Being an effective communicator in both written and verbal form is imperative when wanting to enact change at a local, state, or national level. When one effectively communicates with others, individuals understand the message, leading to environments where problem solving and creative ideas can flourish. Without effective communication skills, an individual can be misunderstood, which can result in frustration, conflict, distrust, and disrespect (Helpguide.org, n.d.). Effective communication includes a wide range of skills, including listening, nonverbal communication, managing stress, emotional awareness (Helpguide.org, n.d.), clarity, conciseness, concreteness, accuracy, coherence, comprehensiveness, and courtesy (Mind Tools, n.d.). These skills can be learned and practiced, allowing an individual to perfect weaknesses and become an effective communicator in any situation.
Although all aforementioned skills are imperative for effective communication, I will be focusing on two, one of which is a personal strength and the other a weakness. A personal strength involves nonverbal communication. The saying, “Actions speak louder than words” holds true when communicating with others. Without being aware of how one is communicating through body language, which includes body movements, facial expressions, gestures, posture, tone of voice, breathing, and eye contact (Helpguide.org, n.d.), an individual may offend the listener or cause the individual to feel the speaker is being dishonest. There have been many instances when I have found myself in a situation where I was listening to a speaker and felt the nonverbal language contradicted the message, especially when a speaker has difficulty using eye contact or is consistently standing with arms crossed. In fact, there have been occasions where I have left a meeting or conference and not remembered any of the message, as the nonverbal language was so highly distracting. Due to these experiences, along with specific training I have had for pageant interviews, I have learned to improve my nonverbal communication and feel this communication skills is a strength of mine.
The one communication skill that is a personal weakness is managing stress. Even though I have had numerous opportunities to speak in front of audiences, and actually seek out speaking engagements, I always find I feel stressed prior to speaking. My pulse races, my hands get clammy, my breathing increases, and my voice cracks when I begin to speak. I have been in a variety of pageants where speaking in front of audiences is a requirement; additionally, I have spoken in front of the school staff, held parent workshops, have taught inservice courses, and have done speaking engagements in front of a hundreds of individuals on the topic of fitness and nutrition. However, even though I have had practice speaking in front of people, and no matter how prepared I am, the results are always the same. Helpguide.org (n.d.) has suggested that to manage stress when speaking, one should recognize signs of stress, take a minute to calm down, and use stress relieving strategies such as slow, deep breaths; additionally, if the speaking situation involves conflict or challenge, the speaker should be willing to compromise and agree to disagree. Although I perform these tips, I continue to experience stress in speaking situations, which may be the reason I attempt to find speaking opportunities as much as I can. The more practice I have in these circumstances, the better able I will be to control my stress and eliminate the possibility that my words and/or actions will confuse or frustrate my listeners.
Although I focused on skills related to public speaking, skills for written communication are equally important. However, I personally believe that the most effective way to communicate a message is face-to-face. With written communication, words can be misunderstood no matter how careful and concise a writer has been; additionally, a person’s tone can be misconceived. With my goal for policy change to be at a local level, speaking in front of audiences would be my main mode for communicating information to key stakeholders.
When I was younger and wanted to speak to someone, I spoke to those individuals in person, on the phone, or through letter correspondences. I obtained important information on world events by watching television, reading the newspaper, or going to the library. However, with advancements in technology, keeping connected with friends and learning information on various topics and events are now almost instantaneous. Although the majority of individuals who use social networking like Facebook, LinkedIn, YouTube, and Twitter utilize these tools for personal reasons, social networking sites can be powerful ways to influence users’ opinions on politics and policy (Auer, 2011).
Using social media could definitely be advantageous for communicating the information I have researched on the School Breakfast Program (SBP). In my opinion, the two tools that would be most beneficial in portraying information would be Facebook and YouTube. Creating a Facebook page allows the creator to add photos, videos, groups, events, and status updates on a daily basis. Therefore, new information could be added frequently to update individuals. Additionally, Facebook allows users to express their opinions, give feedback, tell stories, ask questions, etc.; these correspondences could help cater future information to fit the needs of the users. Furthermore, support and ideas could be gathered from those having the same passions to improve SBP in other schools, as friends on Facebook can be from anywhere around the world.
YouTube would also be a valuable tool in educating individuals on the importance of healthy and consistent meals for our children. Videos can be highly motivating and trigger deeper emotions, which can lead to individuals wanting to take action to improve situations. Although YouTube allows a single video to be uploaded for viewing, individuals can comment on the images, allowing correspondence to ensue around the topic. Even though only one video can be uploaded at a time, viewers can subscribe to the creator, getting updates when new footage has been uploaded. Additionally, many times videos from YouTube are shared on other social media sites, which would increase the viewing audience.
I believe that Facebook and YouTube would be the best social media to employ, as the information would be most user-friendly to my key stakeholders. The stakeholders for my policy issue on the SBP are school administration, staff, parents, and students. Multiple administrators, staff members, and parents already have Facebook accounts; therefore, these individuals would be familiar with the aspects of Facebook and be able to navigate the page without difficulty. YouTube would also be valuable to administrators, staff members, and parents, as the various uploaded media could be presented at parent and staff meetings and/or workshops, as well as a link placed onto our school district’s webpage. Additionally, I chose YouTube due to students being key stakeholders in improving the SBP. Students, especially younger ones, are not capable of utilizing or understanding information in text form as well as adults. Videos can explain messages in a more concrete way to students. Furthermore, students enjoy watching videos, which can increase the motivation to pay more attention to the message.
