Communication and Cultures

Do you find yourself communicating differently with people from different groups and cultures?

Yes I often find myself in this situation. I provide customer service to all nationalities and to people from all cultures and groups.

If yes, in what ways do you communicate differently?

I have not yet mastered a second language. I do speak well enough to be able to know what the person is saying. I use things like pointing, asking questions in my own language because I know that even when people can’t speak the language they can understand what you are saying.

When communicating with a person from another culture or group it is always better to have someone that fully understand their language besides you interpreting the language.

Food for thought

Do you think it's rude when Hispanic people speak spanish in public?

“My friends and i were talking about this earlier in school, ok so my friend rides a bus to a tech school from high school everyday, and the bus driver is Hispanic, and this Hispanic girl sits in front of him speaking Spanish with bus driver, and he gets mad whenever they speak speak Spanish in front of him, he says that This is the united states are main language is English and it should stay this way. i am a little irritated EVEN IN MY ENGLISH CLASS they even speak Spanish!! its so rude to me whenever they speak spanish in a damn English class. we had groups today and we were moving around and my teacher puts me with this Hispanic girl and she barely knew english, she gave me a angry look like she didnt want to talk to me, but i didnt do anything i was just asking her about the study questions? but she decided not to anwser me and gave me a bad look, i think shes racist against americans i dont know... well have you had this experience before?, if so tell, when and where and this happened.”

Yahoo.com –Yahoo answers. Retrieved September 20, 2012 from http://answers.yahoo.com/question/index?qid=20120318200545AA4TrOu

Non-verbal communication-Action does not speak louder than words.

I take responsibility for actions and my words.

What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?

I watch the show “The Office” on TBS channel 247. Watching the show without sound was pretty interesting to me because I have never watched a show without the sound. The interpretations I perceived where that the show was pretty boring or serious from the look on the characters faces. I do not know how to read lips although I attempted to do so as I tried to make out some of the words. I was way off. The scenery appeared to have taken place in a conference room and then it switched to a barn yard setting. The people conversing had sad looks on their faces; I thought it was concerning an illness of someone or maybe even a death, very sad. Non-verbal communication of such scenes was pretty confusing to me and if this was a test I would have failed. The show was pretty boring to me and I would most likely not ever watch it again.

Would your assumptions have been more correct if you had been watching a show you know well?

No, and even If I have watched the show more than once.  It’s like watching for the 10^th time. If it were a series, I would have assumed that I knew what a particular character would be saying and that’s only if I had seen the particular show more than once. I only assume that I would be correct. I would have to watch the show in silence while recording myself mimicking the words and then listening to the recording. I probably would have the meaning of what that character was saying not exact words.

The body gestures, the facial expressions all could mean something other than what I would be thinking. This theory was proven to me in the exercise.

”Electric communication will never be a substitute for the face of someone who with their soul encourages another person to be brave and true. “ --Charles Dickens

”The limits of my language means the limits of my world.” --Ludwig Wittgenstein

Quotes retrieved from http://humanresources.about.com/od/interpersonalcommunicatio1/a/quotes_nonverb.htm

What is Communication

What behaviors does this person exhibit that make him or her effective? Would you want to model some of your own communication behaviors after this person? Why or why not?

I would have to say my mom. I either take my mom to the store every week or I go for her. She writes a list before she goes to the store to make sure she doesn’t forget anything. When I go for her she writes me a list. What we do is to sit down and go over the list before I leave. She writes down every detail; name brand, size, and color, etc… this way I don’t get anything wrong. I kind of like the idea because most people shop brand name or designer. My mom shop sales and if I get to the store and the item is sold out she says get a rain check. If I see something of better quality, better price, or even better quantity I will call her or bring it to her attention if we are together and we negotiate price.

I am very organized and it because of my mom. Everything has a place and every place has a thing.

