tag:blogger.com,1999:blog-77528340870545999952024-02-20T00:49:01.477-07:00The ECE Advocateecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-7752834087054599995.post-3959770186425936492012-10-18T16:39:00.000-06:002012-10-18T16:39:43.358-06:00Telling the Story of ECE<!--[if !mso]>
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<br />
<div class="MsoBodyText3" style="mso-pagination: none;">
<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">As an ECE professional, you spend most of your day making sure the everyday needs of everyone around you are met, but rarely are you able to take the time to advocate for the big needs of the children, family, staff, and field you serve.<span style="mso-spacerun: yes;"> </span>However, an election year provides the perfect time and platform for our field to speak up.<span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"><span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">While Early Learning is getting little attention at the national level, education is in general and that gives those of us who work with children everyday the chance to expand the conversation about education to include Early Learning.<span style="mso-spacerun: yes;"> </span>You do not have to participate on national television, but just be prepared to advocate for the things you need to make your program better.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoBodyText3" style="mso-pagination: none;">
<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;"><span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">Advocate when you see a news story about education by commenting on how Early Learning contributes to children’s success.<span style="mso-spacerun: yes;"> </span>You can, also, add your voice about how Early Learning reduces a child’s chances that they will be incarcerated when you hear stories about ways to reduce crime.<span style="mso-spacerun: yes;"> </span>Since ECE rarely gets positive press, invite the local media to do a story about your program and how it benefits your families, or just about how much fun the kids are having scrapping out pumpkins.<span style="mso-spacerun: yes;"> </span>Share information with your families about the economics of Early Learning.<span style="mso-spacerun: yes;"> </span>Share your stories about how the Child Care Assistance Program benefits the families you serve, or how the reimbursements rates impact your ability to operate your program.<span style="mso-spacerun: yes;"> Add your story in the comment section of a news report about Early Learning. Send a letter or email to candidates about what you would like them to do for ECE or to thank you them for what they have done.</span></span></div>
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<br /></div>
<div class="MsoBodyText3" style="mso-pagination: none;">
<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">Advocacy at it’s very essence is about telling short stories, and I am sure you have one that needs to be told and heard.<span style="mso-spacerun: yes;"> </span>So speak up, shout it out, write about it. I am for one can’t wait to hear what you have to say!</span></div>
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<br /></div>
<div class="MsoBodyText3" style="mso-pagination: none;">
<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">With Kind Regards,</span></div>
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<br /></div>
<div class="MsoBodyText3" style="mso-pagination: none;">
<span lang="en-US" style="language: en-US; mso-ansi-language: en-US; mso-ligatures: none;">Kim </span></div>
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<br /></div>
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“The reasonable man adapts himself to the world; the
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-George Bernard Shaw</div>
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ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-90200367673793500162012-10-08T18:18:00.000-06:002012-10-08T18:18:14.008-06:00The Role of Regulations on Parental ChoicesAs I was observing a group of preschoolers (who bring a sack lunch) eat lunch, I noted that most of their lunches did not meet the requirements of the USDA Food program, and I began to wonder how we could encourage parents to meet those requirements and the challenges of doing so. There are regulations that require that all food served to children meet the requirements of the USDA, and it is part of the Environment Rating Scales so on one hand it seems like an easy thing to do, but in actuality it is not easy to get parents to provide a meal exactly as the USDA would like them to. And as a parent, I have to say that I resent being told what to pack for my child's lunch.<br />
<br />
My son, like many children, is not a vegetable eater. The joke around our house is that offer him tongue, octopus, or eel and we have a winner, but suggest broccoli and you might as well have just told him he must eat poison. When he was a preschooler, he would not eat the vegetables in his lunch, no matter how attractive I made them or even if they were his favorites, so I stopped packing a vegetable. I did pack a fruit, grain, protein, and milk . . . well, most of the time there was milk. It just seemed silly to pack something I knew he would not eat, and I, also, knew that he got his vegetables at home (where he would actually eat them) and that we eat a healthy diet- hence, my resentment.<br />
