Final Blog 6162-7

The first consequence of learning about the international early childhood field is through my eight weeks research of the global organization learning more about Save the Children Foundation, a global organization that believes every child deserves a future and provides them with a healthy start transforming their lives.

Save the Children helps children in over 120 countries providing support for health, education, disaster relief and more. Save the Children partners with corporations of all shapes and sizes to help build programs vital to children such as:

Save the Children partners with corporations of all shapes and sizes to help build programs vital to children such as:

• Child Survival
• Education
• Girls and Women
• Literacy
• Nutrition & Water

Save the Children website has a newsroom that provides up to date press release and annual report results for children. The data collected help policy makers make critical decisions about programs effectiveness.

The blog section of the website “Voices from the Fields” features news and noteworthy information about the struggles and success of children and families around the world.

The second consequence of learning about the international early childhood field are through inspirational stories shared during the podcasts of international educators that  shared the challenges of working with children facing poverty and abuse.

The Third consequence of learning about the international early childhood field isthat when it comes to equity and quality childcare, eradicating  hunger,  homelessness, abuse and neglect these issues are global concerns

Post one goal for the field related to international awareness of issues and trends and the spirit of collegial relations

As an early childhood professional and educator, I am committed to continuing to learning more about the programs and resources available to me from a global viewpoint as it relates to issues and trends that affect early childhood.  I believe that by staying abreast of these topics and trends will help me to make a positive impact as I advocate for and support quality and excellence for each and every child.

Professional Goals, Hopes, and Dreams

After reviewing the UNESCO website, some of the things that were of interest to me are the organization’s commitment to education and how it uses these efforts to build peace while fostering Freedom of Expression.

UNESCO is responsible for coordinating international cooperation in education, science, culture, and communication. It strengthens the ties between nations and societies and mobilizes the wider public so that each child and citizen:

• has access to quality education; a basic human right and an indispensable prerequisite for sustainable development;

may grow and live in a cultural environment rich in diversity and dialogue, where heritage serves as a bridge between generations and peoples;

• can fully benefit from scientific advances;

• and can enjoy full freedom of expression; the basis of democracy, development and human dignity.

UNESCO’s messages are of increasing importance today, in a globalized world where interconnections and diversity must serve as opportunities to build peace in the minds of men and women.

UNESCO believes that education is a human right for all throughout life and that access must be matched by quality.

UNESCO, in partnership with Athabasca University and in cooperation with the UNESCO-UNAOC University Network on Media and Information Literacy and Intercultural Dialogue, launches an online course on media and information literacy (MIL).

This entry-level online course will provide youth with basic media and information competencies to become critical citizens and agents of change. The course is designed to enable youth to:

• Understand why media and other information providers are important to development and democratic societies;
• Recognise a need for information and to locate, access, organize and carefully evaluate information and the content of media and other information providers;
• Use and share information based on moral principles or accepted standards of social behavior;
• Interact with media and other information providers to freely express themselves, share their culture and learn about other cultures, promote gender equality, and participate in democratic and development activities,

Three of the Things I learned from this site is

1. UNESCO commitment to Education is based on their belief that Early literacy is the key to is extended to fluency.
2. UNESCO works with a wide range of partners in all of its fields of competence. Partnerships are a key enabler for meeting global challenges and generating sustainable change and long-lasting impact.
3. UNESCO’s Fellowships are an effective modality for UNESCO to enhance the human resources and capacity-building of Member States, especially developing countries.

 

 

UNESCO retrieved from http://en.unesco.org/about-us/introducing-unesco

Sharing Web Resources Week 6

Save The Children has a plethora of information that shows how this organization helps to empower the lives of children and families. This week I’ve decided to share some of the information found in the blogs.

As part of the resources provided by Save the Children, many of the stories are centered on the success of young children who without the help of this organization would not be able to participate in any formal education practices.

In the Segment Voices From the Fields

Some of the Stories that were shared in the blog’s that especially caught my attention are:

GELANE GOES BACK TO SCHOOL

 

12-year-old Gelane is happy and proud to finally be back in school.

 

This story not only highlights the how Save the Children is working hard to provide some equity in the education of children but also highlights the importance of working with families and educating them on the importance of early education for their children.

