Thank You!



A.A. Milne

 

Another course came to an end…

I would like to take the time to reflect on the knowledge I have gleaned in the past 8 weeks. Learning about effective means of communication, listening styles, and collaboration strategies was such an enlightening experience that will be very beneficial to me in future exchanges with families, colleagues,  and personal relations.

I am especially thankful to all my colleagues as they positively contributed to my professional growth.  I appreciate them sharing the experiences they brought to the course, and I hope we can keep in touch on a personal level, albeit via merely emails and blogs. I have joined Walden Discussions via LinkedIn, through which I hope we can build our own discussions regarding early childhood issues and stay connected there.

Thanks to my colleagues for reading my posts and taking the time to give me feedback. It was great working and learning with you all.

Stage 5: Adjourning

Tuckman Model by: Christina Merkley 

Being part of an effective team is an enriching experience that significantly contributes to an individual’s growth. At the end of every positive group involvement, it is hard to let go and move on as we say good-bye to the members with which we have formed bonds and established comfortable routines. This stage is called the “Adjourning Stage” (Abudi, 2010).

The adjourning stage provides the participants with an opportunity to reflect on the overall performance of the team. Hence, it is an important phase in which the team members are allowed to assess their strengths and weaknesses, note the best practices, and consider the ones that need to be further developed in future endeavors.

In considering the aspects of the groups that are hardest to leave, I believe that it depends on the nature of the task, the individuals involved, and the overall flow of the project. 

For me, the group I that was hardest to leave was the one I worked with for four years at the university. The difficulty in adjourning was related to the relationship I have established with the team members. We were 5 people, built strong bonds, and participated in several projects, including presentations and volunteering missions at exhibitions and fairs. Over time, we were able to build on each other’s strengths and distributed the roles accordingly. From creative brainstorming to visualizing the overall project, we were highly motivated and genuinely dedicated to achieving our goals. Because the team had clear established norms, it was very natural and undemanding to perform under these conditions. Before we parted, we had a warm gathering in one of the team member’s house, during which we recapitulated our highs and lows for the past four years. We exchanged contact information and said our good-byes, and although everyone currently lives in a different country, I am still in occasional contact with three of the members (20 years later).

My group experiences at Walden have been different than all the other team experiences I have been part of.  Although our exchanges have been limited to the online medium, I have been allowed the chance to grow and learn from every group, and as I separated from the members of each class, I sensed the sadness that Abudi (2010) described in her article. I believe that adjourning from my Walden colleague group will involve capturing lessons learned, as we share our hopes and goals for the future (Abudi, 2010).

**Interestingly, as I was considering the teams that were hardest for me to leave, what kept surfacing in my mind was the teams I have been part of as a Kindergarten teacher.  I started remembering how, as I teamed up with my teacher aids, the school therapists, my supervisors, and the families of my children, I have gone through an adjourning stage every single year. While I used this stage to reflect on my achievements and setbacks, I had not realized until now how significant it was for my professional as well as my personal growth.

Reference

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.htm

Nonviolent Communication and Conflict Management

Poor communication often leads to conflict, which, unresolved can engender various problems. Within the workplace, it is important to keep communication channels open with other individuals, as failing to communicate effectively creates an uncertain climate, in which communicators become reluctant to make attempts to resolve an issue, which causes it to augment (O’Hair & Wienmann, 2009).



When I started work years ago, I have experienced a communication conflict with the depot keeper, whom I needed to visit frequently to get material for my class. Although she did not use insulting language or inappropriate words, she was too aggressive for my ways. For example, instead of telling me that my request for a particular material was not justified, as it was too expensive to use in the manner I intended to, she intensely reacted by yelling that I was out of my sense to use it for such a silly artwork…I do not use offensive words in my dialogue and I try my best to be respectful to everyone, so when someone treats me in such a manner, I completely shut down.  My first few encounters with her resulted in resenting her and making ultimate efforts to avoid her altogether. I started asking my colleagues to retrieve material I needed instead of going myself. The reason for these precautions was the way she raised her voice and constantly objected to my requests. It is important to note that I was not the only one whom she treated this way; she held this comportment toward almost everyone else. One day, when I was asking my coordinator to place an order for me, she advised me to face the issue that was troubling me rather than evading it in this way. Eventually, she refused getting my things for me, which dictated that I had to resolve this issue myself.