Utilizing either social media tool can have benefits but also challenges. Many of the benefits were aforementioned. For example, Facebook allows for a variety of information to be presented in different modalities, updates go directly to the users’ page, individuals can share information with their friend lists, and inappropriate messages can be removed by the creator. With YouTube, individuals can subscribe to the creator to obtain future media uploads and the videos can be shared on other social media sites. Additionally, both Facebook and YouTube allow individuals to correspond with comments, stories, and questions. I am an avid social media user and find that sharing information from friends’ Facebook pages, as well as sharing videos from YouTube to my own page spreads information quite quickly to thousands of individuals; it can be a convenient way to reach numerous individuals in a very short amount of time.
Although there are numerous benefits to both of these social media tools, there are also challenges. Even though inappropriate comments can be removed by the creator, correspondences can be unsuitable or even vulgar; unless the creator is consistently viewing the page, these comments could still be seen by other viewers prior to removal. On my own personal Facebook page, I have had to remove inappropriate comments from posts, status updates, and videos; because I only check my page after work, numerous friends could have already seen the correspondence prior to being able to remove it. Since I am a teacher, inappropriate comments could reflect on my reputation as a professional. Additionally, as June, Hong, and Sun-Min (2011) pointed out, without the ability to screen or edit correspondences, the information can be spread to numerous individuals around the world. Furthermore, even though individuals can share information with others with both social media tools, the number of supporters may not be enough to create the desired impact. Although there are challenges involved with using social media sites, the benefits outweigh the disadvantages. Utilizing these tools can be a convenient and inexpensive way to garner support for a cause and lead to positive social changes for our young children.
References
Auer, M. R. (2011). The policy sciences of social media. Policy Studies Journal, 39(4), 709–736. Retrieved from the Walden Library databases.
June, P., Hong, C., & Sung-Min, P. (2011). Social media’s impact of policy making. SERI Quarterly, 4(4), 125-129. Retrieved from Walden Library databases.
When the course Dynamics of Early Childhood Policies and Systems first appeared on my academics tab on my Walden account, I believe I may have snarled a bit. I have never been extremely interested in policies, probably because I have never had personal experience of any kind with creating or analyzing them. Feelings of stress and panic came over me, and I felt (and still do) apprehensive about what this class will entail. I admit I have very limited knowledge in this area, and it is frightening. However, I am motivated to learn all I can about policies and systems, as I realize it will lead to greater positive impacts on our children and the families we serve. Articulating three goals may be a bit of a challenge, as there are many areas on which I need to focus. Although I will be providing three goals for this course, I am certain that as each Module progresses, I will develop additional aspirations that will assist me in becoming more effective in my role as an early childhood professional.
My first goal is to develop an understanding of how the various agencies/systems in my area interact with one another to improve services for our young children and their families. Without this core knowledge, I feel it will be impossible to understand the policies that develop from these interactions. Although I know my local school is part of a larger system and collaborates with other services, such as health care professionals, I am unsure of this relationship and how these interactions occur. Becoming aware of what subsystems and/or agencies are included in our early childhood system would be advantageous, as it could indicate what components might be missing. This knowledge could help determine what subsystems and/or agencies are needed for more effective system functioning.
Understanding the specifics of policy analysis and the processes that are required for policy creation, change, and implementation is another personal goal. Because my knowledge of policy development is limited, I am unaware of the steps necessary to take an idea and translate it into policy. I realize the process is a complex one, requiring multiple individuals, research, and a deep understanding of a proposed issue. When perusing through our required assignments for the major project in this course, it appears that I will become a great deal more knowledgeable in this area. Becoming knowledgeable on how ideas can be turned into policy will allow me to advocate for our children and their families, resulting in positive outcomes at the local, state, and/or national level.
My final goal is a bit more specific and involves incorporating both aforementioned goals. My topic for my major assessment will deal with nutrition and the foods consumed by children in my school. This year major changes took place with breakfast given to our students, and all staff members have concerns about the nutritional value in the various food products. I want to work with the cafeteria staff to determine what subsystems and/or agencies we collaborate with for the nutritional needs of our students. Additionally, I want to analyze nutritional policies currently in place to discover where deficiencies may lie. If I can determine, based on thorough research and investigation, what changes need to be made, efforts to improve the food products offered to our children can occur. Furthermore, evaluating the best ways to disseminate the information would allow me to reach those that can be of most assistance in getting these changes to take place. With this knowledge, I will be able to make a direct and powerful difference in our students’ health and physical/mental well being.
With every new adventure comes a range of emotions, from being highly anxious and fearful to thoroughly excited and enthusiastic. Every course in my Walden journey has begun in the same manner. I have been worried and stressed from the amount of work required for each course, uncertain of what the professor will be looking for in assignments, and at times frustrated by attempting to organize my thoughts and put my ideas on paper in a logical manner. However, by the end of the course, as I reflect on the knowledge I have gained, the results are always the same. I see that the stress, worry, uncertainty, and frustration were all worth it, because in the end, I feel I have gained an immense amount of knowledge and understanding of new issues and topics in the early childhood field.
There were many aspects of this course that I thoroughly enjoyed. Although I learned a great deal from all of the required readings, my favorites were the Anti-Bias Education for Young Children and Ourselves and The Spirit Catches You and You Fall Down: A Hmong Child, her American Doctors, and the Collision of Two Cultures. Derman-Sparks and Edwards (2010) created a text that was reader friendly, giving concrete strategies for ensuring classrooms are anti-biased. Much of the information I had taken for granted, especially gender biases; I have used part of the information within this chapter and utilized it with my students this year to solve issues related to gender stereotypes. Additionally, the specific ideas given to implement in classrooms and/or with parents is valuable information; even a newly hired teacher could pull the information from this text and utilize it successfully within a classroom.
