This article was writing by NAEYC, who believes in promoting universal school readiness. There is traditional construct of readiness, that is not supported by NAEYC that places burdens on children. School readiness has been based on assumptions of a predetermined set of abilities that all children need to know before entering school. This is a deficit that does require intervention. When children are assessed for readiness, they are being based on inappropriate expectations of abilities and do not recognize the individual development and learning. There may be so many contributing factors that may hinder a child from being ready to enter school such as health, economic status, and lack of emotional support. Families who may have these factors affecting their lives may not be able to prepare their child for kindergarten.
By supporting families to find resources and services to provide their children with a foundation for learning is key. In addition, there needs to be assurance that the child's expectations used to determine readiness is reasonable. Readiness needs to be based off of DAP and understanding that development for each child is different even thought they are in the same age group. There may be an area where the child is well-developed and this is normal. There is no timeline to predict when a child will learn certain skills or achieve a level of development. So when a child is held back because they are not ready, that strategy is saying that the child needs to know rigid expectations rather than the program adapting to their needs. And as early childhood educators know, adapting the learning to the child is what is most beneficial and tailoring their learning to their needs is what is important. My class will be transitioning to their next class soon. The next class they will be going to is the class that will help prepare them for kindergarten (4-5 year old). For example, I have children who can write their name and cut independently with scissors, while some do not know how to write any letters and cannot cut without a teacher guiding them. Even though the children are at completely different developmental levels, does not mean they do not go to the class that fits their age group. Their next teacher will adapt her teaching to fit the needs of each child and not expect all the children to do the same things.
There needs to changes made to what is acceptable for school readiness. Schools need to be more responsive to the needs of individual learning that will require teachers and administrations to understand child development. Instead of schools implementing rigid distinctions between grade levels, schools need to have a continuous progress for children that do not follow a calendar based on how old the child is. As the article states, we cannot label children as a sorting mechanism. We need to give children a solid foundation to learning and be able to meet every child's needs.
I believe that there should be public state funds given to private schools. I may feel biased in this question because the school I work for is privately owned. Although our school is privately owned, I don't feel we should be treated differently from a public school. Many of our families receive financial aid through various scholarship programs and receive subsidies from various organizations. The families that are able to receive these funds are truly grateful. Many families who do not receive any help financially work hard to put their child in school because they know how important it is for their child receive education. Our school does not have an entrance interview that determines eligibility, we are open to all.
Monday, May 11, 2015
Blog Post- P10
Through this class we have had various readings about kindergarten readiness and this reading also discussed unacceptable trends in kindergarten entry. There are four questionable practices that pose a problem. But there are two things to consider that may the underlying reason for these practices. The first reason is a "drive to achieve homogeneity in instructional groupings. There is no evidence that children better in homogenous groupings, rather most learn better and achieve more social and emotional development in mixed ability groups. In my classroom, the children are not the exact same way when it comes to their social emotional development. I see this as a benefit for my classroom because the children that have greater social emotional skill will model positive behavior or actions for others to see that may help their learning in this development.
The second reason is a well intended effort to protect children from inappropriate demands on their intellectual and affective abilities. With this view, children need to be ready for the program instead of the program tailoring to their needs and strengths. When a children is put into a extra-year class, they are being labeled as failures at the outset. There is no academic benefit of holding a child back and it can hinder their social-emotional development when exposed to these practices. When I think of this reason, I think to how my center transitions children to their next class. I am very proud to say that our center does not hold children back because of their abilities. Rather, as their teacher it is my job to make sure I have prepared the child the best I can for change to a new class while working with their needs and strengths. I will communicate with the child's next teacher on what he or she may need help on and how I have tried to tailor their learning to fit their needs.
My top recommendation is to really understand each child and get to really understand their way of learning, needs, and strengths. It will be important to communicate with the next teacher so they to can understand how to best help the child. Emphasis should not be placed on making on the children the same. Classrooms should not be put together by abilities, but by a mixture of abilities. Children don't only learn from teachers but also from one another. By segregating children based on how good they are or how much skill they lack in an area, there is a potential for stereotyping and discrimination at such a young age.
