Perspectives of Diversity and Culture

The first person I asked their definition of culture and diversity is a teacher who works at the same facility as I do.  She is from Thailand and definitely has different cultural beliefs than myself.  She believes culture to be the existing appearance of a specific society’s established beliefs.  Basically peoples way of life and how they do things.  She explains diversity of knowing every person is distinctive, and identifying our individual dissimilarities.

The second person I asked a definition of culture and diversity is my Aunt who is also a teacher.  She believes culture is the features of a certain cluster of individuals, clarified through many things such as: Language, religion, habits, and etc.  Her definition of diversity is in a nutshell the inclusion of cultural and individual differences of others.

The third individual I asked to define culture and diversity was my good friend and old college professor.  He sees culture as a shared inheritance passed on from one generation to another and shared, composed of skills, beliefs, knowledge and products that are generally joint by tons of individuals and transferred to children.  His definition of diversity is the differences in racial and ethnic, socioeconomic, environmental, and educational backgrounds.  Diversity in his mind is basically the openness to differences among people, cultures and viewpoints.

From talking with my friends and relatives I was able to grasp a comparison of what I have learned in the course so far on culture and diversity.  The word culture refers to how particular groups of people live (Derman-Sparks & Edwards, 2010).  The idea of culture alone is commonly measured as many noticeable actions like the food people eat, music listened to, celebrations, holidays, dance, and even dress attire.  Each of the individuals I talked with basically defined culture in this term of thought.  Society is a structured group of people.  It involves individuals who hold a different and constant living style.  From what I have learned about diversity it is all about including other cultures and accepting the difference of other people.  Everyone is different in their own unique way.  “We must respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs” (Gonzalez-Mena, 2008, pg. 12).

As far as the three people I talked to definition of culture and diversity nothing really changed of my thoughts and views because it is how I see the two as well.  Both definitions are so broad that many different things can be put into them that are correct.  Just looking at diversity, I believe it combines people from many circumstances that hold essential skills that simulate organizational competitiveness and growth within society.   

References

Gonzalez-Mena, J.  (2008).  Diversity in Early Care and Education (5^th ed., pp. 8-13).  Boston,

            MA:  McGraw Hill.

Derman-Sparks, L., & Edwards O. J.  (2010).  Anti-Bias Education for young children and

            Ourselves.  Chapter 5, “Learning About Culture, Language, & Fairness” (p. 55-60).

My Family Culture

If I had to choose 3 small items that represent my family culture it would start with grabbing my family picture book.  Before I was even born every family reunion, pictures would be snapped and added into the book, from funny and silly photos to generational pictures.  A second item I would bring would be my Ipad.  It has music, pictures, and tons of games I love.  This would definitely keep me entertained, especially being that I love music.  A third item I would choose is my old dusty Florida State Seminoles ball cap.  My Great-Grandmother gave it to me and I have always kept it around sitting on my desk in memory of her.  She use to keep me all the time and was such a special person in my life.

I am a person who sticks to myself a great bit so my mind wonders a lot.  From the present to the future and even the past have me thinking just how great life is and was even back in the good ole days.  These 3 items mean a lot to me and I have learned from my Great-Grandmother to always cherish what I have because everything is not promised.  Holding on to things gives us a chance to think back, for example, my hat.  I can remember this like it was yesterday.  I had just received my hat and my Great-Grandmother told me not to take it to school in which I did and got it taken up.  I had to wait a whole two weeks to get it back for being so hard headed.

If upon arrival, I were told that I could only keep one personal item and have to give up the other two, I would feel pretty upset because these items are mine and great memories of my life.  Having someone give an option of this magnitude is tough but it is life and things happen.  There is one thing for certain and that is they can retrieve the hard copy of items but can never take my memories away.

When I think of research

I want to first take the time to thank all of my colleagues for the wonderful advice and great information I have gained from you all.  This class has really helped us benefit to what research is all about and as we continue further into our future, we will be able to forward this information to others as well. 