Furthermore, I found Fadiman’s (2012) novel appealing and informational. Although I work in a predominantly Caucasian community and do not witness such cultural and linguistic differences, I found it fascinating to learn about the conflicts that cultures can experience through the Lee’s story. Learning about other cultures has always been interesting to me. Although I might find some cultural beliefs unusual, I have never considered anyone’s values, beliefs, or ideas to be alarming, as we are all different and have been brought up in different ways. However, this book brought to light how some individuals will completely disregard another’s culture and view the beliefs as bizarre, developing harmful stereotypes and biases against entire groups of people. This story proves that the lack of knowledge can lead to ignorance, condescending attitudes, and harmful microaggressions and actions that can be detrimental to the welfare of others. Reading this novel opened my eyes to the importance of early childhood professionals ensuring biases and stereotypes are eradicated in their classrooms.
I also enjoyed completing the project, both the paper and video. Although I became frustrated frequently, did my share of complaining, and possibly threw out a few curse words, I did truly learn a great deal about the topic of autism. When I synthesize information from various articles and find gaps in the literature or other areas that should be investigated, I feel as though I am a true doctoral student finding additional ways to create positive social change for children and their families. These types of assignments create excitement and make me eager for my own doctoral study process to begin. Additionally, although the video assignment was frustrating and took a great deal of time, I am proud of my final product. I have always enjoyed creating visuals to accompany lessons, so this project allowed my creativity to surface.
Everything that was read and/or completed during this course could be applicable in some way in my work as an early childhood professional. However, because I do not deal with cultural or linguistic diversity where I work, some of the readings could not be directly utilized with the children and families in which I serve. However, my husband and I are planning to move to California in the near future, so the usefulness of these readings and information could eventually become very beneficial to me. For now, the Anti-Bias Education text would be most beneficial, as the information and concrete ideas in this text could be utilized in any classroom that wants to alleviate all stereotypes exhibited by the students.
Additionally, all of the information gathered for my project on autism could be highly valuable, as it is always possible that a child with ASD could be enrolled in my classroom. The video projects of other classmates could also be applicable, as becoming educated on a variety of issues can increase a person’s knowledge on what resources to offer families in times of need. However, if I understood the Kaltura information correctly, it is impossible to upload any of the videos, including our own. Although I understand the rationale behind it, I find it disappointing, as these videos could not only provide more knowledge to us as early childhood professionals, but it is a more appealing way to provide information to families.
References
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.
Fadiman, A. (2012). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York, NY: Farrar, Straus, and Giroux.
For the interview portion of our assignment, I chose to speak with three individuals. The first lady was a professional that works directly with families dealing with autism; she has extensive training in autism and administers the testing to determine if children are on the spectrum. I chose her because I felt she could provide information on how parents deal with getting the news that their child is autistic. The second interviewee was a parent of triplets, two of which have been diagnosed with autism disorders. She was chosen for her personal experience of raising autistic children; because her boys are now 8 years old, I felt she could provide information on how the family has overcome the various challenges faced by autism. My third interview was with Temple Grandin, a well known adult who has overcome the obstacles associated with autism. Dr. Grandin was chosen because I felt she could provide a unique perspective, as she has grown up being autistic and has personally dealt with challenges facing autistic individuals.
Throughout the interview process, there were successes and challenges. All three interviewees were more than willing to speak with me; this was especially exciting for me, as Temple Grandin is so well known and has such a hectic schedule that I was certain I would be denied an interview. Additionally, the professional and the parent allowed me to send interview questions to them so they would be better able to answer them when we spoke a second time. Both of these interviews were extremely pleasant, and both interviewees went out of their way to ensure I had the information I needed for my assignment. However, there were also some challenges during this process.
One challenge was that it was very difficult to receive preliminary information from the professional. I was initially emailing her to set up times to meet and exchange preliminary information, as she had informed me that this would be the easiest way to reach her; however, I wound up having to call her and leave messages with her answering service to finalize everything. Additionally, there were numerous challenges with Dr. Grandin’s interview.
Initially, I had been corresponding with Dr. Grandin’s assistant; however, she then told me to contact Dr. Grandin. Upon doing so, Dr. Grandin refused to allow me to send questions to her prior to interviewing; she insisted that we do the interview then. When I tried to explain to her that I was only gathering preliminary information during the first phone call and would call back at a later date for the interview, she denied my request. I had developed some initial questions that I had planned to tweak after watching her movie and reading her book, so I used those. She became curt and kept telling me I knew nothing about her and that my answers could be obtained from reading her book; this continued throughout the interview, even after explaining that I had planned to do research on her prior to the actual interview, which was supposed to be a few weeks later. As I was speaking with her, there were several microaggressions she used towards me, which made me feel incompetent as a professional and as a person in general. I did obtain some valuable information on some of the questions, but I felt defeated when I hung up the phone. I realize that she is an extremely busy individual and that as a professional one should always be prepared, but I truly feel she did not give me the opportunity to do so. For those of you that know me, I prepare for everything, so I felt that this particular interview was somewhat of a failure. I am truly grateful for even having a chance to speak to Dr. Grandin and did gain some valuable information; however, I wish the interview had been on better terms.