Reflecting now on the steps I needed to make back then, made me realize that they were nonviolent strategies that I read about this week (CNVC, n.d.). The first thing that I did was writing a list before going to the depot and calling her to see if it was a right time to give her my supply list. I would try to go in the early morning hours, before I went to class, as it was the only time when the depot was not crowded. I realized that she was overloaded with work, and while I only had my needs to meet, she had to accommodate many other teachers and administrators. She had to follow up their request lists and give them their supplies, under enormous pressure that she had to give in to frequent outbursts. Once I understood her position, I started empathizing with her and genuinely making an effort to understand her needs (CRN, n.d.). In other words, I went out of my way not to listen to offensive language that might come out of her words, and focus on making it as easy as I could for her to serve me. I made considerable effort to choose the manner in which I delivered my messages to her. Eventually, it turned out that she was a kind-hearted and a lovable person, whom I would never have gotton to know if I had kept my windows shut. More importantly, I was able to communicate my needs and manage the conflict which enabled me to maintian a healthy work environment. The ironic thing is now, new employees resort to me as a mediator between  her, and them, because in their words, “she never turns you down” (Personal communication, 2013).

References

O'Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.

The Center for Nonviolent Communication CNVC. (n.d.). The center for nonviolent communication. Retrieved from www.cnvc.org

Conflict Resolution Network CRN. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3

 

Who am I as a Communicator?

For our assignment this week, we were asked to take three assessment tests on different areas of communication. The measures of evaluation were Communication Anxiety Inventory, Verbal Aggressiveness Scale, and the Listening Styles Profile (Rubin, Palmgreen, & Sypher, 2009).

In addition to my own self-assessment, I needed to choose two other people, preferably from different areas of my life, to evaluate me using the same measures. I have invited the preschool coordinator, and my daughter to participate.

I did not know what to anticipate, and when the results turned out to be quite similar, I was intrigued by how accurate I was in my self-assessment, especially that my results were incredibly close to my supervisor’s.

The one thing I found most surprising was that my daughter has been able to detect higher levels of anxiety in my communication than I did- something that neither my supervisor nor I have perceived. Although I am not able to determine the exact reason for this discord, I reason that what prompted her to sense this unease were her own personal schemas. The fact that she is very close to me might have compelled her to make a connection between her own anxieties and my own.

The two insights that I would like to share with you this week are:

1- The roles of the communicators make a significant difference in the way they perceive others and the way they are perceived (O’Hair & Wiemann, 2009). As a mother, I was perceived differently than I was as a colleague.

2- The context in which social interactions take place may influence the effectiveness of the overall communication process (O’Hair & Wiemann, 2009). My communication behavior in the workplace may be interpreted differently than those I display at home.

References

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

O' Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.

Communiaction and Culture

Effective intercultural communication is vitally important within any setting that involves diverse individuals, especially within the early childhood field. In considering all the aspects that make up culture and reflecting upon my own communication style, I find myself interacting differently with people from different backgrounds. The ways in which I communicate differently entails my body language and facial expressions; particularly while communicating with children in my class, as well as my verbal messages. I have also noted that a considerable difference occurs between the way I interact with my compatriots and nationals where I work. The mere reason for this variation is my keenness to be accessible and not be misunderstood. The difference lies mainly in my language dialect and choice of words.

Learning about the components of positive intercultural communication this week has prompted me to adapt three strategies that will enhance my communication while interacting with people from a different culture:

1- Becoming other-oriented and following Milton Bennett’s Platinum Rule, "Do to others as they themselves would like to be treated". What is appropriate and norm in one culture may be not be acceptable in another. Therefore, I need to be mindful of my comportment and the words I choose to share.