Some insights I have gained about research from taking this course is that it is all about uncovering and enabling the emergence of new understandings, insights and knowledge (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010, pg. 3).  Research is all about improving or developing new methods.  I have also learned that there can be challenges to researching.  When people research it is not as simple as they may think; it is somewhat misleading how the Internet shows it to be easy.  Research involves reading, understanding, and examining fresh material.  This emphasis on a challenging task is tough for some students and families to grasp.  I have gained some great knowledge on proper websites to view.  It is all about accuracy and objectivity.  With its rising openness, the Internet has become a dynamic source for research.  It is suitable to use and the information confined is lavish.  Yet, not all of information is exact or even reliable.

As far as my thoughts or ideas on the nature of doing research, nothing to me has really changed because I have been doing research for a while and understand how difficult it can be but also how valuable and important it is to find reliable sources.  Being able to assess the reliability of information is a significant ability used not only in school but work and day-to-day life.  Lessons I have learned about planning, designing, and conducting research in early childhood is that when it comes to gathering data it is important for researchers to really brainstorm and carefully develop a plan before beginning, especially when dealing with children.  Listening to children is always useful and their views are even more important than teachers and other adults (MacNaughton, Rolfe, & Siraj-Blatchford, 2010, pg. 240).  The significance to listening to a child and getting them to speak out is to basically not say much at all.  It is important to use small sayings that encourage and induce more exchange.  This is mainly vital at the start of the process for researchers in that they need children to grasp a point where it is easy to let out any thoughtful information needed.

Some of the challenges I encountered was coming up with a solid research question and variables to my design.  I have great thoughts rumbling through my mind but just could not put everything together in a correct way.  I met this challenge by simply asking for guidance from our wonderful professor.  I was actually heading down the wrong path but got immediate directory and was able to get my question somewhat close to where it needs to be.  I am continuing to work on it for this final project we have due but I know with hard work and dedication, I will beat this challenge. 

Resources

Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010).  Doing early childhood research:

International perspectives on theory and practice (2^nd ed.).  New York, NY:  McGraw-

Hill.  Chapter 1, “Research as a Tool” (pp. 3-9).

MacNaughton, G., Rolfe, S.A., & Siraj-Blatchford, I.  (2010).  Doing early childhood research:

            International perspectives on theory and practice.  (2^nd ed.).  New York, NY:

            McGraw-Hill.  Chapter 14, Interviewing young children, pg. 239-256.  Chapter 18, Direct

            observation, pg. 309-324.

Research Around the World

Hello everyone,

The link I have chosen comes from the early childhood Australia website which is equivalent to the U.S. based NAEYC which I believe is a great website for early childhood education.  Early childhood education is not just present in the U.S. but other nations as well and when everyone comes together to make education one huge success, the future becomes much brighter for our young children.

This Australian website gives some great international research topics.  One topic I explored, Belonging, Being, and Becoming is aimed to help specialists apply the Early Years Learning Framework (EYLF) which was permitted by the Council of Australia Governments (Early Childhood Australia, ECA).  There is still a lot of work to be made from this but it will deliver useful care to early childhood education like preschools, to implement the EYLF.  Another good topic I explored is School readiness and children’s transitions.  This provides excessive resources to support parents and educators in assisting children make the change from child care to preschool, and from preschool to above (ECA).  Parents and educators need assistance like this to ensure everyone is on the same page and striving toward the same goals in education.  The links and resources on school readiness and transitions are quality-assured by Early Childhood Australia (ECA).

From viewing this international website I found that the ECA has a number of quality-assured resources which deal with the issues of childhood obesity and child health.  These two related aspects of early childhood care and education have been the focus of attention throughout the world being that technology is steadily increasing and recess times are being taken away to try and build up education amongst early childhood.  Basically, 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 (ECA).  The ECA website provides quality resources available that look at the issue of childhood obesity:

Start them right - a parent's guide for healthy eating for under fives

There's more to food than eating: Food foundation for children birth to eight years

Eat right, don't fight: A practical guide to feeding children from birth to the preschool years