Although a good deal of the information was valuable for my project, one theme stood out among everything else. It was mentioned more than once that schools are not providing the necessary interventions/strategies that autistic children need. Dr. Grandin emphasized the fact that schools focus too much on the weaknesses of autistic students, rather than on their strengths. She insists that if schools begin to concentrate on an autistic child’s assets, the child will thrive and be more successful in school. The parent I interviewed would concur with this, as she removed her boys from the public school system and enrolled them in a special school for autistic children due to the lack of training the staff had in the public system. This information was quite eye opening, as we do tend to focus on the weaknesses children possess, attempting to intervene to improve those weak areas. However, maybe if we focus on children’s strengths instead, we can motivate all students to learn, which will lead to improving the weak areas as well.
Overall, my course project is going well. I have gained ample amounts of scholarly articles on autism, including supplemental information that should add even more depth to my final paper. All required articles have been found, and all four of my annotated bibliographies are completed. I am now preparing to synthesize all the information for the final project. As with past literature reviews we have done in previous courses, I plan to set up a template so that I can organize the important information from each article, allowing me to see how findings are similar and what gaps there may be within the studies. Do any of you have special methods of organizing information for such a wealth of articles to make the process easier and less confusing? Additionally, I have not yet had time to look at the Kaltura program. If you have explored it, do you have any tips that might helpful?
Early childhood educators deal with a range of abilities within their classrooms every year. When those abilities are also impacted with behavioral or developmental disorders, it affects the dynamics within the classroom. It is imperative for early childhood educators to become knowledgeable in various diagnoses so that every child’s needs within the classroom can be met.
I have been teaching young children for more than 20 years, and I have come across immense amounts of children with varying needs. Unfortunately, there were some children I dealt with where I felt completely ill prepared. There were children who had been diagnosed with certain conditions, which I did not have enough knowledge on to feel as though I was meeting their needs; there were others who had no diagnosis but exhibited unusual behaviors in which I was not familiar. The children I am referring to had, or now have, the diagnosis of conditions that fall under autistic spectrum disorders (ASD).
The children I have had in my classroom have been diagnosed with varying degrees of autism. Some of them have been mildly affected, where they had issues with forming peer relationships. These children had atypical development and behaviors that seemed unusual, but it was hard to pinpoint or concur on an underlying issue. Most of these children were not diagnosed as autistic while in my classroom; rather, as they continued through their elementary years, the impact of their condition led to further evaluations by physicians. However, I have had one child who was severely autistic and had been diagnosed prior to even coming into a public school setting. She exhibited difficulties with pretend play, socialization with others, and all communication skills (Autism, 2012). Additionally, she became extremely upset with changes in routine, did not understand others’ feelings, became aggressive with her classmates, and exhibited self-mutilating behaviors (Signs and Symptoms, 2010).
These behaviors frightened the students, causing them to avoid all activities with her; as her teacher, I became frustrated and felt helpless due to not understanding and not having the knowledge to deal with these types of behaviors. Additionally, I felt incapable of supporting the family, as I did not know where to turn myself. I spent hours researching autism and attempted various strategies within the classroom. By the end of the year, through the various strategies that were implemented, I felt as though the other children accepted her and finally felt she belonged among them. However, it is unfortunate that it took the entire year for this to occur; had I known the information when she first entered my classroom, I may have been able to meet her needs sooner.
Autism has become more prevalent than in the past, increasing in numbers over the years. Although it is unclear as to why this is the case, it may be due to the increase in the illness or to the current ability for a diagnosis to be made. Autism is classified as a developmental disability, with this condition affecting normal brain development (Autism, 2012). The Centers for Disease Control and Prevention have indicated that one in 88 children have been diagnosed with some form of ASD, affecting children across all racial, ethnic, and socioeconomic groups (Data & Statistics, 2013).
With the passing of the Individuals with Disabilities Education Act (IDEA), children with disabilities, such as autism, are now included within regular education classrooms. Such practices allow children with a variety of disabilities to interact and learn with typically developing classmates. Although positive outcomes have come from such inclusive environments, it has also brought questions, comments, and behaviors that reflect confusion, bias, and stereotypes from typically functioning peers (Derman-Sparks & Edwards, 2010). Additionally, it can bring feelings of frustration and helplessness to educators and parents. The more knowledgeable individuals become, the less confusion, bias, and frustration occur, allowing everyone to work together to support the autistic child. These factors are the reasons I have chosen to do further research on autism; I want to have the knowledge to ensure I can support autistic children and their families, as well as eliminate any negative attitudes, feelings, and behaviors brought on by other children in reaction to an autistic child’s demeanor.
As an educator, I have never had any negative feelings about working with children who have been diagnosed with disabilities; rather, I have had feelings of total frustration. This frustration does not come from being unaccepting of the different ways children learn; it stems from the lack of knowledge and understanding of how to cope and deal with specific disabilities. Without personal experience with specific diagnoses, it is difficult to understand the added stress that families develop when a child is diagnosed with a condition such as autism. It is much easier on my part to research autism and gain a deeper understanding of how to implement strategies in a classroom to support the child’s needs; the more difficult part is to develop ways to support the family. Many of the questions I have in relation to ASD deals with challenges families have when they have an autistic child. As I research and conduct interviews, some of the questions I hope to find answers to are the following:
What organizations are most helpful and supportive for families with autistic children?
What challenges do families face when their child is diagnosed with autism?