Although we want everyone to see early childhood education as a vital part of a child's development, it doesn't mean we need to make a early childhood education "standardized". When I think of the word standard, I think of something being the same, mandatory, and everyone has to follow". Making ECE standardize may benefit some families but not all. What if a family cannot afford to send their child to preschool and does not qualify for any financial aid (I have many families that have expressed this hardship to me), how are they expected to send their child to a school that mandatory or standard?
Many schools would like to see more funding be available for early childhood education but politics play a part in the decision making where funds go. The bill that did not pass does eliminate funds, but I don't agree with using an assessment tools to measure readiness skills. Tracking the students progress is a great idea so there can be research and or evidence how valuable early education can be but, complying to an assessment tool does not sound like a good idea. Every school has different philosophies, curriculums, standards, and expectations. If the school needs to use an assessment tool that is meant for every preschool on the island they would be compromising their values just so they can be in compliance to get funds. It is so important as early childhood educators to be advocates for the children of Hawaii. We need to create bills/laws that work to benefit every single child.
The second reason is a well intended effort to protect children from inappropriate demands on their intellectual and affective abilities. With this view, children need to be ready for the program instead of the program tailoring to their needs and strengths. When a children is put into a extra-year class, they are being labeled as failures at the outset. There is no academic benefit of holding a child back and it can hinder their social-emotional development when exposed to these practices. When I think of this reason, I think to how my center transitions children to their next class. I am very proud to say that our center does not hold children back because of their abilities. Rather, as their teacher it is my job to make sure I have prepared the child the best I can for change to a new class while working with their needs and strengths. I will communicate with the child's next teacher on what he or she may need help on and how I have tried to tailor their learning to fit their needs.
My top recommendation is to really understand each child and get to really understand their way of learning, needs, and strengths. It will be important to communicate with the next teacher so they to can understand how to best help the child. Emphasis should not be placed on making on the children the same. Classrooms should not be put together by abilities, but by a mixture of abilities. Children don't only learn from teachers but also from one another. By segregating children based on how good they are or how much skill they lack in an area, there is a potential for stereotyping and discrimination at such a young age.
Although we want everyone to see early childhood education as a vital part of a child's development, it doesn't mean we need to make a early childhood education "standardized". When I think of the word standard, I think of something being the same, mandatory, and everyone has to follow". Making ECE standardize may benefit some families but not all. What if a family cannot afford to send their child to preschool and does not qualify for any financial aid (I have many families that have expressed this hardship to me), how are they expected to send their child to a school that mandatory or standard?
Many schools would like to see more funding be available for early childhood education but politics play a part in the decision making where funds go. The bill that did not pass does eliminate funds, but I don't agree with using an assessment tools to measure readiness skills. Tracking the students progress is a great idea so there can be research and or evidence how valuable early education can be but, complying to an assessment tool does not sound like a good idea. Every school has different philosophies, curriculums, standards, and expectations. If the school needs to use an assessment tool that is meant for every preschool on the island they would be compromising their values just so they can be in compliance to get funds. It is so important as early childhood educators to be advocates for the children of Hawaii. We need to create bills/laws that work to benefit every single child.
Sunday, May 10, 2015
Blog Posting- P6
Nimmo writes many eye opening statements. Sometimes since I work in the classroom everyday I don't think about how children can be separated from adults in the "real life", meaning how they are not apart of the same life that adults live. Being in the classroom, I spend my entire day with the children and include them in every aspect of our day including taking out the rubbish, getting lunch from the kitchen, to choosing a topic or theme for the month. After reading this article I am aware of how children can be separated from the "real life" and how we can make changes in and out of the classroom. Nimmo feels that "dismantling" some boundaries between children and adults is important. They way children understand and participate in social and cultural settings can impact their sense of identity. Nimmon aslo feels that for children to make and impact and change the world around them, they need to understand their place in the world first. When children can be recognized to have the ability to contribute is a vital step in their "public visibility". As early childhood educators, it should be our goal to let everyone know that children are capable of anything. If we see children as capable individuals, we will not put boundaries on them.