Whether communication is verbal or written, it is always good to know exactly what the sender is communicating to the receiver. “The rules of grammar, spelling and capitalization all apply” (lol) (Chapter 1, page 18)

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. (2nd ed) Bedford/ St. Martin’s Boston-New York

Professional Hopes and Goals

       One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length)

       One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length)

       A brief note of thanks to your colleagues

My hope for children and families who come from a diverse background is that each one comes to enjoy the classroom as a place where their children will learn and make new friends. Children don’t see color or ethnic background as adults do. Many children learn about color and racism from parents not teachers. As I embark on my journey as an early childhood professional, my hope is that children learn to enjoy learning from one another matter what their race or color, and that they would learn to appreciate the diversity of their peers.

When does it start?

“The foundation of self-awareness is laid when children are infants and toddlers. At these stages, children learn "what is me" and "what is not me." Toddlers are sensitive to the feelings of the adults around them, and they begin to mimic adult behavior. By age two, children recognize and explore physical differences. They are also learning the names of colors, and they begin to apply this to skin color. Natural curiosity will lead to questions about differences.” (Biles, 1994)

My goal(s) I would like to set concerning the issue of diversity, equity, and social justice are to teach parents how to answer question from children about the different color people, the disabled, and the elderly without the biases. Some parents have a tendency to belittle other ethnic groups, people of different social class, and people that are less fortunate in areas of living conditions, finances, and the way other people look. Children learn from home.

 I would like to be able to teach a class where diversity, equity, and social justice and taught without barriers. You can’t say “Richard is black/white but he’s poor.” Or “Jamie is smart but she’s ugly.” People have a way of putting negativity where love is needed most. I taught my children to love and respect everyone even when they don’t get the same in return. “Teach children the right way, and the right way they will lead.” We have to think about the generation after ours and what we want carried on.’

Biles, B. (1994). Activities that promote racial and cultural awareness. In Todd, C.M. (Ed.), *Family child care connections*, 4(3), pp. 1­p; 4. Urbana-Champaign, IL: University of Illinois Cooperative Extension Service

To my instructor Dr. Ferrari, my colleagues, and to my family.

Thanks for all your support and feedback. These last eight weeks have been a challenge for me, not only because of the new materials but also because of new challenges I have faced. I really had to humble myself and be thankful for people like you in my life even if it may only be temporary. I do hope to see all of you in future classes and most importantly in the ECE field. I appreciate you! Good luck with future endeavors.

Welcoming Families From Around the World

The name of “your” family’s country of origin

The country I chose is Italy.

At least five ways in which you will prepare yourself to be culturally responsive towards this family

1.       I would set my classroom up to welcome all countries.

2.       I would try to find out more about the visiting families like, foods they eat, and how they dress.

3.       I know that I an early educator, so I would research early childhood programs from all countries and try to incorporate literature from those countries.

4.       I would prepare my other students to welcome our guess by teaching them something about all countries so that wherever the child is coming from my student will act accordingly.

5.       I would prepare foods from different countries, this way I will have food from their country and foo from other countries to expose the family to different types of food to show the them the diversity of having a meal like they do in their country.

“Cultural responsiveness refers to the ability to take a person’s culture and help that person infuse it into another culture, making it uniquely one. To do this, one must allow for diverse ways of thinking and doing. Respect for the other person’s culture is ranked number one on Nueman’s (1999) list. Teachers must respect and recognize the need to build on what a child already knows about their own language, in order to incorporate the new knowledge. This premise is also supported in an article by Au (1998).”

“According to Au, students achieve better if bi-literacy is attainable. Students only need to learn to read and write once. This knowledge is then transferable from one language to another. In this way students build on their strengths in their home language and add it to what they are learning in the new language. ”

“The benefits of this approach are two- fold. First the student feels valued because their culture is acknowledged. They are able to show what they know. Self-confidence and self-esteem are kept intact. Parents of those students are more likely to get involved as well because they see that their culture is valued and that they too can contribute.” (Neuman,1999)

‘Secondly, with this approach students can maintain and extend literacy in their native language even after they are literate in English. This is a plus for all. Too often students learn English and neglect their native tongue to the detriment of being able to communicate effectively with parents, relatives and others from their culture. What research purports as truth; bi-literacy is best for students, (Au,1998) often doesn’t happen in classrooms throughout the United States. Children are taught English and then lose their native languages, especially in the area of writing. Therefore, a balance of instruction in English as well as the native language must be maintained in order for bi-literacy to become feasible.”