What sacrifices are made in families with autistic children?
If the autistic child has siblings, how do families help the other children understand and become accepting of the behaviors? What strategies are used in the home that help with socialization?
What biases or stereotypes have families encountered with autism?
What positives have come from raising an autistic child?
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.
One of the biggest passions I have had all of my life revolves around living a healthy lifestyle. I have always attempted to make healthy choices and stay physically active, especially after I graduated from high school. Once high school is over and college begins, many individuals gain a great deal of weight, because their once active lifestyle has suddenly changed in a drastic way; that was not going to be me. I walked to classes, even though some were 45 minutes from where I lived. I continued to eat as healthy as possible, although that becomes somewhat difficult at university dining areas. After I graduated from college, I began my own family and dedicated myself to keeping in shape to become a role model for my own children. As I obtained a teaching position in the early childhood field, I recognized the increases in the amount of children I saw who had weight issues, and as the years have gone by, this problem has heightened in my local area. Because of this, I developed a FAN (Fitness and Nutrition) Club that provided after-school physical fitness opportunities for the students. Unfortunately, a couple of years ago, the club had to be cancelled due to the lack of gym availability. However, I still strive to assist individuals with learning to live a healthy lifestyle, having created a website dedicated to giving concrete information on fitness and nutrition; additionally, as I continue through my doctorate level courses, my focus on my research projects have been geared toward gaining a deeper understanding on what variables lead to such excessive weight gain in our young children. I have come across various websites, videos, and research that have been inspirational, motivating me to continue my quest to be an agent of social change and take action to help alleviate this global epidemic.
INSPIRATIONAL VIDEOS
The following videos have been ones that have given me a greater understanding of childhood obesity, have allowed me to step into the lives of obese children, and have made me question what solutions would be most appropriate. The first video is rather lengthy, but it has a powerful message about obesity around the world. It is called Globesity: Fat’s New Frontier. This video discusses how obesity has risen at an alarming rate among nations who once had no major weight issues. Additionally, it shows steps being taken in some areas to help alleviate the epidemic and offers various reasons as to the dramatic increases in these countries. It discusses health issues related to obesity, with a focus on diabetes and provides individual’s perspectives and perceptions of their own weight status, showing that people are recognizing a need to make a change. Furthermore, it offers suggestions on what needs to be done to end this epidemic.
I chose this first video, because it allows individuals to understand obesity on a global level. Many times, we only see problems that are in front of us; however, with obesity growing at such alarming rates, even in developing countries, we need to become aware of how severe this problem really is. It also demonstrates how eating behaviors can affect a child’s development and how those behaviors can be learned based on environmental circumstances and culture.
The second video shows a twelve-year-old girl who is a target for bullying due to her morbid obesity. This was chosen to demonstrate how obesity cannot only impact a child’s physical health, but it can lead to mental health issues as well. Additionally, it depicts a family that discusses the lack of knowledge they have when it comes to healthy food choices. I feel this area is one that has not been addressed enough as a variable for obesity. When I have worked with individuals with fitness and nutrition coaching, I have found they do not understand healthy food choices, do not know how to read nutrition labels, and do not understand how different foods work in the body. The people in our world know that obeisty is an issue and understand that living a healthy lifestyle can help change that; however, this video demonstrates the need to educate individuals on how to make those changes and what a healthy lifestyle involves.
The next video is one that can challenge a person’s thinking. It discusses the solution of how children who are severely obese should be removed from their family and placed in foster care, as this is seen as neglect, which is a form of child abuse. This action has taken place within our nation. Would you consider childhood obesity a form of child abuse? Do you think this is an appropriate solution? Is it better to remove children from their home and place in foster care than to get the families the necessary professionals to assist them in making the necessary changes? Would taking a child away from their families cause more mental health issues? What are your thoughts on this solution? (Unfortunately, it would not allow me to embed the video, so I am including the link instead)
Although there are numerous videos that can be inspirational and motivational in relation to childhood obesity, this last one I will be sharing sends a powerful message about being a role model. Normally we see adults as being role models for children; however, in this video, a young boy takes personal actions to lose 85 pounds on his own and then continues his efforts to make his family and the neighborhood healthier. He is a true inspiration for us all. (Unfortunately, it would not allow me to embed the video, so I am including the link)
As the above video shows, children can teach us to look at life in different ways and become role models for others. We, too, can become role models for all young children, as the individuals below have shown. Each one of these individuals are inspirational, as they were once overweight and took the initiative to make a lifestyle change to not only better themselves but to also become role models for young children, whether it be for their own families or ones in which they serve through the work they do with children. I feel honored to know each one of these motivational people personally. These are the type of people that inspire me most. It just goes to prove that you do not have to be famous or working for large organizations to make a difference in the lives of others.
This inspiring man is an individual whom I met through my doctorate studies. He began to be proactive with his health after his father began having heart attacks in his 40’s. To achieve the extra-ordinary, abundant life that he wanted, he knew that he needed to become healthier and stay that way. He took action in 2012, having gastric bypass surgery to assist him in losing the necessary weight. Since then, he has lost 220 pounds! Others, including myself, see him as a very determined individual who can overcome major obstacles in life; his persistence shows others that all things are possible. His personal motto is, “No one tells me NO, including myself” (M. Merjil, personal communication, June 11, 2013).