Nimmo made a great statement when he said that "Children's democratic participation rests, in part, on greater transparency between children in early childhood programs and adult worlds in the community. When in the early childhood education field, you are filled with passion and determination to make sure every child is valued. However, those in the community need to know how important making a child part of society really is. There are six elements that can help develop meaningful community relationships: Intimacy, Continuity, Complexity, Identity, Diversity, and Reciprocity. These elements can be implemented in childcare centers today. If teachers look at their classroom, curriculum, environment, interactions, and integrate it with the six framework elements, then maybe children will no longer be seeing just as children but as "young citizens in democratic life as both participants and contributors".
Bringing technology into the classroom can have pros and cons. When parents hear the word technology being used in the classroom they may automatically think of television, computers, tablets, kindles, etc. This may bring concern to many as we try to limit the exposure to these materials as much as possible till the child gets older. However, when engaging the parents in working together on technology, it can change the mindset of how technology is used in the classroom. Parents will be able to understand the meaning behind the use of technology their child is exposed to if they are involved in the planning or building (such as robots, machine). When parents work with their child in creating technology in the classroom, parents learn new roles such a playing a teacher or learner.
I don't have a huge concern about technology usage following DAP. In the world we live in today more and more things are becoming automated and even many learning devices are now "high tech". This doesn't mean that teachers should only teach with technology infused materials, rather it can be incorporated or exposed to children since it is in the world around them. When parents can understand why you are bringing it into the classroom and realize that their child enjoys learning about technology, "the question of "appropriateness" was resolved". I really like how the article summed up bringing technology into the classroom "The potential exists to do much more than bridge the gap between technology education and technophobia; the means exist to also bridge the gap between home and the school, not to mention the sometimes separate worlds of children and adults".
Nimmo made a great statement when he said that "Children's democratic participation rests, in part, on greater transparency between children in early childhood programs and adult worlds in the community. When in the early childhood education field, you are filled with passion and determination to make sure every child is valued. However, those in the community need to know how important making a child part of society really is. There are six elements that can help develop meaningful community relationships: Intimacy, Continuity, Complexity, Identity, Diversity, and Reciprocity. These elements can be implemented in childcare centers today. If teachers look at their classroom, curriculum, environment, interactions, and integrate it with the six framework elements, then maybe children will no longer be seeing just as children but as "young citizens in democratic life as both participants and contributors".
Bringing technology into the classroom can have pros and cons. When parents hear the word technology being used in the classroom they may automatically think of television, computers, tablets, kindles, etc. This may bring concern to many as we try to limit the exposure to these materials as much as possible till the child gets older. However, when engaging the parents in working together on technology, it can change the mindset of how technology is used in the classroom. Parents will be able to understand the meaning behind the use of technology their child is exposed to if they are involved in the planning or building (such as robots, machine). When parents work with their child in creating technology in the classroom, parents learn new roles such a playing a teacher or learner.
I don't have a huge concern about technology usage following DAP. In the world we live in today more and more things are becoming automated and even many learning devices are now "high tech". This doesn't mean that teachers should only teach with technology infused materials, rather it can be incorporated or exposed to children since it is in the world around them. When parents can understand why you are bringing it into the classroom and realize that their child enjoys learning about technology, "the question of "appropriateness" was resolved". I really like how the article summed up bringing technology into the classroom "The potential exists to do much more than bridge the gap between technology education and technophobia; the means exist to also bridge the gap between home and the school, not to mention the sometimes separate worlds of children and adults".
Blog Posting- P5
Montessori, Waldorf, and Reggio Emilia are common approaches through Europe for some time. These programs are influencing programs in North America and they are programs built to improve human society by showing children their full potential. These programs view children as authors of their own development and they open their way toward learning. Working with parents is important in all these programs, parents are highly valued.