The story takes in the remote and rural West Showa district of Ethiopia, not all parents have an equal understanding of the importance in sending their children to school, and how this helps them become productive adults and succeed in life. Some may not even think about helping their children in their education, as most lack the awareness on how significant a quality education can be for shaping their children’s futures.

12-year-old Gelane lives in a community where Save the Children sponsorship funded programs started in 2011. Initially, there had been no school in her village, and parents had been sending their children far away to get to school or kept them at home altogether. In order to reach the closest school, children would need to travel an average of 3 hours a day on foot. Often, only the stronger, older children would be able to make the journey, however, many older children are also pulled out of school to help support their families. Additionally, the teachers that were available were untrained and used traditional, rote memorization teaching methods that do not create a supportive learning environment for children. All this combined to keep attendance rates very low and, for what children did attend, learning was difficult and not interactive or fun.

In order to reach the closest school, children would need to travel an average of 3 hours a day on foot. Often, only the stronger, older children would be able to make the journey, however, many older children are also pulled out of school to help support their families.

Thanks to the support from sponsors, Save the Children was able to build a brand new school, train the teachers, provide learning materials and speak to parents about the importance of sending their children to school.

http://blog.savethechildren.org/

NOW I CAN READ THE BOOKS BY MYSELF

 

Sajib reading a storybook with friends Firoza and Rabibul at the center.

 

This story is about Sajib a young boy now over 7 years old, that lives with his family in the slums of Rayerbazar, in an area that is run-down, overcrowded and unsafe informal housing, in Dhaka North City, one of the areas in which sponsorship works in Bangladesh. He is the youngest of 4 siblings and has been involved in Save the Children’s sponsorship program since May of 2016.

Before Save the Children sponsorship, children had very few opportunities to learn or play outside of school. They could be seen usually aimlessly wandering the meandering slum city paths and streets. No one had talked to their parents about how important receiving an education could be for their children, and so parents would not involve themselves in supporting their children’s schooling. Sajib and other children from the slums had irregular attendance and didn’t enjoy reading because they found it so difficult and because there were so few books available to them. Sajib and his parents came to know about sponsorship by attending a gathering hosted by Save the Children for parents in their community. After that, they began to understand the impact sponsorship, and having a strong foundational education, could have on their son’s future.

Some of the insights about issues and trends in the early childhood field I have gained from exploring the website is the importance of early childhood education and equity comes from the various resources available.

Education & Child Protection Technical & Policy Resources

Global Health Technical & Policy Resources

Child Education

Education Around the World

Education is the road that children follow to reach their full potential in life. In 2016, Save the Children helped over 13 million children through our education programs including more than 58,000 U.S kids.

Yet many children in need around the world do not get a quality education where they can learn and develop. To advance learning, Save the Children supports education programs for children in the classroom and at home.

• We train teachers to engage their students through more effective teaching practices.
• We coach parents and caregivers to help their children learn early on, so they are prepared to enter school.
• We offer ways for parents and community volunteers to get kids reading and doing math outside of school hours.
• We introduce children to the power of artistic expression — drawing, painting, music, drama, dance and more — to help them heal, learn and do better in school.
• We make sure that children don’t stop learning during a crisis, and we help to keep kids healthy so they don’t fall behind or drop out.

Some of the insights about issues and trends in the early childhood field I have gained from exploring the website is that this organization is very dedicated to promoting early childhood education and equity; In its continued effort to promote equity to children and families  Save the Children Action Network is the political voice for kids. We believe that every child deserves the best start in life. That’s why we’re building bipartisan will and voter support to make sure every child in the U.S. has access to high-quality early learning and that no mother or child around the globe dies from a preventable disease or illness. By investing in kids and holding leaders accountable, we are helping kids from birth to age five survive and thrive.

http://blog.savethechildren.org/

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.9318871/k.37A8/Education__Child_Protection_Technical__Policy_Resources.htm

 

Understanding Global Early Childhood Systems

This week I listened to several of the podcasts as the presenters shared their experiences and perspective on the world of early childhood education and the need for building partnerships.