2- Expanding my cultural horizon and broadening my world view (Gonzales-Mena, 2010). I accomplish that by seeking information from those who come from different environments, and by developing my knowledge of their values, beliefs, and customs. This will enable me to understand what is important to them and avoid miscommunication that results from overlooking cultural expectations (Beebe, Beebe, & Redmind, 2011).

3- Perceiving the behavior of other people from their point of view rather than from my own and withholding judgments that distort my perceptions, particularly when I interact with others whose culture vastly differs from mine (Gonzales-Mena, 2010). Unless I interpret their behavior and words according to their own communication style and cultural codes, I cannot possibly understand their intended messages.

References

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Gonzalez-Mena, J. (2010a). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

Nonverbal Communication in Practice

NLP-Neuro lingvistisk  

Our assignment this week was divided into two parts. First we were asked to watch a show we have not previously seen with the sound turned down. The next part of the assignment was watching the same scenes with the sound turned on. I have chosen to examine a show that my daughter regularly watches: Rizzoli and Isles.

First, I will share my primary analysis of nonverbal behavior I observed with the sound turned off. I will try to figure out the plot and conceive the nature of relationships between characters. Afterwards I will examine how correct or inaccurate my interpretations really were.

Nonverbal interactions; muted:

The scene begins with a girl doing some kind of exercises, maybe stretching or some kind of stress relief meditation, she seems quite distressed...she gets killed by an anonymous.

The second scene involves a woman frying burgers and accidentally drops them on the floor. Two men Re on the sofa watching what seems to be a very exciting show; perhaps a football game? The woman seem to be upset with the men. They are either roommates or brothers. I am guessing brothers, since they are not making any attempts to help her. The woman opens the door and an older man shows up. Probably a relative? She looks very surprised and a little upset. From the hurt look in her eyes, I am thinking maybe it's her father, whom she hasn't seen for a long time.

In another scene, a female police detective is examining the body. Another male detective is standing with an older detective. I thought probably he is a higher rank as when the younger man seems to be making a joke, the older man gives him a mean look, and the man instantly stops laughing.

The next scene takes us back to the apartment, in which the woman is watching with irritation the older visitor playing video games with the young men. She suddenly snaps the remote control and turns off the TV. There is something bothering her. Maybe the fact that they are all enjoying their time, with no regard to her feelings? The old man gets up and hands each of them a card. She gets furious again. Maybe her father is inviting her to his wedding? They start arguing. One of the men stands close to the old man. The old man pats him on the shoulders. The other siblings are furious at him. The old man argues and the woman argues back, she then shakes her head off, as if she has done this before, and that there will be no chance of him listening to her.

In the next scene, the same woman suits up. She seems to be a detective, too. She meets the young detective from the first scene. He seems to be briefing her of the case. She then meets the female detective. They seem to be mad at each other, as if they were friends and had a big fight. Everyone around them seems to be aware of their conflict. They are watching the woman’s reactions carefully. The detectives go to question a young woman, maybe a witness; she does not seem to be related to the victim. She does not show any sign of sorrow or loss. In another room, they are sitting with an old couple. The woman is crying terribly, and the man is in shock. I am guessing they are the victim’s parents. The father is more composed than the mother. He is speaking, but avoiding eye contact with the detectives. He seems ashamed, or maybe feeling guilty for something.

In the next scene, the old man, the detective’s dad, is arguing with a woman. The woman is very mad. She throws a paper he just gave her back at him.  I can’t figure out what he is asking her to do. He looks at her with a sheepish look on his face. As if he feels sorry for her. I think he has feelings for her. She bursts out of the room, as his daughter looks so disappointed in him. She says something to him as she leaves, too.

Interpretation verification after listening to the dialogue:

What I was right about:

þ  The victim was indeed upset. She was murmuring self-assuring words. She was breathing and doing yoga exercises

þ  The woman in the kitchen was mumbling that she was not getting any help

þ  The young men were her brothers

þ  The old visitor was indeed her father, who disappeared for a year and suddenly reappeared

þ  She was angry at her father

þ  The card he gave her was indeed his wedding invitation

þ  The brother who stood by his side was in better terms with his father than the others and he has met his father’s fiancée many times

þ  The detective was briefing her of the details of the case

þ  The victim’s father was feeling guilty because he told his daughter that he was leaving her mother. She got upset, and whenever she got upset, she went into the basement or any dark place to be alone. He feels it’s his fault that she went into that dark tunnel to meditate.