Before picture
After picture (far left)
This lady has also made remarkable changes in herself. She came to the realization that she was not the person she wanted to be; she looked at herself as fat and was tired all the time. Taking the initiative, she lost 40 pounds on her own; after reaching a plateau, she joined a highly supportive gym where she has continued to make amazing changes in her body, which has led various individuals to not only compliment her on her new physique but question how she got such drastic results (L. Cremonese, personal communication, June 13, 2013). As a high school teacher, whether she realizes it or not, she has set a positive example and is a role model for students.
Before (far left)
After
This lady is one I used to work out with at the gym. She has an amazing attitude and outlook on life, and I consider her a true friend and inspiration to others. Her first reasons for joining the gym were solely personal in nature. She, like many, had her ups and downs with weight loss. However, unlike others, she never gave up on herself and has accomplished amazing weight loss goals for herself, as you can see in the pictures. She believes that as she started to live a healthy lifestyle that it began to impact her family as well. Having a new grandson, she wants to set a good example for him. In actuality, she already has, as many times he says, “You have to eat good food, not just junk all the time.” Even though she has accomplished much today, she wishes that she could journey back in time and impress upon herself and children how important it is to live a healthy lifestyle: as she states, “the struggles that would come in the years ahead could have been avoided” (C. Butler, personal communication, June 13, 2013). This is a powerful message, as it shows that early learning can prevent future obstacles from occurring.
GOING ABOUT IT THE WRONG WAY
As parents, not only can we make positive impacts on our children’s eating habits like the examples above, but we can also affect them in negative ways. From the numerous research studies I have analyzed, which deal with parenting and feeding practices, the way we approach our child’s weight can actually lead to future weight gains in children. For example, severe restriction of high fat foods can yield overindulgent eaters, producing the “what I can’t have, I want” scenario (Jansen et al., 2012), which eventually leads to weight issues. Additionally, this can also occur as we view our children as having weight problems; thus, our actions can change based on the weight status of our children as they continue to grow (Webber, Cooke, Hill, & Wardle, 2010).
An example of such severe restriction can be found in the following link. This story about Dara-Lynn Weiss, a mother of a seven-year-old girl, is one that demonstrates excessive measures that some parents take to help their child lose necessary weight. I included it in this blog to show individuals how damaging our actions can be if we go to extremes. Even though Bea, the daughter lost 16 pounds in a year’s time, the mom’s actions could prove to be quite harmful to her in the long run. It is a story that made world news, so you may be aware of it. What are your thoughts on this mother’s actions? Do you feel it will eventually affect Bea in a negative manner? Do you think this excessive restriction could lead to Bea having body image issues in the future and lead to eating disorders?
Mom’s Diet for 7-Year-Old Daughter in ‘Vogue’ Sparks Backlash
Although there are numerous issues that today’s children are facing, childhood obesity is one I have a passion for helping alleviate. All of the above resources have either inspired me, have helped me gain a deeper understanding of the problem, or have challenged my thinking. I hope that you find something above that does the same for you and creates a sense of urgency to become involved. Whether it be to become active in alleviating childhood obesity or another of the many problems in today’s world, I urge you to take steps to become involved. As John Fitzgerald Kennedy once said, “One person can make a difference and every person should try.”
Other Food for Thought
“More than ever, we as parents and a nation must do something about the growth of obesity in our children. We must do more than just talk, we must be concerned enough to act.” ~ Lee Haney
“With the chronic obesity in America, it’s more important than ever to not only feed kids healthy foods but to teach them how to make healthy choices on their own.” ~ Jennie Garth
“This might be the first generation where kids are dying at a younger age than their parents and it’s related primarily to the obesity problem.” ~ Judy Davis
CBS News (Creator). (2012). Bullied boy loses 85 lbs., inspires others to lose [Video]. Retrieved from http://www.cbsnews.com/8301-18563_162-57396745/bullied-boy-loses-85-lbs-inspires-others-to-lose/
Jansen, P., Roza, S., Jaddoe, V., Mackenbach, J., Raat, H., Hofman, A.,…Tiemeier, H. (2012). Children’s eating behavior, feeding practices of parents and weight problems in early childhood: Results from the population-based Generation R Study. International Journal of Behavioral Nutrition and Physical Activity, 9(150). Retrieved from http://www.ijbnpa.org/content/pdf/1479-5868-9-130.pdf
As professionals in the early childhood field, we recognize and understand the need for quality programs in the early years. Even though there are poor quality programs around the globe, there are also numerous ones that are exemplar and focus on the whole child, assisting them to develop across all domains – physically, emotionally, socially, and cognitively. One innovative approach that has gained popularity is the Project Approach.
The Project Approach is one in which Dr. Lillian Katz is best known, as she has been lecturing and assisting teachers for over 30 years in incorporating the techniques from this approach into their classrooms (L. Katz, personal communication, January 5, 2013). I had the privilege and good fortune to interview her in January 2013, which gave me more insight into this program.
Many individuals believe that the Project Approach is a Reggio-inspired approach; however, based on my conversation with Dr. Katz, this is not the case. She actually had the opportunity to speak with Loris Malaguzzi, the founder of Reggio Emilia, and he explained that he was inspired by the works of John Dewey and William Kilpatrick during the Progressive Era, where Kilpatrick actually referred to his own work as the “project method” (L. Katz, personal communication, January 5, 2013). Whether one has been inspired by Reggio Emilia or individuals before him, those who incorporate the Project Approach into their curriculum engage children in long-term, real-life projects, which bring meaning and motivation to a child’s learning. However, the projects in the Project Approach do not construct the entire educational program; rather, they are utilized in supplemental ways to achieve curricular goals (Chard, 2013, Project Approach section).