Dr. Irma Allen is the chairperson of the Swaziland Development Authority and Member of the Nature Action Collaborative for Children.  Dr.  Allen lives in Swazi land a small kingdom between South Africa and Mozambique with her husband.  The two married while attending the University of Arizona.  Dr. Irma shared that she is very passionate about Early Childhood education specifically the nature aspect of it and that the challenge for her is to train teachers/local community people to become early childhood educators. She goes on to explain that there are no classrooms; nature is the classroom, the local environment, is the preschool center, the media, the materials it is everything. The teachers take advantage of nature when it rains teachers use the water for activities when there is no water; they rely on the dew to show the visible patterns of the brown spider webs, and to create little labs for all the children.

They also rely on all the lessons that the environment/nature tells about life and death and how decomposition leads to new life.  One of the most impactful things that she shared was the account of a young man who as an orphaned attended one of the first nature preschools and shared his thoughts about the teacher who was being celebrated.  The former student mentioned that the thing he remembered most was the welcoming attitude the teacher displayed that made him feel that someone cared about him and allowed him to appreciate and country and not take anything for granted.  He stated that throughout the years of his struggles and difficulties, he kept thinking about his early childhood experiences and how it gave him strength and determination to continue.

This shared experience reinvigorates my passion for being an early childhood educator, one of the things I always try to keep in mind is that it is my first and most important responsibility to make sure that the students I teach each day have a warm welcoming, safe nurturing environment.  I also keep in mind that my smile, hug or word of encouragement may be the only opportunity that a child experience knowing all too well that for small children it’s more about what you do, and not what you say that have the greatest impact on them.

The second podcast presenter I listened to was Dr. Barnabus Otaala, Dean of Education at the University Makerere Uganda.  Dr. Otaala talked about HIV positive children in Villages and the need for partnerships between parents’ doctors and educators.   He shared the experience of visiting a village and instead of providing money to the family; they offered to take a little girl in his village to the hospital where she was identified as HIV positive.

Due to the stigmatization of the disease and the practice in many villages in this country as well as others, the parents were fearful of talking about the child’s condition because they believed the people in the village would despise them. The decision was made to educate the family by taking them to the hospital and allow the doctor to educate/talk to the family member as often when a doctor speaks with families they respect his authority.  As a result of the doctor having the conversation with the father, he was willing to obey all of his directives and provided the child with the proper care.  Dr. Otaala concluded by sharing that in terms of educating parents, there are several roles that people can play and that the regular teacher may not always be the right person to do the educating.  He went on to say that if doctors could listen to the parents and teachers as they are often in a better position to them why a child cries etc., they can be in a better position to identify the disease a child suffers.   He stated that the link between what the doctors shared with the parents and how educators try to help demonstrates the need for partnerships and togetherness and our need to pay attention to each other.

Two insights that this podcast reiterates are that parents are their child’s first teacher and that often as educators our work extends beyond the classroom and is often inclusive of educating parents; that there is a tremendous need for creating strong partnerships between educators, parents, and communities.

References:

http://www.viaway.com/view/1331859/world-forum-radio-irma-allen

http://www.viaway.com/view/1331796/world-forum-radio-barnabus-otaala

Sharing Resources Week 4

This week I am sharing resources about a comprehensive program that is near and dear to me; not only because I work with this program, but because I whole-heartily believe in there model and approach and witness the personal growth and success experienced by the children and families served by the program.

The Head Start Program was designed to help break the cycle of poverty, providing preschool children of low-income families with a comprehensive program to meet their emotional, social, health, nutritional and psychological needs.

 

 

Head Start is a program of the United States Department of Health and Human Services that provides comprehensive early childhood education, health, nutrition, and parent involvement services to low-income children and their families.

• Head Start programs promote school readiness of children ages birth to five from low-income families by supporting their development in a comprehensive way.
• Head Start programs support children’s growth and development in a positive learning environment through a variety of services, which include

Early learning: Children’s readiness for school and beyond is fostered through individualized learning experiences. Through relationships with adults, play, and planned and spontaneous instruction, children grow in many aspects of development. Children progress in social skills and emotional well-being, along with language and literacy learning, and concept development

Head Start Early Learning Outcomes Framework

The new framework is designed to show the continuum of learning of infants, toddlers, and preschoolers. It is grounded in comprehensive research around what young children should know and be able to do during their early years.