A brief statement describing in what ways you hope that these preparations will benefit both you and the family.

I would want the family to feel welcome  and not miss their home before they have an opportunity to learn about my country so when they do return home they will have good memories about our teachers, our language, and early childhood programs.

Culturally Responsive retrieved from http://msit.gsu.edu/readingprograms/benchmark/analysis/cultural.htm

The Personal Side of Bias, Prejudice, and Oppression

What memory do I have of an incident when you experienced bias, prejudice, and/or oppression, or witnessed someone else as the target of bias, prejudice, and/or oppression?

I too grew up in a relatively poor neighborhood. I remember as a child we wore hand-me-down cloths, every one pick on me and my brothers and sister because our mother is handicap. I remember defending my mom and getting into fights because where I come from you don’t talk about someone’s mom, no matter what. My friends would also defend my mom because they loved her and she loved them. It didn’t matter that my mom was handicap because she treated all my friends like her own children.

It was hard at first but, as I got older it was easier to accept what other children said because she was and still is the best mom anyone could have for a parent.

In what way(s) did the specific bias, prejudice and/or oppression in that incident diminish equity?

Growing up was fun and as a child I did not know about biases and prejudice. As a teen I recall being picked on by people because I had a crazy eye or as they called me cock-eyed. The boys use to violate me by touching my body parts and because I was cute, (loll) and when I developed those parts I was unaware that they attracted boys. I spent a many of my days running home and crying until my told be to kick-their butts and I did just that. I started to fight them and the touching and feeling stopped.  I had surgery to correct my eyes and the teasing and name calling went away. This was one of the most humiliating times of my life.  

The feelings this incident brought up for me were that I was being abused and I wanted to fight back, and it wasn’t until my mom gave me the ok to fight that I felt in control. It may have not been the best way to handle the situation, but it worked.

It took me reacting to the situation in order to change this incident into an opportunity for greater equity. I was losing the battle until I was giving the go ahead to defend myself. When my mom said that fighting back would stop the boys from violating me I did just that.

Practicing Awareness of Microaggression

One example of a micro aggression which I remember from another time, and what context the micro aggression happened was:  I belong to a 12 step program that often we get looked at as “those people” or “you people. We all have a common issue that separates use not because of gender, race, or culture, but because we are a unique group of people that share a common bond. I don’t want to elaborate too much on our group but I do know that this is an example of micro-aggression by the way others treat and respond to us as a group. What I feel when sometimes is embarrassed, but I am told that there is no shame in what is going on with me. However I do think that if others knew what brought me to this point in my life they would have a different thought in their minds about what they know about me.

 What did I think and feel when I observed the micro aggression that was intentional harm is that they people really don’t know about us (my group) except for what they have heard. The micro-aggression that is unintentional is the fact that they know nothing about us. When you put a group of people together with a common goal and someone’s on the outside looking in, maybe they should invite themselves in before passing judgment on us as a group. I feel that people should get to know others on a personal basis before microaggression can be recognized. Many people do not know what the word is or the definition. I feel if everyone knew the harm it could cause they might not be so much unintentional harm and microaggression can be recognized and delt with in a manner that is not to intentionally harm anyone.

Microaggression

From Wikipedia, the free encyclopedia

Microggression is the idea that specific interactions between those of different races, cultures, or genders can be interpreted as mostly non-physical aggression. The term was first coined by American psychiatrist Chester M. Pierce[1]. Sue et al. (2007) describe microaggressions as, “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of other races.”[2]

 Microaggression usually involves demeaning implications and other subtle insults against minorities, and may be perpetrated against those due to gender, sexual orientation, and ability status.[3][4][5] According to Pierce, “the chief vehicle for proracist behaviors are microaggressions. These are subtle, stunning, often automatic, and nonverbal exchanges which are ‘put-downs’ of blacks by offenders”.[6] Microaggressions may also play a role in unfairness in the legal system as they can influence the decisions of juries.[7]

The ways I observed and experiences this week affect my perception of the effects of discrimination, prejudice, and/or stereotypes on people?