What I was mistaken about:

ý  The young detective did not make the joke on his boss, someone else in the room did. He was just    laughing when his superior got offended and turned it on him. That is why he stopped laughing.

ý  The young woman was not a witness; she was the victim’s roommate.

ý  The female in the third scene was not a detective, she was a doctor, but she used to be good friends with the female detective before the latter shot her criminal father.

I can say that this exercise has brought to my attention the power of nonverbal communication. It was very surprising to me how I could fathom the type of relationships the characters had, through their gestures alone. I think being mindful of the nonverbal interactions that occur in front of us daily is a significant skill to have as an educator. I can think of numerous instances in which this skill can help me interpret interactions that occur between the children in class every day.

Competent Communication in Action

For my assignment this week, I choose to talk about the head of the preschool department at my school, Mrs. N. The reason for my choice is that over the 18 years I have known her; she has only displayed highly effective communication skills and has demonstrated great competence in problem-solving and decision-making. She is deliberate in recognizing her role in communication and the deep impact she can make on relationships between home and school as well as within the staff. She has also established solid connections with families and colleagues, which has enabled her to provide great help and support to those within her circle. In addition, she is very respectful in receiving others and always demonstrates great sensitivity to cultural differences- something that has drawn her close to the parents and made her earn their trust. She greets every child by name (We have over 400 students at our preschool), and I am often humbled by her overwhelming positivism throughout each day. Another valuable aspect of Mrs. N is the mentoring relationships she has made with many teachers. She has this great ability to share her experience and spread awareness among those in the field. I believe this is a great asset for communicators, because lacking the ability to impart knowledge to others and exchange information deters them from connecting with other individuals and in the educator's case; establishing partnerships with families.

I absolutely would like to model my own communication behaviors after Mrs. N. I would like to adapt her mindfulness and the poise she preserves throughout her interactions, especially during challenging moments.

Professional Hopes and Goals

Hopes and Goals

This course was full of new awareness and rich opportunities to grow. I have never imagined that one course would have such a strong impact on my personal and professional life. I am full of hope and aspiration to make my classroom setting a safe, nurturing, and fair environment for all children. I am prompted to become a culturally responsive educator who makes the diverse families’ cultures as visible as the dominant ones. My broadened perspective prompts me to adapt my practices to nurture the children’s sense of self and belonging.

I would like to take the opportunity to extend my deep thanks to my professor and colleagues who have played a crucial part in this growth. Their shared experiences and thoughtful ideas have given me valuable insight, great hope, and a new incentive to keep trying and moving forward. I leave this course as an anti-bias educator dedicated to social change.

Welcoming Families From Around the World

Assignment: You are working in an early childhood setting of your choice—a hospital, a child care center, a social service agency. You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon. You want to prepare yourself to welcome the child and her family. Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin.

In order to complete this assignment, first choose a country you know nothing about as this family’s country of origin.

 

Malaysia

The country of origin I chose is Malaysia.

The five ways in which I will prepare myself to be culturally responsive towards this family:

1.                   Familiarize myself with the country’s spoken language

2.                   Meet the parents and interview them about their own family culture, the family structure, their    parenting style, and their child’s overall routine

3.                   Understand some of the countries’ behavioral customs; pay particular attention to what is considered inappropriate or insulting, etc…

4.                   Get pictures of different people from this country and share them with the class

5.                   Find books written by and about Malay people

This assignment has prompted me to explore the ways in which I can become more aware of my students’ culture. Although in this particular scenario, we had to choose a country that we have absolutely no idea of, I believe this exercise has encouraged me to adapt further strategies that will enable me to be culturally responsive toward my students and learn more about their culture, even if I think I have enough information about them and their families, there is always something useful to learn.

The Personal Side of Bias, Prejudice, and Oppression

Bias and prejudice that leads to injustice have been around throughout time. Every person has a story to tell, in which he or she was subjected to prejudice, one way or another. I am no different, and I can relay many incidents in which I have encountered uninformed people reacting negatively to at least one aspect of my social identity.