 

Health: Each child’s perceptual, motor, and physical development is supported to permit them to fully explore and function in their environment. All children receive health and development screenings, nutritious meals, oral health and mental health support. Programs connect families with medical, dental, and mental health services to ensure that children are receiving the services they need.

Family well-being: Parents and families are supported in achieving their own goals, such as housing stability, continued education, and financial security. Programs support and strengthen parent-child relationships and engage families around children’s learning and development.

References

https://www.nhsa.org/

https://eclkc.ohs.acf.hhs.gov/school-readiness/article/head-start-early-learning-outcomes-framework

Getting to Know Your International Contacts-Part 1

 

Child Poverty in Nigeria

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Three Insights I have learned from reviewing the UNICEF web site are:

1. UNICEF works in 190 countries and territories to protect the rights of every child.
2. UNICEF has spent 70 years working to improve the lives of children and their families. Defending children’s rights throughout their lives requires a global presence, aiming to produce results and understand their effects.
3. UNICEF believes All children have a right to survive, thrive and fulfill their potential – to the benefit of a better world.

 

The country I chose to research is Nigeria.  I chose Nigeria because one of the students in our program and his family are from Nigeria and in the past, I had the privilege of working with a co-teacher from Nigeria when my husband was stationed at McGuire AFB, New Jersey.

The article POVERTY AND THE NIGERIAN CHILD states that nearly one-fifth of the children in developing countries are living in extreme poverty with the majority of these children living in sub-Sahara Africa.  According to Anthony Lake of UNICEF, children are worst off with the youngest children because of the deprivations they suffer affects the development of their body and minds.

Over 10 million Nigerian children are out of school and many are dying from preventable diseases such as malaria and dysentery due to the lack of access to piped water and basic sanitation; while others are under weight due to poor nutrition.

The article goes on to relate how the country of Nigeria suffers from the severe economic crisis leaving many results without jobs and those who are working struggles to meet the needs of their children. This disparity causes disharmony in many Nigerian homes threatening the survival of the family institution giving rise to early childhood marriage, child trafficking, labor and the rape of underage children in many parts of the country.  The dilemma is further heightened due to the insurgency of Boko Haram; as a result, many children and others are displaced, traumatized and vulnerable living in desperate conditions in camps.

A study showed that over 11 million children are stunted in their growth due to malnutrition affecting both their physical and mental development.  Included in this study is the fact that nearly one million children die before they reach the age of five due to poor nutrition.

A goal set forth by the UN is to eradicate extreme poverty by 2030.  Policy makers and stake holders are faced with many questions such as What can Nigeria do to ensure that extreme poverty among the populace is reduced drastically?  In this age and time Nigeria is topping the list of countries with malnourished children aside from the fact that most of these children are increasingly becoming victims of modern-day slavery, prostitution, and forced labor?

The National Poverty Eradication and Empowerment Programme (NAPEP) along with Subsidy Re-investment and Empowerment Programme (SURE-P) have been able to meet the formidable challenge; as a result, the fact that, 110 million Nigerians still, live below the poverty line today is a monument to the abysmal failure of these poverty reduction policies. In order to assure that Nigerian children have a fundamental right to live above poverty, the federal government must review their the subsisting poverty reduction policies within Nigeria and elsewhere, and design a strategy that would steer the nation towards the World Bank goal of ending extreme poverty by 2030

 

Reference:

UNICEF Social Inclusion, Policy, and Budgeting. (n.d.). Retrieved July 19, 2017, from

https://www.unicef.org/socialpolicy/index_childpoverty.html

POVERTY AND THE NIGERIAN CHILD. (2016, October 12). Retrieved July 19, 2017, from

https://www.thisdaylive.com/index.php/2016/10/12/poverty-and-the-nigerian-child/

 

Sharing Resources

The organization that I chose to share information about is one that I truly believe in not only because it is an organization I work with, but because this organization encompasses the whole child and family.

