend on the situation. I find that I make more references towards meaningful cultural events in different families lives, such as their involvement in their cultural-communities (i.e. religious holidays, cultural traditions, etc.) I find that I also will be more cognisant of the differences in communication form (i.e. changes in eye contact, physical contact, and reciprocal turn taking within communications). When thinking about the best ways to communicate across cultures these are a few suggestions I have:

1. Take the time to understand the culture with which your are communicating. Learn through questioning (either the direct contact person, or through other means- books, internet, etc.). Learning more about what to expect from that culture's norms allows for easier navigating when communicating.
2. Take the time to listen more deeply, instead of simply hearing what is being said. By listening critically, with intention to understand language differences, you can grow more successful in understanding the functions of communications. By listening, you become privy to cultural priorities, and even sometimes cultural concerns.
3. Make a clear effort to show that you are open to the cultural difference. Making an effort can be done in a variety of ways. One way I find most helpful is through note taking. Prior to meeting with a family or colleague from a different background, I compile a list of my own questions/concerns that may arise within conversation. I also make a list of reminders to keep in the forefront of my mind regarding the cultural within which I am communicating. 

Silent Communication- Sitcom Style

The show I chose to (finally) watch was The Big Bang Theory. After having friends recommend it to me for years now, I figure what better chance to expose myself than through this activity!

In the opening scene, there is a group of 4 guys sitting around in the living room of an apartment. They are all facing one another openly, and seem to be friends by the way the conversation shifts across the group. Shortly after the show began, a female entered the apartment, and seemed to be friends as well. Initially it was as if she were only a friend, though after a short interaction one of the guys showed a more visually responsive demeanor towards her, and eventually kissed her. Being that it was welcomed, I can assume that the female and this one guy are a couple.

Once I turned the volume on, I found my initial assumptions to be true. The 4 gentlemen were in fact close friends. Throughout the remainder of the episode, the guys hung out together again, and again. The female from the beginning scene was, in fact, dating one of the friends. He was very fond of her, and continued to show very bold emotions of love and acceptance of her, more so than some of his friends. As the show continued, I was able to deduct relationship information from the body languages of the characters. Though, there were a few characters that didn't necessarily have a full range of emotional expressive abilities, which resulted in making those characters harder to understand without verbal communication. Because of these characters, the show proved to be chock-full of uncomfortable interactions due to miscommunications, or a lack of social grace (i.e. bluntness).

The multiple personalities on the show, and the unexpected relationships between the characters leaves me to believe that I will definitely watch more to understand the differences in communications between these very unique character personalities!

Communication Star

I met Dr. Paris my sophomore year of undergraduate studies. She was ethereal. Her voice was soft and kind. It was as if you could hear her smile in her words. When she spoke to anyone, you could just feel that she was listening. When I had first met her, she was simply a face in the Early Childhood Studies. I knew her name, as she was guaranteed to be my professor later in my studies. I had never hear anything negative about her as a person, simply that when you were in her class you had a chance to become involved in something bigger than you.

Dr. Paris, unsurprisingly, taught a course highlighting professional issues in early childhood. She was always working to provide us students with opportunities to grow independently, but also to grow as a collaborative unit. Throughout the time spent in her course, she shared a wide range of perspectives. SHe provided opportunities for open forum discussions, always restating and validating what the students would share. Regardless of if a student's statement was totally off topic, or seemingly failing to grasp the concepts discussed, Dr. Paris never responded as if an idea were wrong. She would ask more probing questions to better understand the thought process responsible for ideas shared. She allowed for self-reflection of students, but also shared her own process of self-reflection. Though she sat in a position of power, leading students through course work she was responsible for teaching, she always shared ultimate honesty. Her honest approaches to interactions, combined with a lack of judgement, and a clear presence of compassion, Dr. Paris helped me to grow a foundation of effective communication.

Each day, I work my hardest (successfully or not!) to think first before responding to ideas. When people speak to me, I work to listen before thinking. I even find that I often have to stop my mind from predicting what someone might say, and simply wait to hear their voice. Dr. Paris taught me what it feels like for sometime to value my own voice. From that, I plan to take her lessons and examples, and constantly work to grow my own ability to share that feeling with the individuals I meet.