The Waldorf teacher role is to model many group activities that integrate academics and artistry. The teacher provides an environment that has a sense of harmony and is focused on caring of the community and the natural and living worlds. It is the teacher's role to encourage a child's "natural sense of wonder, belief in goodness, and love of beauty. This teacher role would benefit children that live in the US. With the amount of violence, carelessness, and apathy that's in our society, I think creating an environment for children that is filled with harmony is vital. In a Waldorf classroom, the materials or toys are handmade and the environment is "homelike". If we can have the classroom represent a home setting, the children will be better able to take what they are learning in the classroom to their home and vice versa.
The word "unobtrusive" is the word used to describe the teacher role in the Montessori classroom. The teacher works to create an environment that is calm as children alternate between long periods on concentration mixed with recovery and reorganization. The goal for a Montessori teacher is to encourage children to "develop confidence and inner discipline" so less of a need to intervene a child's development. Children will learning at their own pace and aligned with their own capabilities. Since Montessori teachers fully understand this, interrupting children when they are engaged in an activity can interfere with their interest and thoughts. The teacher relates reality through sensory investigation and an activity to promote curiosity in the child.
In the article, I liked the term "artful balancing" when describing the teacher role in the Reggio Emilia program. The teacher plays a role through engagement and attention. Through listening, observations, collaboration from other adults, the teacher works to guide the children. Teachers in Reggio Emilia work in pairs and continuously collaborate with others. This aspect of the program I favor because it is not exaggerating to say that it takes a village to raise a child. In the classroom, setting this saying can also be true. Although the teacher plays a big role in the classroom, there are assistants, and aides that also work with children in the classroom that can share what they know about each child. I think not matter where you live, this teacher role will benefit children. However, the assessment that Reggio Emilia uses does not allow someone on the outside to understand outcomes and measure impacts over time. If someone outside the classroom cannot understand the assessment on what a child knows, areas of improvement, or their needs a responses it does not make it an effective tool.
If I had to favor a certain aspect of the each program, it would be the teacher roles. I feel that the assessments are very different from each other and I would need to go into more detail of each aspect of the program before I can say what assessment will work and what wont. However, each teacher role no matter what program allows the child to completely dominate their learning. Children should be the ones to tell us their interest and show us what he or she likes not the other way around. By allowing each child to work uninterrupted, you are showing the child respect and building confidence that they can make choices for themselves.
The Waldorf teacher role is to model many group activities that integrate academics and artistry. The teacher provides an environment that has a sense of harmony and is focused on caring of the community and the natural and living worlds. It is the teacher's role to encourage a child's "natural sense of wonder, belief in goodness, and love of beauty. This teacher role would benefit children that live in the US. With the amount of violence, carelessness, and apathy that's in our society, I think creating an environment for children that is filled with harmony is vital. In a Waldorf classroom, the materials or toys are handmade and the environment is "homelike". If we can have the classroom represent a home setting, the children will be better able to take what they are learning in the classroom to their home and vice versa.
The word "unobtrusive" is the word used to describe the teacher role in the Montessori classroom. The teacher works to create an environment that is calm as children alternate between long periods on concentration mixed with recovery and reorganization. The goal for a Montessori teacher is to encourage children to "develop confidence and inner discipline" so less of a need to intervene a child's development. Children will learning at their own pace and aligned with their own capabilities. Since Montessori teachers fully understand this, interrupting children when they are engaged in an activity can interfere with their interest and thoughts. The teacher relates reality through sensory investigation and an activity to promote curiosity in the child.
In the article, I liked the term "artful balancing" when describing the teacher role in the Reggio Emilia program. The teacher plays a role through engagement and attention. Through listening, observations, collaboration from other adults, the teacher works to guide the children. Teachers in Reggio Emilia work in pairs and continuously collaborate with others. This aspect of the program I favor because it is not exaggerating to say that it takes a village to raise a child. In the classroom, setting this saying can also be true. Although the teacher plays a big role in the classroom, there are assistants, and aides that also work with children in the classroom that can share what they know about each child. I think not matter where you live, this teacher role will benefit children. However, the assessment that Reggio Emilia uses does not allow someone on the outside to understand outcomes and measure impacts over time. If someone outside the classroom cannot understand the assessment on what a child knows, areas of improvement, or their needs a responses it does not make it an effective tool.