According to Chard (2013), the Project Approach involves three phases. In the first phase, teachers select a topic based off the children’s interests and the curriculum. As a group, they discuss the topic so that the teacher can assess prior knowledge. Through discussions, stories, journal writing, etc., students develop questions to be investigated. During the second phase, children actively investigate the topic, using resources provided by the teacher. They generate additional information and represent their learning in a variety of ways, as the teacher facilitates and guides their work. In the final phase, children participate in a culminating event, where they display and share their work with others, such as other classrooms, parents, administration, and/or the community (Planning section).
There are numerous benefits to this type of learning compared to traditional, structured school settings. With projects, children are engaged in real-life, authentic learning that, because it is based on their curiosity and interests, helps them take ownership of the investigations. Involvement in projects allow for socialization, collaboration, and creativity. Projects help assist children in becoming problem solvers, critical thinkers, and independent, responsible workers. Additionally, they provide opportunities for service learning, as well as the integration of academic areas and technology (Chard, 2013, Learning and Teaching section). Furthermore, they also allow the teacher ample opportunities to assess student learning and development, as well as adjust materials as needed so that all children can be successful (Beneke & Ostrosky, 2013).
Even though it has been found that this approach is highly successful, educators see a number of challenges to incorporating it. Without guidelines, such as teacher manuals and lesson plans, educators feel less competent in integrating the approach successfully; additionally, the lack of clarity on how to plan the projects is also a concern (Clark, 2006). However, Sylvia Chard (2013) has developed a study guide, which is basically a step-by-step guide on how to incorporate projects into the classroom; it can be found by clicking on the following link:http://www.projectapproach.org/ProjectApproachStudyGuide.pdf. Another concern is the increased emphasis and pressures placed on standard-driven instruction and assessment; teachers are fearful that standards will not be met through a project-oriented curriculum (Dresden, 2007). However, this is not the case.
Ms. Rathkey has proven that state standards can be covered just as easily, if not more easily, through the use of projects. Mitchell, Foulger, & Wetzel (2008) analyzed a six-week project on biomes in Ms. Rathkey’s first grade classroom. The district in which Ms. Rathkey teaches provides them with curriculum guides for every content area, all of which are fully aligned with their state standards. When incorporating projects into her classroom, Ms. Rathkey first finds the interests of the students and then finds ways to include the standards within the areas of their investigations. While being interviewed by the research team, she made the comment that when incorporating the standards in this manner, “you will be teaching them to use the skills instead of teaching them the skills” (p. 342). Dresden (2007) also believes that projects can provide powerful ways of accomplishing numerous educational objectives, even with the current pressures on standards and accountability.
I have always found this type of approach to learning fascinating, as I have studied and taught about programs that base learning off projects. After having learned about the Project Approach, I implemented the phases within my own first grade classroom a few years ago. My students developed an interest in insects, as spring was approaching and bugs were about. Throughout the last 3 months of school, they developed questions and conducted experiments, research, and investigations to arrive at answers to their inquiries. Because our school has the luxury of not having a set curriculum, I was able to incorporate standards into already existing ideas from the students to ensure I was covering what was required by the state. I found that my children, in just a three-month period, made tremendous gains in all areas of development. They were asking thought-provoking questions, respectfully questioning one another’s perspectives, compromising, arriving at numerous ways to solve problems, etc. However, being able to implement this type of program into a classroom is not always as simple as it was for me.
Some districts have very strict, straightforward curricular areas that must be addressed. For these districts, is it at all possible to incorporate programs such as the Project Approach? Can research on the effectiveness of such learning be influential in altering decisions on how educators can instruct their students within these districts? Is it feasible for these teachers to utilize the Project Approach in a manner that targets required curricular areas, or would that defeat the purpose of basing learning off the student’s interests? Or, is it possible to develop interest and enthusiasm on a topic that the teacher provides, rather than the students?
In the following video, Dr. Lillian Katz discusses the Project Approach.
To see examples of projects students in grades K-12 have done, click on the following link:
Clark, A. (2006). Changing classroom practice to include the Project Approach. Early Childhood Research & Practice, 8(2). Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html
Dresden, J. & Lee, K. (2007). The effects of project work in a first grade classroom: A little goes a long way. Early Childhood Research & Practice, 9(1). Retrieved fromhttp://ecrp.uiuc.edu/v9n1/dresden.html
Mitchell, S., Foulger, T., Wetzel, K., & Rathkey, C. (2008). The negotiated Project Approach: Project-based learning without leaving the standards behind. Early Childhood Education, 36, 339-346. Retrieved from Walden Library databases.
There has been recent research and interest on the topic of rough-and-tumble play (RTP). As a mother of grown children, I can remember when my kids were young and my husband used to use this form of play with them. I can honestly say I cringed every time they played in a rough manner, because I was concerned that my kids would get hurt in the process; I always thought it was “too rough” and did not agree with my husband doing it. However, as I have read the research, my thoughts have changed on this form of play, and I am grateful that my husband never stopped playing with my kids in this manner.
Fletcher, Morgan, May, Lubans, and George (2011) conducted a study on father’s perceptions of RTP. Within this article, they referenced a great deal of research that has indicated the cognitive, social, and emotional benefits of this type of play (p. 131). The fathers within the study indicated that that RTP enhanced their relationship with their child and increased the confidence and competence of their child; additionally, it allowed lessons to be learned in winning and losing, along with being highly enjoyable by both parties (p. 134). Jenny Hale, a parenting coach for Parenting Place in New Zealand would agree (Parenting Place, 2012). Her discussion on the youtube video below, called The Importance of Rough and Tumble Play, emphasizes the benefits for children who participate in this type of play. She also touches on the normality of dads versus moms participating in RTP but how mothers should feel comfortable stepping into that role when there is no male role model present.