Time changes, seasons change, but I don’t think that a person’s perception changes when they have a fixed idea about another person or group of people, either from someone else opinion or their own selfish motive. People will continue to experience microaggression intentionally or unintentionally. There are just to many people in the world right now that are aware of the harm they are doing.

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Perspectives on Diversity and Culture

Ask each person to share:

Their definition of culture according to four of my co-workers: (Four female, one male)

#1.  Lifestyle, traditions and beliefs. Why a person or group of people share including dreams and language.

#2. The practice and rituals of a particular segment of society.

#3. The behavior or characteristics of a particular group or entity. Classifications of a particular way of living, operating, or governing procedure.

#4. An ethic group or society that lives, think, and practice certain beliefs within their ethnic group or society.

#5. Ones background or ethnicity. (Male)

All of my respondents have different religious background and different work ethics.

Their definition of diversity

#1. Differences in persons or group of people from one culture in society.

#2. Represent the cultural blending of different teachings and practices of many ethnic groups.

#3. The uniqueness of a person, place, or thing. The differential aspect as it pertains to a specific criteria.

#4. To be able to adapt to situations that involve more than one ethnic group, social situation, or medical situation within daily lifestyles, i.e. work, school, or social setting.

#5. A variety of background and/or ethnicity.

Then reflect on the answers you received and ask yourself:

Which aspects of culture and diversity that I have studied in this course are included in the answers I received—and what are some examples?

The aspects that I have studied that are reflected in the answers given are that all of the respondents knew that people of different cultures have different beliefs, different lifestyles, ethics, some even mentioned different languages.  The dictionary defines culture: the behaviors and beliefs characteristic of a particular social, ethnic, or age group: the youth culture; the drug culture. Diversity is defined as variety; multiformity. A point of difference. My respondent’s definitions, some were similar using words like blending of different teachings and practices, situations that involve more than one ethnic group.  

Which aspects have been omitted—and what are some examples of such omission?

Nothing has been omitted. For the most part on all respondents and their understanding is kind of misled. The definitions given were short of meaning. I did not allow them to use dictionaries or think about the question too long. I was pretty surprised at the answers. My co-workers all have had some college or have a degree in Business and/or Human Resource and I think one of them is a Psychology major.  I guess it’s not what you know, it’s who you know.

In what ways has thinking about other people’s definitions of culture and diversity influenced my own thinking about these topics?

This may sound a little selfish, but I am happy to know that I can teach them something. We all can learn from one another, not matter how many degrees we have.

The diversity of people in my immediate surroundings is very like me, but so unlike me.

My Family Culture

Blog about all of the following:

A description of the three items you would choose.  

1.     My financial documents (bank book or bank statement), 2. My Bible and 3, Identification.

How you would explain to others what each of these items means to you.

My financial documents can be used anywhere in the world, and currency can be spent anywhere in the world providing you can do currency exchange and I will probably need money to purchase things that the government may not provide that will be needed in the new country. My bible, will define my religious beliefs and my identification define who I am.

Your feelings if, upon arrival, you were told that you could only keep one personal item and have to give up the other two items you brought with you.

It would be devastating to have to give up one of my items. Two would put me in a shell I could not come out of.  

Any insights you gained about yourself, your family culture, diversity, and/or cultural differences in general, as a result of this exercise,

I don’t want to lose my money, my religion or my identification. I value all of them but most importantly I value who I am as a person.

When I Think Of Research

The insights have I gained about research from taking this course is that the research process involves more than medicine, religion, and psychological studies. The processes used for the selections of study are very distinguished. Psychologist and scientist have spent years studying identical inputs of information to find different/new ways to fight diseases, cure illnesses, and to control psychological circumstances. I also learned that the quantitative approaches in research are essential to the conclusion about cause and effect of theories and practices on what is to be and what really occurs.  I have learned that children are referred to as objects in doing research rather than subjects.  