If I had to favor a certain aspect of the each program, it would be the teacher roles. I feel that the assessments are very different from each other and I would need to go into more detail of each aspect of the program before I can say what assessment will work and what wont. However, each teacher role no matter what program allows the child to completely dominate their learning. Children should be the ones to tell us their interest and show us what he or she likes not the other way around. By allowing each child to work uninterrupted, you are showing the child respect and building confidence that they can make choices for themselves.
Blog Post- P4
There are so many different programs because many have different views on childhood development. Each program was established or developed by a person that did research and created a program based on what he or she came to the conclusion on.
If I had to teach in three types of Follow-Through Program models they would be High Scope, Montessori, and Bank Street. The teacher role in these programs are to be facilitators and partners in learning. The children are able to find something of their interest, while the teacher meaningfully creates ways to expand their learning. What the children learn is not a forced lesson where workbooks and worksheets are used. The materials used in these programs promote problem solving and are meant to be used independently. I believe that in the classroom the teacher learns with the children. By observing and interacting with children regularly, teachers create a nurturing environment, build relationships, and help children learn what is developmentally appropriate for them.
This study was interesting to me since I picked programs where the teachers role was a facilitator and partner in learning. The study showed that children that were in programs based on child-initiated learning activities contributed to positive development in short term and long term academic and social development. I feel that it is important for children to initiate their own learning. If a teacher sits down and shows them or explains a lesson to them, what he or she will do or learn, not all children will respond. Child-initiated learning should carry through to the elementary years. Even though there a specific things a child in elementary school should know, it would still be beneficial to the child if his or her interest was involved. Teachers in elementary classrooms who have knowledge about early childhood education, will understand the importance of child initiated activities. In the study it said that when a child was placed in a inappropriate development class, more stress behaviors were significant in the classroom. I'm not sure if there will be a time when preschool and kindergarten curriculum will align. If we can get both curriculums to align, it is the children that will benefit the most.
If I had to teach in three types of Follow-Through Program models they would be High Scope, Montessori, and Bank Street. The teacher role in these programs are to be facilitators and partners in learning. The children are able to find something of their interest, while the teacher meaningfully creates ways to expand their learning. What the children learn is not a forced lesson where workbooks and worksheets are used. The materials used in these programs promote problem solving and are meant to be used independently. I believe that in the classroom the teacher learns with the children. By observing and interacting with children regularly, teachers create a nurturing environment, build relationships, and help children learn what is developmentally appropriate for them.
This study was interesting to me since I picked programs where the teachers role was a facilitator and partner in learning. The study showed that children that were in programs based on child-initiated learning activities contributed to positive development in short term and long term academic and social development. I feel that it is important for children to initiate their own learning. If a teacher sits down and shows them or explains a lesson to them, what he or she will do or learn, not all children will respond. Child-initiated learning should carry through to the elementary years. Even though there a specific things a child in elementary school should know, it would still be beneficial to the child if his or her interest was involved. Teachers in elementary classrooms who have knowledge about early childhood education, will understand the importance of child initiated activities. In the study it said that when a child was placed in a inappropriate development class, more stress behaviors were significant in the classroom. I'm not sure if there will be a time when preschool and kindergarten curriculum will align. If we can get both curriculums to align, it is the children that will benefit the most.
Blog Posting- P12
Throughout the semester, there were many topics that stood out to me and many that are relevant in my teaching today. A topic that stood out was getting children ready for kindergarten. There continues to be a debate on what and how much we should teach children for kindergarten and the right way to implement these teachings. It is always a parents concern that their child may not be ready for kindergarten and what can they do to get them to read and write as soon as possible. I believe that there is a perception among those in the community that feel if a child cannot read and write when their supposed to (normally a generalized age) then that means they are not smart. As early childhood educators we know that this perception is never true. Young children learn differently and cannot be expected to follow the same expectations or developmental skill as the other 20 children in the classroom. So preparing a child for kindergarten means giving them the skills, concepts, and knowledge that is right for their ability and development.