Mission and Vision

NHSA’s vision is to lead – to be the untiring voice that will not be quiet until every vulnerable child is served with the Head Start model of support for the whole child, the family and the community – and to advocate – to work diligently for policy and institutional changes that ensure all vulnerable children and families have what they need to succeed. NHSA’s mission is to coalesce, inspire, and support the Head Start field as a leader in early childhood development and education.

NHSA’s Impact

NHSA’s work with and on behalf of the Head Start field has been far-reaching and varied since our founding in 1973. For example, in 2013, when sequestration cut 57,000 Head Start slots and threatened to remove even more children from their programs, NHSA worked tirelessly with Congress to ensure that all of Head Start’s funds were restored.  When the Federal Government was shut down in October 2013, we raised $4 million in emergency funding from philanthropists so that programs forced to close during the shutdown could continue serving their children and families.

The Office of Head Start (OHS) helps young children from low-income families prepare to succeed in school through local programs. Head Start and Early Head Start programs promote children’s development through services that support early learning, health, and family well-being.

• Head Start is a federally funded comprehensive program that provides early childhood education, health, nutrition, and parent involvement services to low-income children and their families.
• Head Start program’s services and resources are designed to foster stable family relationships, enhance children’s physical and emotional well-being, and establish a learning environment.
• The Head Start approach to school readiness enhances language and literacy, cognition, perceptual, motor, and physical development, social and emotional development, and approaches to learning to support children’s learning.
• The Head Start approach to school readiness means that children are ready for school, families are ready to support their children’s learning and schools are ready for children.

What qualifications are required for Head Start teachers and aides?

 

• By September 30, 2013, at least half of all Head Start teachers in center-based programs must have an associate, baccalaureate, or advanced degree in Early Childhood Education or a degree in a related field, with preschool teaching experience.
• If a classroom in a center-based program does not have a teacher with a degree in early childhood education or a related field with experience in teaching preschool children, the teacher must have a Child Development Associate (CDA) credential or a State awarded certificate for preschool teachers that meets or exceeds the requirements of a CDA credential.
• A Child Development Associate is an individual that has successfully completed a CDA assessment and has been awarded the CDA credential. The assessment involves providing documentation of training and experience in the early childhood care profession. This individual can meet the specific needs of children and work with parents and other adults to nurture children’s physical, social, emotional and intellectual growth.
• Early Head Start staff and Head Start staff working as teachers with infants and toddlers must meet the same requirements as teachers and staff within a center-based Head Start program.
• Grantees receive at least 50 percent of all Head Start T/TA dollars directly. Grantees use these funds in accordance with their training plans to support the needs identified by and specific to their local program. These activities include, but are not limited to:
• Expanding staff qualifications
• Improving the skills teachers need in order to promote language and emergent literacy skills
• Improving management systems and learning environments
• Designing and implementing programs that help parents enhance the language and literacy skills of their own children at home
• Other uses identified by and specific to each individual grantee

What are the components of a Head Start program?

Head Start takes a comprehensive approach to meeting the needs of young children. There are four major components to Head Start:

Education: Providing a variety of learning experiences to help children grow intellectually, socially, and emotionally.

Health: Providing health services such as immunizations, dental, medical, and mental health, and nutritional services, and early identification of health problems.

Parent Involvement: Involving parents in the planning and implementation of activities. Parents serve on policy councils and committees that make administrative decisions; participate in classes and workshops on child development; and volunteer in the program.

Social Services: Provide outreach to families to determine what services they need.

 

Expanding Horizons/Resources

 SAVE The Children

Part One:

After several attempts over several days, I was unable to connect to The World Forum site; therefore I decided to research   The Save The Children website. Save the Children: A U.S. based non-profit organization working on behalf of children worldwide.  I was able to readily identify with its mission statement:  “Save the Children believes every child deserves a future. In the U.S. and around the world, we give children a healthy start in life, the opportunity to learn and protection from harm. We do whatever it takes for children – every day and in times of crisis – transforming their lives and the future we share.”

This vision closely aligns with my own personal philosophy of working with young children. My personal mantra is ” If a child can not learn the way I teach, I will teach the way a child learns”, adapted from the original quote of Ignacio Estrada:” “If a child can’t learn the way we teach, maybe we should teach the way they learn.”