 My ideas about the nature of doing research has changed because of the deception that derive as part of the process where parents give consent for research and don’t have a clue to what is going on with their child or the research. The risk of research does not constitute or justify innocent children being part of the research and that they know nothing of what’s happening until all is said and done.

 The lessons about planning, designing, and conducting research in early childhood that I learned, is that planning is simply to prevent the researcher from some of the problems involved in research and to simplify what needs to be considered and the how, when and where the research will be conducted, as well as who will be the participants, what data will be collected, and how to analyze the collected data to develop design feasible for research being conducted to find answers.

Some of the challenges I encountered—and in what ways did I met them where the hidden biases I was unaware of within myself. What I did to face these biases was to first remember that this is real. I need to be able to put myself in the parent’s position and to think of my own children and that fact that this could be me. I have to keep in mind that I will be faced with many unforeseen circumstanced and positions where I will need to consider that biases of my own personal situations and circumstances cannot not affect my professional decisions..

 Some of the ways my perceptions as an early childhood professional have been modified as a result of this course is that I don’t plan to become a researcher of early childhood studies. Although my profession will involve more than early child care and early childhood teaching, the only research I will be doing other than what is required for me to do as I pursue my Ph. D in early childhood education is none. I know I cannot allow my personal feeling to interfere with my professional position, however,  I do feel I have a choice in which field of early childhood studies I have to participate in. Who knows what the future holds for me, but God.

I would like to that you Dr. Myers for introducing me to the processes of early childhood research studies. I anticipate this class guiding me in my future studies as an early childhood professional.

To my classmate/colleagues,

My hope for you is that your development in the early childhood field be enlightened as mine were from this class and the classes you encounter throughout your studies in early education. May all your future be filled with prosperous things. And most importantly “Thank You” for all you support throughout this class and those that we have already conquered together. I look forward to seeing you in others classes and most definitely in the outside world in the field of early childhood teaching and learning. May your studies lead you through journeys that will always keep you in front of the class and on top of the world. Have a great summer.

Ms. Leslie  

Research Around the World

What are some of the current international research topics?

ECDVU in Sub-Saharan Africa:

1.      The purpose of the UNICEF study was to objectively assess the current knowledge and practices of the IMs in Konkomba Market with regard to childcare and developmental issues. Information was obtained regarding health, nutrition, psychosocial, child rights and protection issues.

2.     On health issues, the study sought to determine the IMs’ knowledge about immunization and the causes and treatment of illness and their practices about safe water, sanitation and personal and environmental hygiene.

3.     The study sought to determine the IMs’ knowledge about birth registration, safe environment, harmful traditional practices among children, parental responsibility, experiences of parental neglect, and knowledge about physical and sexual abuse and their prevalence among children.

Early Childhood Australia

1.     This paper reports on the perspectives of one-hundred children aged 5-6 years on their early experiences of school. The first section explores some of the literature relevant to starting school and the emerging international research trend to giving children a voice in matters that concern them. The second discusses the research methodology and findings. These indicate that, while most children settle in well to school, many have concerns about the affective domain of the school environment, the fear of punishment, being bored, and the lack of choice. While just over half of the children liked school most of the time, 83 per cent of them said they did not like school work, which they clearly defined in their own words.

2.     Researchers have explored the issues associated with transition policies, practices, and children's readiness for school. They have collected parents' and teachers' attitudes towards and feelings about children starting school. However, little attention has been given to the voices of children in this matter.

3.     Poor eating habits, lack of understanding of or access to food/nutrition information, and lack of fitness and physical exercise are all factors which contribute to what is becoming known as the obesity epidemic. While these are some of the risk factors, there are many simple and effective ways to prevent childhood obesity and encourage a healthy lifestyle in young children.

European Early Childhood Education Research Association (EECERA):

1.      These are just a few of the current research topics being conducted in Sub-Saharan Africa concerning early childhood development.

2.      The Journal of the Association (EECERJ) is the only European early childhood journal cited in the prestigious Social Science Citation Index (SSCI). The SSCI identifies scholarship from across 50 disciplines including 'education'. Only the world's leading social sciences journals are selected for inclusion in the index. The SSCI includes only four journals with an early years' focus, and of these four, only one is produced in Europe, the EECERJ.