However, what I would like to share with you today is not a personal experience; it is rather a prevailing Arab stereotyping that is frequently displayed in the media. As a cinema enthusiast, I have watched countless movies throughout my life, and within many, I have silently observed the manipulation of the Arab images of men and women. These films have repeatedly featured many demeaning depictions of Arabs, portraying them as lawless, terrorists, women oppressors, ignorant, regressive, narrow-minded, etc…These ascribed or limited views of Arabs only serve to negate their diverse identities, individuality, complex experiences, and social values.

Curiously, I have realized that I have indeed internalized some of the misconceptions and misleading denotations in some of these movies- and I am an Arab. Despite that I am aware that these are characteristics that do not fit the Arabs I know, including myself. This has prompted me to think of others who are constantly absorbing these messages, without being properly informed of the true nature of the individuals they are developing assumptions about and consequently adapting some form of prejudice.

There is an interesting article the American-Arab Anti-Discrimination Committee has posted many years ago, and it tackled some of the distorted messages that are displayed through the media. The authors articulately named the threats of discriminatory media messages, including the ones present in children’s movies- something that is quite upsetting to take in (Wingfield & Karaman, 1995).

It is important to note here, that Arabs are not the only victims of movie bigotry. I have often captured negative hidden or blatant messages that entailed other nations, such as East Europeans, Chinese, or Indians for example.

As I have been made aware of the various forms of prejudice throughout this course, I have learned that people can only invalidate negative images that dissimulate into our minds if they genuinely examine their own personal bias and engage in self-reflection. Unfortunately, this is not something that everyone is inclined to do, and as long as one perceives his or her own race, gender, class, religion, nationality to be superior to diverse others, he or she will be not only harm others, but also themselves (Margles & Margles, 2010).

Having said that, I believe that hope lies in caregivers as they educate, be mindful of their practices, and lead by example in order to ensure bias is prevented from getting embedded in the minds of our children.

 

References

Margles, S., & Margles, R. M. (2010). Inverting racism's distortions. Our Schools/Our Selves, 19(3), 137--149. Retrieved from the Walden Library using the Education Research Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51372248&site=ehost-live&scope=site

Wingfield, M.,  Karaman, B. (1995). Arab stereotypes and American educators. Retrieved from the American-Arab Anti-Discrimination Committee website: http://www.adc.org/index.php?id=283

Practicing Awareness of Microaggressions

 

 

 

 

 

 

 

 

An example of a microaggression act that I remember is when I accompanied my sister to the bank a few years ago. I was wearing white pants and ankle long shirt with soft blue headscarf, which I have learned afterwards it was the attire of nuns belonging to a particular congregation in that area. My sister was wearing a short jeans skirt with a white t-shirt; we were dressed so socially differently that no one would have guessed we were sisters. As soon as I entered, I was greeted with great respect and was told that I did not need to take a number and was ushered to the VIP service room, in which I was offered coffee while I waited. The employee was so friendly and respectful that I was starting to think that I can still be treated with respect, despite my veil, which had been a hindrance ever since I started wearing it, not too long before that incident. However, all that has changed just as soon as the employee took my name and recognized it as Muslim. She realized that I was not a nun, I was a veiled woman! She stopped looking at me in the eye and was in a hurry to leave the room.  She politely asked me to wait as someone would come shortly to tend to my business and left. I could feel from the look on her face that she was uncomfortable with me in her office. The funny thing is that I was not angry at her, I was just sad from the fact that a personal belief would stand in the way between me and the rest of the world. I mean this is a personal choice, and I do not hurt anyone by putting a headscarf on my head. My sister is a Muslim, too, but she chose not wear the veil. Why does that make her more acceptable in society? And why does a nun, whose wardrobe, apparently, was not so different than mine, is more accepted, as a person?