This organization was originally started by  Eglantyne Jebb, In the aftermath of World War I. Eglantyne started handing out leaflets in London’s bustling Trafalgar Square with a shocking photo of two emaciated children. Above it, the headline read: ‘Our Blockade has caused this – millions of children are starving to death’.

Eglantyne was arrested and put on trial for her protest against the inhumane impact of the blockade on children. At her trial, she was found guilty, but the judge was so impressed with her that he offered to pay her fine. It was the first donation to the charity she went on to found, Save the Children.

Reviewing the timeline, provided more in-depth knowledge of the organization’s accomplishments dating back to the early 1930’s.

1932

• Initial programs provide clothing, school supplies and hot lunches to school children in Harlan County, Kentucky.

1933

• Programs are operating in five states-Kentucky, Mississippi, Missouri, North Carolina and Tennessee. A model project in Tennessee, A Bushel, and a Peck helps families start home gardens.
• First Lady Eleanor Roosevelt is one of many notable guests at the first annual dinner in New York.

Most notable are the Ambassadors today who help promote and support the work of making lasting changes in the US and around the world are some famous celebrities such as Dakota Fanning, Jennifer Garner, Bridgit Mendler,  Cristiano Ronaldo, and Rachel Zoe.

In my attempts to visit The World Forum Foundation Radio, I was unable to connect via the links provided in our course resource, however, I was able to connect using the link below, thanks to a suggestion from a colleague http://www.viaway.com/category/2691-21490/world-forum-radio.  I noticed that the podcast listed George Forman as well as several other speakers; Thus far I have been able to listen to podcasts by George Forman, Delfena Mitchell, Meridas Yora, and Susan Lyons.  All of these individuals are making a lasting impact in the lives of children and their segments are truly inspiring.

Part Two

The organization that I have chosen is National Head Start Association. National Head Start Association http://www.nhsa.org/

My reason for choosing this program is two-fold. I have been working with children and families served under the Head Start Program since 2008, I have also seen the success, Several alums of this program has gone on to do tremendous things continuing in the world of education, becoming principals and superintendents of school districts and fully supporting the program and the great work that we are doing.    I have sent e-mails to  The Program Director and Education Specialist of the Berkeley County Head Start programs, but have not gotten a response as they are out of the office this week due to the holiday.

My Supports

To me supports means having family and friends and other people, to turn to in times of joys and sorrows. They can give you a broader perspective of things from a positive point of view.

My first and foremost supporters and champion of all my hopes and dreams are my families.  John my perspicacious loving husband and best friend of 30 wonder-filled years, who knows and have supported me in all things; you are truly the calm to my storm.  My beautiful sagacious and loving daughter DaJohnia, the very first love that grew under my heart.  My handsome, phenomenal son Jonathan, and my amazing magnificent #1 grandson Christian who loves me unconditionally.

These are the ones who keep encouraging me to pursue my education, giving me that extra boost to go after the things in life that mean the most to me, even when I feel like giving up. Supporting me through career changes from banking to early childhood, going back to school in my forties, stepping up to help with daily living chores.  My children who although in school, stepped up to help me with difficult math assignments, providing me with encouragement, taking on more independence so that I could focus more on my studies.   Just to know that they love and believe in me adds to my deposits in life that strengthen me.

My second support group is my siblings.  My loving brother Frank and his exceptional wife Carrie, The Rock and patriarch of our family of seven sisters. There is nothing that we as his sisters can ask of him that he isn’t willing to do, and believe me when I say, this is not an easy task, and yet he is always there for us especially when we need a father figure to lean on.

To my loving sisters: Mattie, Verdell, Victoria, Ethelene, Alice and Queen each one have special and varied talents, who give of themselves supporting me and taking care of me and my family over the years when my children were small and now years later taking care of me when I had major surgery, cooking, cleaning, praying for and with me, giving advice, and just being there in so many more wonderful ways.

To my other family members, friends and medical specialist, who have been with me through the years, providing a listening ear, words of encouragement, and yes caring enough to share with me not only my strengths but also my weaknesses with insight and ways to improve.  Without each and every one of them being there with and for me, I know my life would not have been as complete as it is now.