Another individual who would agree with this information is Frances Carlson (2011). She is the author of Big Body Play and is a proponent of RTP being incorporated into early childhood programs. In a closed blog on the NAEYC website, she discusses the importance of establishing policies that cover supervision levels required by rough play and the necessity of staff development to ensure caregivers know what to look for so that RTP does not get out of hand. Because I found her information of interest, I discovered her contact information and emailed her specific questions related to RTP. Even though many of my questions were asked within the closed blog, I asked her to elaborate more fully in certain areas. She has not yet responded, but she did indicate that she was going to get back with me within a few days; therefore, after she responds, I will be adding another post with additional information on RTP. The questions that I asked her were:
• What do you find to be the largest benefits for children of using RTP?
• What benefits are there for the parents?
• Are there ever times that these situations lead to aggression, for example, in autistic or ADHD children?
• Additionally, I have read some information where researchers feel RTP should be allowed and/or incorporated into EC facilities. What are your thoughts on this? Do you think it would be appropriate, or do you feel there would be too many legalities involved or possible lawsuits that might ensue?
Before she responds to the above questions, I am curious as to what thoughts you have on RTP. As a parent, how do you feel about RTP with fathers? Do you think it can get out of hand and lead to aggression in some children? Do you agree with the aforementioned benefits? Do you think there are any more? Have you seen evidence in your own children benefiting from this type of play? If so, in what ways? What about in early childhood setting…do you feel it should be added to EC programs? Why or why not?
Fletcher, R., Morgan, P., May, C., Lubans, D., & George, J. (2011). Father’s perceptions of
rough-and-tumble play: Implications for early childhood services. Australasian Journal of
Early Childhood, 36(4), 131-138. Retrieved from the Walden Library databases.
My name is Dixie Shaffer, and I have been working in the early childhood field for over 20 years. I began my career as a second grade teacher and have taught third and first grade as well. Currently, I not only instruct second graders, but I am also an adjunct professor at a local college, educating undergraduate students about foundations of early childhood. With my experiences in the classroom with both early childhood and undergraduate students, my desire to broaden and increase my understanding of the field has grown.
I obtained my Master’s degree in 2009, with a specialization in reading. Because I was becoming frustrated with my own lack of knowledge in the approaches to teaching reading to my first graders at the time, I felt enhancing my understanding in this area would benefit the children in which I worked. Additionally, to further enrich my knowledge base of young children, I acquired further credits in the field and received my early childhood certification in 2010. The information I gained from these courses assisted me in becoming a much stronger, more effective teacher for my students. However, as an ambitious individual, as time went on, I began to feel that I needed even more knowledge to continue to make positive social change in the lives of my students; therefore, out of this desire came my decision to obtain my doctorate degree, with a focus in the early childhood field.
Throughout my experiences as an educator, I have developed an interest in various aspects of child development. Although I find the cognitive domain fascinating, I have turned my attention to focus on the social, emotional, and physical aspects of development. All of my students progress, maybe not as quickly as their peers, but they all improve based on their own levels of cognitive development. My questions have always revolved around ‘why’. Why are differences so prominent when there is no underlying learning disability? Is it a matter of emotional stability? Are parental influences to blame when there is an issue? Do they have stable relationships at home that support their learning? If not, how can I encourage supportive environments at home? Would it make a difference in the child’s learning? Why are some children, even those from the same family, so introverted and others so outgoing? Are the differences based on biological or environmental factors?
I hope that through my studies and additional experiences that I find answers to some of the aforementioned questions. The current brain research that is coming forth is exciting and promising; it is beginning to shed some light on these topics. I find it highly rewarding being in a field where I can directly impact children and their families with the knowledge that is gained from research such as this. Additionally, as an adjunct professor, I feel I have the ability to provide my students with the most current information and am able to prepare a future generation of teachers for developmentally appropriate practices with our young children.
As I continue my journey, two areas I hope to learn even more about are play and childhood obesity. Play was always a big part of my life; there was never a day where my twin sister and I were not outside playing basketball, chasing one another around, playing on a playground or riding bikes in the neighborhood. That was what childhood was about; my fondest memories of my childhood revolve around playing with my sister and my friends. I also remember having play time in kindergarten and first grade. However, these acts of childhood are not as common any more. You see kids outside, but they are not seen running around as often; rather, they have video games in their hands. With the pressures of No Child Left Behind, schools are eliminating play from the classrooms. Why is this happening? Why are professionals not looking at the hard evidence that play enhances a child’s cognitive, social, emotional, and physical development? Recess time and physical education classes are even being cut in some areas so that more instructional time can be given. With childhood obesity being a national epidemic, we cannot afford to take away the only physical activity that some children receive during any given day. We cannot rely on children to be physically active at home; there are too many obstacles that stand in the way of that, such as technological advances in video games, media in general, lack of accessibility to playgrounds, unsafe neighborhoods, etc. Even though solving these issues will take more than a personal vendetta, my individual goal is to become a voice for our children so they obtain what they lack in play experiences and have the physical activity they need to be lifelong, healthy citizens of our society.
bethevoiceforkids 