3.      Special Issues usually include nine papers and an editorial focused on an aspect of early childhood studies. It is expected that the collection of papers will address at least some of the following aspects:

•the development of theoretical foundations of the theme and related topics;

•the development of new research methodology;

•an up-to-date overview of current knowledge and developments in the field, including an evaluation of relevant empirical studies;

•a presentation of new developments, applications or policy implications.

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

What I have gained from these sights is that many of the research topics do focus on early childhood education and early child care. The site talked about the number of research subjects and specific areas being concentrated on, what the primary focus of the studies being researched. Research is pretty much conducted the same way no matter where and when the research is done. Some of the information has yet to provide solid data and that is why researchers continue to do studies over again changing only the numbers and not the process.

What other noteworthy information did you find on this website?

All the information is valid from the different web sites while researchers look for new answers to input while searching for better ways to conduct study’s and find workable solutions.

Research that Benefits Children and Families-Uplifting Stories/ WK3Assign2LTurner

Money matters for early education: The relationships among child care quality, teacher characteristics, and subsidy status.

Child care is common for working families. Low income working families need affordable child care. High-quality child care is critical to a child’s learning and development as well as cognitive development. Research has shown that quality child care is an important to all children. Vandivere, Pitzer, Halle, & Hair, 2004; WestEd, 2002) “However, there is less research on how funding streams, such as the federal child care subsidy program, influenced child care quality.” (Buell, Gamel-McCormick, 2011)

Question-“Is it necessary to examine how child care subsidy policies are interacting with teacher characteristics to influence the quality of programming that children, particularly low-income children, are receiving?” (St.Clair-Christman, Gamel-McCormick, 2011)

References

Early Childhood Research & Practice http://ecrp.uiuc.edu/v13n2/index.html

St.Clair-Chritman, J., Buell, M., Gamel-McCormick, M. (2011) Monet matters for early education: The relationships among child care quality, teacher characteristics, and subsidy status. 13(2) http://ecrp.uiuc.edu/v13n2/christman.html

WestEd. (2002) Urgency rises for quality child care; Infants and toddler policy brief. San Francisco. Retrieved 5/15/12 from http://www.eric.ed.gov/PDFS/ED468563.pdf

  

Week 2---Blog Links

Week 2 Blog Assignment

Are two year olds toddlers’ boy’s picky eaters?

Number surveyed?

What do they like to eat?

How often do they eat?

Survey for my colleagues

Do you think 2 year old boys are picky eaters?

Yes                                    No

Respond to leslie.turner2@waldenu.edu

Feeding the picky eaters: 17 tips

http://www.askdrsears.com/topics/feeding-infants-toddlers/feeding-picky-eater-17-tips

Professional and Personal Development

Job search strategies

Mobile students have searched for more jobs, and used more strategies for finding a job than

non-mobile students, those graduated abroad in particular. Among those who have actively

searched for jobs, the average number of applications sent before obtaining the first postgraduate

employment is 12 applications among mobile students graduated abroad, 10

applications among mobile students graduated domestically and 6 applications among nonmobile

students.

The strategies applied for obtaining jobs, and the strategies actually leading to a job match

are also somewhat different. Domestic graduates make more use of their professional

network, while abroad graduates make use of their personal and family network. This could

be due to several reasons. Abroad graduates may have less extensive professional networks

domestically, due to their sojourn abroad. Their use of family connections may be caused by

necessity; those facing difficulties in finding a job may become more creative in using their

networks. Another possible explanation could be that mobile students have access to more

relevant personal networks. A higher percentage of them have parents with higher education,

and family connections and other acquaintances may constitute a social capital that

improves graduates’ job-opportunities.

Employment and unemployment

3.5-5 years after graduation (at the time of the survey), the employment rate among mobile

as well as non-mobile students is high; 92 percent among mobile students graduated abroad,

94 percent among mobile students graduated domestically and 96 per cent among nonmobile

students. Though the variations in employment rates are moderate, the difference

between those graduated abroad and those graduated domestically are statistically

significant. The probability of being employed is also investigated in regression models, and

the results showed that those who are graduated abroad had a lower probability of being

employed also after controlling for other variables (Wiers-Jenssen and Try 2003).