Everyday learning in the kitchen

Early Childhood Australia's early childhood magazine, Every Child

Resource

Early Childhood Australia:  A voice for young children.  Retrieved from

            http://www.earlychildhoodaustralia.org.au/

Research that Benefits Children and Families--Uplifting Stories

When it comes to positive effects of research, even young children can contribute if appropriate methods are used (Whiting, 2009, pg. 32).  Children and families need to contribute to the research manner, especially when the outcomes could help or hurt everyone as a whole.  It is valuable to use study implements in which will ease their commitment to propose major influences to create an understanding which is exceptional to the likeness of desires.  Provided the research is well planned and appropriate, it is possible to involve children from a very young age as well as adults who may not be as knowledgeable (Whiting, 2009, pg. 35).  Recommendations of children and families can notify parts of the process, guaranteeing relevance of information materials, permission forms and techniques.  Of course there are difficulties dealing with participation of children and families when it comes to research, nevertheless with cautious preparation, these are manageable.  Children and families can benefit through the development of new skills and being able to express themselves (Whiting, 2009, pg. 33).  It is about going through things the correct way.  Families must understand there are manipulating procedures out that can bring a negative effect on research so it is vital to have precautions on what is going on and provide family assistance if needed.

Reference

Whiting, L. (2009).  Involving children in research.  Pediatric Nursing, 21(5), 32-36.  Retrieved

from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=5d9a2da8-554f-4cef-bf4e-0820878e4961%40sessionmgr4001&hid=4104

My Personal Research Journey

   Hello everyone today I would like to introduce to you my chosen topic for the simulation which is providing families with resources and support.  I believe this is an important matter to help further a child's education.  There needs to be ample support not only from the professional educators inside the system, but from outside sources as well, being families.  It is up to the professional educators to help guide these families in by providing resources and support systems to ensure they are able to assist.  In my opinion if families are to work with schools as partners in their child's education, school systems should offer chances and support needed to become associative.  During my student teaching time last year I had the opportunity to provide parents with ample chances to come in and make a difference in the classroom for all the children by reading and telling inspirational stories about their jobs.  So many times these systems anticipate families doing everything and visa versa.  I am all about the two coming together for the better of the children because that is what it is all about, out children.  Producing valuable collaboration with families entails that staff generate a setting that endures families and inspires them to elevate questions and propose worries as well as to contribute suitably in figuring out certain choices.  Constructing teamwork involves organizations providing information and training parents need to ensure they are involved and that they stick their necks out to parents with invitations to take part in their child's education.
   If anyone has any resources on this topic to help gain better knowledge I would greatly appreciate it.  I really feel the most important part of a child's life is their education but to get the best out of a child, teamwork needs to be brought out from both educators and families.

Here are a few articles from my research:

http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

http://search.proquest.com.ezp.waldenulibrary.org/docview/197637257

http://search.proquest.com.ezp.waldenulibrary.org/docview/228412131?accountid=14872

 

What I have learned internationally about the EC field

During this course I have had the opportunity to learn about the field of early childhood education and care in other countries.  I have had the opportunity to analyze resourceful websites.  Here are three consequences of learning about the international early childhood field from my knowledge:

One consequence is establishing mutual communication opportunities with professionals not just in the U.S. but worldwide.  With the growth of technology, collaboration should be no problem at all because of what the internet and computers can provide for professionals.  Thanks to this course I was able to find tons of information internationally about how their early childhood programs work.  It is vital to understand how things work all over because pointers can be given both ways and no matter where we are, education is still one huge stem and we have to make sure that stem is developing successful flowers (children). 

Another consequence is professional opportunities.  In learning about the international early childhood field I was able to view other places to see how much better or worse their systems are run.  For example, Japan is really strict about who they bring in to teach because they are all about quality of their children.  Early childhood education is number one on their list so becoming a teacher their takes some real talent.  In saying that, I love it because I am all about getting the best out of every child as well as myself and other professionals around me.

A final result of learning about the international early childhood field is just simply being able to compare our system with others internationally.  In Africa, there is a significant need for early childhood educators.  Children are not getting the education they need because of the lack of professional educators.  Having the opportunity to research and network is great to really see how some countries need help.

My future goal:

I believe the international early childhood field will grow strong and put valuable educators in place to ensure success amongst our children.  Early childhood leaders and professionals worldwide will continue to come together to communicate issues and approaches needed to achieve the best care and education so that our worldwide flowers bloom to high hopes.