I have learned this week that many people host some traces of bias that transpire at certain cues. Unfortunately, I have discovered that, occasionally, I also fall under this category. I have recognized that having good intentions does not negate the effects that my unintentional microaggressions may have on others. I have to admit that previously I had thought that only intense, obvious, and direct aggressive insults can hurt other individuals. And these I could handle quite well. After examining various manifestations of microinsults, microinvalidations, and microassaults this week, my dispositions became rather different.

Upon gaining awareness of microaggressions and the serious effects of discriminatory and stereotyping acts on individuals, I am more mindful of the importance of responsibly addressing them as they transpire. With this new assimilated knowledge, I do believe that I can better identify instances in which microaggressions may occur in the classroom and beyond. As an educator, it is important to acquire the skills to confront all forms of microaggression as they emerge, because we are the supports that children count on in helping them understand the confusions and contradictions that ensue from microaggressions to which they get subjected (Derman-Sparks, & Edwards, 2010).

Reference

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

Perspectives on Diversity and Culture

After reflecting on some of the definitions of culture and diversity that I have received or listened to this week, I have discovered that the order in which people describe these two realms varies considerably from one person to another. While some placed their gender and ethnicity first, others chose values and behaviors. Aspects of culture that were included in most of the definitions were language, values, race, nationality, and religion. Diversity was mainly outlined with respect to countries, religion, and language. 

In defining culture, I have noted that some aptly recognized the dynamics of culture and its “continuous process of change and negotiation” (Ngo, 2008, p.6). For example, Y. Dohaim stated that culture is:

A set of unspoken (or informal) norms, values, and behaviors that are established around us generation after generation, these represent who we are. This ranges from dress code, to language, to art and literature, and things we appreciate. Culture forms at various levels, from our individual homes, to our communities, workplace or country. In the same way that it is formed, it may change in time (Y. Dohaim, personal communication, May 23, 2013).

L. Vogt R. and Qiblawi acknowledged the complexity of culture and shared their perceptions:

A set of customs, beliefs, ways of thinking, talking, dressing, behaving and doing things shared among a group of people (L. Vogt, personal communication, May 23, 2013).

Culture is what defines us as individuals. It is a reflection of who we are, our habits, our values, our traditions, etc… (R. Qiblawi, May 24, 2013)

 

In identifying diversity, most of the definitions were related to the different cultures from which people descend. R.Qiblawi mentioned the emergence of new cultures that ensue from diverse environments:

For me, diversity is simply the different cultures that manage to coexist in the same place, whereby a new culture might arise due to this mix (R. Qiblawi, personal communication, May 24, 2013).

Y. Dohaim defined it as follows:

When people from different cultures get to work (or live) in a community they bring their set or norms and values with them and hence form diversity in the community. In the workplace, this is typically when we have people coming from different parts of the country or world. Depending on how strong the hosting community culture is, over time, diversity becomes a norm or the new norm and people get to accept and live by it. In some case, conflicts may spark in the process (Y. Dohaim, personal communication, May 23, 2013).

L. Vogt provided a broader description, in which she included most aspects of culture that we have studied this week. She did not fail to mention ability, which is often overlooked by many. She delineated diversity as being

A broad, uncontrolled and unexpected mix of people in terms of race, nationality, religion, ethnicity, gender, physical and mental ability, age, socio-economic background, education level, political affiliation, marital status, age. The "mix" ratios can/should be adjusted/defined further based on the need of diversity ( i.e. the ideal mix of diversity aspects for establishing a department of university teachers at a female university in Saudi is different than when employing staff for a garment factory in Bangladesh or a car manufacture in the USA) (L. Vogt, May 23, 2013)

The exercise this week has added a new insight that I believe will greatly benefit me as an educator. The way people perceive themselves varies from one person to another. This has prompted me to think about my students in the classroom and how their ideas about their own culture and sense of self are being constructed every day. Recognizing that I play a big role in influencing this process has further emphasized the great responsibility I have. Being culturally responsive extends beyond the superficial aspects of culture such as celebrations and costumes, to include values and beliefs of which I need to be mindful whilst interacting with children and their families.

Reference

Ngo, B. (2008). Beyond "culture clash": Understanding of immigrant experiences. Theory into Practice, 47(1), 4–11. Retrieved from the Walden Library using the Education Research Complete database.