Employment rates vary by subject field, but the pattern is similar for those graduated abroad

and domestically. Graduates in humanities and social sciences have lower employment rates

than other groups.

The proportion outside the work force is higher among mobile than mobile students (5 vs. 3

percent), and so are the unemployment rates. But differences between mobile and nonmobile

students become more evident when looking at unemployment history. Figure 1

shows the ratio reporting unemployment at different stages of the career.3 Mobile students

graduated abroad are significantly more likely to have faced unemployment than other

groups at all stages. Unemployment rates vary by subject field; graduates in humanities are

generally more exposed. Among graduates in business and administration and health care

sciences, differences in unemployment rates are significantly higher among those graduated

abroad (Wiers-Jenssen 2005; tab 5.4 and 5.5).

Networks and social capital

Network theories explain how information about vacant positions becomes available and

trusted through personal and institutional relationships (Granovetter 1985, 1995; Rosenbaum

et al. 1990). Relatives, friends, previous colleagues and employers may be important

sources to information about jobs, and according to Granovetter, “weak ties” rather than the

closest relationships are of particular importance in job matching. Resources situated in

social networks may also be labelled as social capital (Bourdieu 1985; Coleman 1990).

Australian International Education Conference 2006 – www.idp.com/aiec 5

Knowing the “right people” is relevant also in meritocratic societies. Due to the sojourn

abroad, mobile students may have less institutional and social relations in their home country

than non-mobile students, and this may turn out to be an obstacle to job-search if they return

home after graduation. We assume that graduates from domestic HEIs may hay have

achieved access to professional networks through their contacts within HE (lecturers, tutors,

supervisors), or in contact with the labour market through work placement or jobs held in

combination with study courses.

Jannecke Wiers-Jenssen

NIFU STEP – Studies in Innovation, Research and Education

Wergelandsveien 7

N-0167 Oslo

Norway

http://www.nifustep.no

e-mail: jannecke@nifustep.no

tel.: +47 22 59 51 83

EFFECTS OF INTERNATIONAL EDUCATION

IN EARLY CAREER

Collaborative Learning Community (Final Blog)

Consequences I have encountered in learning about international early childhood are that information available. The availability of international contacts is opportunity and there are many resources available in other countries than U.S. about how children learn. We would have to visit to gain knowledge of their teaching. The classrooms are crowded and children spend more time in the preschool classrooms as opposed to kindergarten.

The increasing participation rate of young children in early childhood services, has highlighted the need for a cost benefit analysis of ECEC provision

The concept (of quality) itself has achieved such dominance that it is hardly questioned. For the most part it is taken for granted that there is something objective, real, knowable — called quality (Dahlberg, Moss and Pence 1999, p.4).

This study presents evidence for particular forms of educational experience within early childhood education. As such, the findings of this study support the need for a close examination of the differing types of educational provision in early childhood. The study also highlights the need for evidence-based teaching when issues of quality are being debated. However, more needs to be understood about the cognitive gains that result from particular types of programs.

AN EARLY CHILDHOOD RESEARCH AGENDA: VOICES FROM THE FIELD

Marilyn Fleer

Research Fellow 2000

Department of Education, Training and Youth Affairs

Retrieved from http://www.dest.gov.au/archive/research/fellowship/docs/Marilyn_Fleer/MarilynFleer_report.pdf

To My Colleague

My God bless you in your endeavors.

May all your dreams come true.