All the programs I selected were very interesting to me. This was the first time I took an in depth look at these many programs at once so I could compare and contrast. As I wrote in my final paper, I feel that the center I teach at now has similarities to many programs. I would like to make it my goal to research more of the programs, this may help me to find one that really stands out to me and how I may be able to get a different viewpoint on my teaching.
In each early childhood education course that I take, I realize that there will always be something to learn about. By continuing my education it keeps me up to date on the current trends, topics, and concerns. My teaching will change because will be open to using new ideas or strategies in the classroom.
All the programs I selected were very interesting to me. This was the first time I took an in depth look at these many programs at once so I could compare and contrast. As I wrote in my final paper, I feel that the center I teach at now has similarities to many programs. I would like to make it my goal to research more of the programs, this may help me to find one that really stands out to me and how I may be able to get a different viewpoint on my teaching.
In each early childhood education course that I take, I realize that there will always be something to learn about. By continuing my education it keeps me up to date on the current trends, topics, and concerns. My teaching will change because will be open to using new ideas or strategies in the classroom.
Monday, April 6, 2015
Blog Posting- P9
Living in Hawaii, we are truly blessed to be called the melting pot of all cultures. It is no secret that this island we live on embraces differences and is accepting no matter what language you speak or what color your skin is. As teachers, we need to display this type of acceptance in our classrooms if we want the children in our classrooms to do the same. Professor Ladson-Billings gave three components of culturally relevant pedagogy. I really appreciated point number two when she said "an attempt to develop all students cultural competence". This means that we help children to understand their culture while learning about another. As teachers, it may be easier to teach what is familiar to ourselves and what we know. However, it does not give the children or us a chance to learn something new.
In my classroom, this year I am happy to say that I have several students that speak another language fluently and have lived in different states/countries. The children who speak different languages are eager to share words that they can translate and even bring books in their native language from home. By allowing these children to express themselves from their culture in front of their peers enthusiastically, it is exposing the other children to something that is unfamiliar and new.
In this day and age, it is no lie that society bases everything on what a person looks like. However, children have a gift of being non-judgmental, accepting, and loving to each other no matter what their wearing or what kind of hairstyle they have. If we want our children to continue this "gift", we as early childhood educators need to embrace differences in our classroom and keep trying to make everything how everyone thinks it should look like.
When it comes to the terms achievement "gap" or "debt", I agreed with Professor Ladson-Billings when she said that "gap makes it seem like you need to catch up. The debt, for me helps to evoke some shared responsibility". I relate this to the achievements in my classroom. Families are always concerned about their child hitting crucial milestones, however they blame or put the pressure on the teacher when their child doesn't achieve at their expected time line. How can we as educators get families out of the mindset "its the teachers job to catch my child up?" After this reading I can ask myself "how can I share the "debt" instead of feeling the need to always be the one to catch up?"
In my classroom, this year I am happy to say that I have several students that speak another language fluently and have lived in different states/countries. The children who speak different languages are eager to share words that they can translate and even bring books in their native language from home. By allowing these children to express themselves from their culture in front of their peers enthusiastically, it is exposing the other children to something that is unfamiliar and new.
In this day and age, it is no lie that society bases everything on what a person looks like. However, children have a gift of being non-judgmental, accepting, and loving to each other no matter what their wearing or what kind of hairstyle they have. If we want our children to continue this "gift", we as early childhood educators need to embrace differences in our classroom and keep trying to make everything how everyone thinks it should look like.
When it comes to the terms achievement "gap" or "debt", I agreed with Professor Ladson-Billings when she said that "gap makes it seem like you need to catch up. The debt, for me helps to evoke some shared responsibility". I relate this to the achievements in my classroom. Families are always concerned about their child hitting crucial milestones, however they blame or put the pressure on the teacher when their child doesn't achieve at their expected time line. How can we as educators get families out of the mindset "its the teachers job to catch my child up?" After this reading I can ask myself "how can I share the "debt" instead of feeling the need to always be the one to catch up?"
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