 

My Family Culture

Scenario: A major catastrophe has almost completely devastated the infrastructure of your country. The emergency government has decided that the surviving citizens will be best served if they are evacuated to other countries willing to take refugees. You and your immediate family are among the survivors of this catastrophic event. However, you have absolutely no input into the final destination or in any other evacuation details. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you. You decide to take three items that you hold dear and that represent your family culture.

Given the fact that there is internet that connects me to essential things I have initially thought about taking in such a situation, such as the Quran, which would be the ultimate choice; or my Lebanese Recipe book that would keep my children in touch with their heritage. I have shifted into selecting the items that are not available through the web.

The three items I would choose if I needed to leave my country for good are:

 

My Family Album






My Children's Baby Books

The reasons for my choice:

The purpose of my family album is to preserve the memories for my children as they hold on to the  images of the significant people who once played vital roles in their lives. In addition, it will remind me of the places I went to in Lebanon, and the beautiful times I spent there with my friends and family.

My children’s baby books, because they include records of every single milestone they have reached since their birth, their first drawings, locks from their first haircut, and photos of them in all developmental stages.

If I was told that I could only keep one personal item and give up the other two items, I would be so disheartened to leave my children’s baby books, yet as it would not be fair to any of my kids to choose one book over the other, I would only keep my family album.

I have to admit that this exercise has revived sad memories to me. Throughout my childhood, I had to leave my home repeatedly with my family, due to recurring conflict flares. Many times, we had to leave in such a hurry that we didn’t have except our clothes we had on. However, given that we were in war times, my mom had an emergency bag that contained our passports, ID’s, jewelry, and cash. They were more like a survival bag; if we needed to leave the country. Whenever we had to escape, someone would cry: “Get the bag!”

Thinking about this again, through a different lens, I realized how our cultures occupy a substantial place in our lives. What ran through my mind, as I was doing this assignment, was how many important things that I needed to bring with me were related to culture. It was very insightful to discover this about myself.

When I Think of Research...

Learning about research throughout this course has been both challenging and exciting at the same time. I have initially embarked upon this course with no previous knowledge of the nature of research, and that was quite intimidating to me. I am grateful for the opportunity I have been granted to broaden my knowledge in this area as I believe it will come in handy in many of my future readings.

Prior to this course, I had a substantial difficulty in reading research papers, which made it an extremely time-consuming task. I come out after 8 weeks with a valuable knowledge of how to read formal research articles and recognize the pattern and sections of research. I have learned how to focus my reading, in terms of what I need to give more attention to and what I can skim through. I feel much more capable of benefiting from research I read than before. I especially appreciate that I can now identify specific terms and concepts pertaining to research, including methods employed in the whole process.

Ethics and equity in research are significant elements that I have not considered before. Upon reflecting on their significance and risks involved in disregarding them, I feel that the level of my awareness has increased to a great extent as I have learned the great significance of taking them into account. Power relations and homogeneity concerns in relation to equity in research were things that have opened my eyes to the importance of being alert to the individuals participating in studies.

In addition to being inspired by my professor and classmates as they brought to my attention many important topics and details related to early childhood, I have also been able to overcome some major challenges that I have encountered through building up my research simulation. One important challenge was narrowing down the focus of my study; the feedback I have received and the discussion posts I have read have greatly contributed in making the entire journey not only  successful but also enjoyable.

I would like to take this opportunity to extend my thanks and great appreciation to all my classmates for their valuable input, as I hope we meet again in another learning experience.

Dr. Dartt, I will never forget the valuable support and encouragement you have given me throughout my difficult time. I pray that you will always be an inspiration to your students and all those around you. Thank you.

Research Around the World

Early Childhood Australia

As I explored some of the International websites this week, I have noted an extensive amount of innovative research dedicated to early childhood. I have given more time to explore Early Childhood Australia, which looks into critical topics that affect  children, parents, and early childhood education.