Getting to know your international contacts-Part 3

Blog Week 7 6162-6

“Ten states post licensing information about child care on the Internet for parents and the general public to access. Most of these states post full inspection reports and information about substantiated complaints. Michigan posts Original Licensing Study Reports, Renewal Licensing Study Reports, and Special Investigation Reports (when rule violations are cited) on our website. To view a child care facility report, go to www.michigan.gov/dhslicensing , click on “Child Care” and then click on “License Lookups.” (DHS, 2007)

What issues regarding quality and early childhood professionals are being discussed where you live and work?  In Michigan, “Placing staff to fit classroom needs can be mind-boggling and it is often very time consuming to find the perfect match. There are so many factors that play an important role in finding an excellent team for each group of children. Those factors fall into four categories: Program needs, Child   needs, Parent needs, and Staff needs. These categories often overlap, however some things are specific to each. Frequently, the program itself has requirements that need to be met, including licensing requirements. There are age and education requirements that have to be met in order to hire an individual. As our profession matures and communities understand the importance of quality childcare, these requirements will continue to develop and grow more stringent. The needs of the children are paramount. Children need caregiving staff that is well versed in the principles and knowledge of age appropriate practice. The team needs care giving staff that is warm, welcoming and genuine in their interest in children. Parents also have an interest in the teaching team working with their children. The caregiving staff needs to be able to relate to parents and understand the importance of forming partnerships with them. It is vital that each child feel wrapped in a cocoon of loving care between home and school/center. This can only happen when care giving staff and parents form effective partnerships. Caregiving staffs have needs that should be considered. They want to work with team members they can relate to and with whom they can form relationships of mutual respect, trust and consideration. It is also great when they can have fun together. There are many factors to consider when planning placement of care giving staff. Caregiving staff want to work together to provide a balance of skills and knowledge. For example, one caregiver is great at working one on one with the children and the other is fabulous working with groups of children, one loves to do science activities and the other loves art. Directors have to balance the needs of children, parents and staff as well as meet all the program requirements to operate a successful center. When staff and parents know considerable time and effort goes into this process, it fosters healthy relationships and open communication among everyone involved. “(Eaton & Cox, 2007)

What opportunities and/or requirements for professional development exist? “There are many factors to consider when planning placement of care giving staff. Caregiving staff want to work together to provide a balance of skills and knowledge. For example, one caregiver is great at working one on one with the children and the other is fabulous working with groups of children, one loves to do science activities and the other loves art. Directors have to balance the needs of children, parents and staff as well as meet all the program requirements to operate a successful center. When staff and parents know considerable time and effort goes into this process, it fosters healthy relationships and open communication among everyone involved.” (Eaton & Cox, 2007)

 What are some of your professional goals? My goals are to be able to open my own childcare center and be able to teach early education at my center.

What are some of your professional hopes, dreams, and challenges? My hope is to be able to reach my goals and in the next year or two and have my center open and full of employees and children. I have had this dream for a long time, and started pursuing it once before. One of the reasons I enrolled in Walden is to finish what I had started. My degree. I attended another college and was faced with some personal challenges and really did not want to mess up in school so I put my education on hold. Now that I have a continuing starts my plan is to finish.  I have already assumed a name, printed business cards and a few T –shirts. Received my childcare package from the State of Michigan and now looking for a building. I am also trying to purchase a new home with hopes to start out with some childcare and branch out. My biggest challenge is finances. I have heard that there are ways to get grants and loans, and some experience would be a start. I like what I feel about caring for young children and providing a good learning environment. I know I will face many challenges, but my plan is not to give up. I know that this is what I was made to do.

All of my entries with the exception of my personal entry we retrieved from http://www.google.com/search?q=Michigan+Child+Care+Matters&rls=com.microsoft:en-us:IE-Address&ie=UTF-8&oe=UTF-8&sourceid=ie7&rlz=1I7ADFA_enUS473 PDF] ocal-pub 37 - State of Michiganwww.michigan.gov/documents/.../OCAL_PUB_37_76_201567_7.pd...File Format: PDF/Adobe Acrobat - Quick View This issue of Michigan Child Care Matters is devoted to professional development. Project Great Start was launched by Governor Granholm in 2004. The vision ...

Department of Human Services (2007) Michigan Childcare Matters.  ISSUE 77, Winter 2007 Program Evaluation

Eaton, K.,  Executive Director, UAW-GM  Child Development Center & Cox, R., President of Genesee County Childcare Director’s Association UAW-GM Child Development Center