This assignment asked us to share an imagine disability and the supports needed.  Truth be told, I do not have to imagine a disability for which I would need support; I am living every day with ADHD, this disability will never go away, therefore, I both want and need the understanding and patience of others, especially during those moments of hyperactivity in both thoughts and actions.

For those of you that can’t imagine what this is like, think of the Energizer bunny, how it keeps going and going nonstop. Now think of engaging in a conversation with someone, who keeps interrupting, not because they are rude, but because of uncontrolled impulses, the need to say something before you forget. Oh yes, starting a conversation midway, because your brain is moving faster than your words, or pausing and forgetting what you were talking about. Losing that very important item (keys, paper, etc.) searching frantically for it only to realize you are holding it in your hands. These were the things I experienced as a child, not knowing what or why I was functioning this way but having really great supports to help keep me focused and grounded.

It wasn’t until I was an adult, that I got the medical diagnose of Adult ADHD, having learned how to manage, but not forget all the struggles, I went through; I can truly understand, empathize and be there for the students that I teach daily, who also struggles. I look at them and I see myself.  I know that without all of the supports that I have had over the years and still experience. I would not be where I am today.  I know with certainty that this would not be possible without my support system.  My family for loving me in spite of my hyperactivity, some days more hyped than others. My friends and colleagues and my medical professionals all listen patiently and working with me to create the right balance that keeps me focused.

 

 

References

National Association for the Education of Young Children & Division for Early        Childhood of the Council

For Exceptional Children. (2009). Early Childhood Inclusion.  Retrieved from http:// www. naeyc.org/ files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

 

My Connections to Play

These are the three quotes about Play that best summarizes my childhood play experiences.

 

Reflecting on my childhood play experiences, I can’t help but realize just how much “Play has changed.  As a child growing up in rural South Carolina in the mid-60’s, play dates were roaming the neighborhood with relatives basically from dawn to dusk.  Our adventures were limitless.  We rarely had to check in because, everyone knew everyone, and took care of each other.  We always had someone to play with and something to do. I fondly recall playing hide and seek in the cornfields, having picnic lunches in the woods in forts we built in the trees.  Collecting long patches of grass braiding them together pretending they were dolls. We would spend countless hours playing dodge ball, Mother may I, Redlight GreenLight 123,  rolling tires and jumping rope.

These are some of the items that were essential to my childhood.

I still recall spending countless hours browsing the Sears catalog, day dreaming about all the toys I wanted for Christmas.

Instead of the fancy miniature cars that are being driven by kids today, my cousins, siblings and I would pull one another in a little red radio flyer wagon; the older kids would pile onto a bike one person would pedal, the other would ride on the handlebar.  Our imagination would take us to some of the best locations, a large cardboard box could be transformed into a  car or airplane as we flew off to California to be stars like Julia (Dinah Carroll) or Marie Osmond.

Play was also an essential part of our school day.   The elementary school that I attended supported play by providing two recess time; a brief morning recess shortly after breakfast and a longer recess time after lunch.  Our school did not have a gymnasium, this meant that physical education class took place outside.During this period we engaged in structured rough and tumble play, hopscotch, softball in addition to climbing on monkey bars, and merry go rounds.  Today, not only have play changed in and outside of school, recess has been reduced to 15-minute breaks.  Most administrators have limited play to non-contact games, monkey bars and merry go rounds are no longer allowed.   When I compare my childhood to my children’s childhood, many of the free-spirited play had given way playing in our own front/back yard.  As I compare my grandson’s play experience to that of his mother and uncle, his play is limited to his back yard, public parks, daycare, scheduled play dates and structured activities, such as swimming lessons and soccer.

When I compare my childhood to my children’s childhood, many of the free-spirited play had given way playing in our own front/back yard.  As I compare my grandson’s play experience to that of his mother and uncle, his play is limited to his back yard, public parks, daycare, scheduled play dates and structured activities, such as swimming lessons and soccer.

My hope for children, especially preschoolers, is that teachers and administrators reconsider the importance of play, allocating more outdoor and/or recess time.  Allow children to explore and discover things naturally while ensuring their safety instead of structuring activities for these children during recess. I hope that Parents and caregivers understand and truly the role and embrace the importance Play.