New Ideas

I have explored the link to The Australasian Journal of Early Childhood (AJEC), which is Australasia's foremost scholarly journal that offers research-based articles that aspire to make significant contributions to the early childhood field. It includes a broad range of ideas and various perspectives shared by early childhood professionals and students, adding broad insights into contemporary early childhood education. The articles examined critical elements that influence the ECF. Some examples of research that caught my attention are: diversity, inter cultural relationships, child-centered curriculum, inclusion, social relationships at school, bilingualism, the effects of Art education on children, etc....


Reflection

There were numerous studies on topics that are not well documented, which makes it worthwhile to explore at length. Studies that focus on designing lessons for technology and the implications for early childhood educators’ knowledge of the technological understandings the children  have are examples of such research. While I could not find free articles to explore, I have found several articles that I could easily access through the Walden Library, and I was quite grateful for that.

Research Choice

Option 2:

If I possessed the means and the knowledge to conduct research studies about any topic in the early childhood field, the topic I would choose is resilience. I believe my research would engender infinite positive influences on the well-being of children and families.

The positive contributions would include a better understanding of the reality that resilience is not an innate ability that people cannot manipulate, rather it is a capacity that can be cultivated and promoted.

Another benefit of this research would be parents and caregivers adapting better ways to foster resilience in children. Increasing the awareness of the benefits of resilience would prompt parents and educators to pursue ways in which they can fortify children with this function. When children are able to develop a resilient mindset, they are more equipped to handle life obstacles and overcome adversity. When this happens, we gain more and more socially competent children who demonstrate prosocial behavior.

My niece and nephew have just lost their father, and I believe if their mother, grandmother, aunts, and teachers are familiar with strategies that enable them to nurture this function in children, they are not only more able to deal with everyday challenges, but can also confront calamities in such a way that no lasting damage would occur on their overall mental growth.

I have seen many children grow out of trials and ordeals, some of which even adults might struggle to confront, and I have often been intrigued by this ability.  I have always wanted to explore ways in which I, as a mother and a teacher, can foster such a valuable and indispensable function in children. In the face of growing global privation and various current threats on children, they need deliberate and mindful practices that foster the resilience capacity in them in order to protect them from emerging adversity during their lifetime.

Personal Research Journey

 

Self-Regulation and Dramatic Play


I chose the topic Self-Regulation and Dramatic play to research throughout this course. I was drawn to this topic since I have learned about the strong relation between dramatic play and the ability of children to manage their emotions. Some of the major problems that I encounter in my classroom are behavioral in nature, and because I  teach English as a second language to 4-year old children, a further challenge is added to the daily Kindergarten concerns. As there is some time constraint (Because I teach two sections), as an ESL teacher, I am not always capable of including activities that allow children to participate in dramatic play during the time I have with the children.
I would like to learn more about the benefits of social play to become more competent at advocating for time allocated to it, and practical methods in which it can be more thoroughly integrated in class.
I hope my colleagues will support me  through sharing resources and personal experiences they have about this topic.

Reflection

During the past weeks, I have been given the opportunity to strengthen my collaborative learning skills. By studying international websites and establishing connections with professionals from around the world, I was able to think outside the box. In this final post, I will share three consequences of learning from international professionals:

1. Learning to perceive issues and trends of early childhood education from different perspectives- something that has helped me broaden my horizon and explore other approaches in facing emerging professional challenges.
2. Increase my awareness of global struggles that affect young children worldwide; this has prompted me to extend my professional goals to support children beyond the walls of my classroom.
3. Empowering myself through professional support. Now that I have experienced attentive support from knowledgeable educators, who were willing to guide and advise me throughout this course, I am not willing to squander this valuable advantage.

 

From this last point emerges my goal related to international awareness, which is intending to keep in touch with my conversation partners and carry through exploring the websites, so that I stay current with global issues in other countries. I have met my last contact through the International Teacher Development Institute. The site offers a wide range of online workshops, and I intend to keep visiting it frequently, I recommend it to all my colleagues, and please do not forget to add me to your contact lists if you join in.

As this is my final assignment, I would like to seize this opportunity to thank my professor and all my colleagues for their valuable contributions and deep insight. I have benefited greatly from all of you. May our paths cross again.