<br />
As a result, I do not relish the idea of telling families how they must feed their child, but I do understand the intent behind these regulations, and as a provider would find it easier to tell a parent that the law says you just have to do this. I want parents to choose healthy food for their children, but I am wondering what role should child care regulations have on how parents choose to raise their child, and how do we encourage parents to make positive choices for their children?<br />
<br />
Of course, lunches are only an example of the ways we want to keep children healthy and safe, and issues we need to educate parents about. So what are the ways you think we can accomplish this and what role do you see regulations playing, if any?<br />
<br />
With Warm Regards,<br />
<br />
Kim<br />
<br />
P.S. On a different note, I am conducting a survey to see what the financial needs of preschools are, and what types of funding they are recieving. If you are an administrator in an EL program, please take a moment to take this survey (I promise it will be quick).<br />
<a href="http://www.surveymonkey.com/s/F6NQJCZ" target="_blank">Funding Survey</a><br />
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<div class="q1" style="text-align: center;">
<b>"The older I get, the more I marvel at the <a href="http://creatingminds.org/quotes/wisdom.htm">wisdom</a> of children."</b></div>
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— <a href="http://creatingminds.org/quoters/quoters_m.htm"><i>David Morga</i></a></b></div>
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<br />ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-24732482742544111662012-09-07T20:01:00.000-06:002012-09-07T20:01:52.445-06:00Preparing Children and Families for Negative Events<span style="font-family: Georgia,"Times New Roman",serif;">Scary and painful events happen everyday, but the recent tragedies, remind us that young children are not immune from these events. These tragedies, made by both humans and nature, across our nation sparked numerous articles on how to help children cope with tragedy and trauma. Luckily, parents will be able to find these resources so they can better understand how to support their child through this time. However, why begin only addressing the negatives in life after one has happened? We tend to underestimate what children can handle, and avoid subjects we find uncomfortable. For example, a brief search on how to prepare children for traumatic events brought up resources for helping children cope with trauma after it happened, but not how to prepare children for the inevitable challenges we all face in life.</span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span>
<span style="font-family: Georgia,"Times New Roman",serif;">Most parents feel uncomfortable addressing issues that are painful with children, and ECE providers often feel that this is not their purview. However, since many children spend most of their weekdays in some from of care outside of the home- where else is it going to happen and how do ECE providers support parents in helping their child develop resilience around challenges? The two most important things that ECE professionals can do to help children are to promote resiliency within your program and to help children understand that negatives happen but life goes on.</span><br />
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<span style="font-family: Georgia,"Times New Roman",serif;">As ECE professionals we cannot ignore painful events that children encounter, and to do so would devalue the child's experience. However, we can help both parents and children prepare for these events by normalizing that sad things happen to everyone, and support children through these difficult times. This does not mean that we go into graphic detail of every negative thing that can happen, but it does mean not ignoring that they happen. Many children's books address these issues in an age-appropriate manner that helps to normalize difficult situations.</span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span>
<span style="font-family: Georgia,"Times New Roman",serif;">Here are some ideas for addressing these issues in your program so that children will not be surprised that negative things happen and they will have the skills to handle them:</span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span>
<br />
<ul>
<li><span style="font-family: Georgia,"Times New Roman",serif;">Share titles of children's books that deal with these difficult topics with the parents in your program, and let them know that you read books about painful events. <code> </code></span></li>
<li><span style="font-family: Georgia,"Times New Roman",serif;">Provide parents with articles on how to talk about issues, such as death, divorce, and crime. </span></li>
<li><span style="font-family: Georgia,"Times New Roman",serif;">Encourage parents to talk with their children about events they may have heard on the news, to acknowledge their child's fears, and to reassure their child that they will do everything possible to keep them safe.</span></li>
<li><span style="font-family: Georgia,"Times New Roman",serif;">If children have heard something on the news, do not avoid talking about it with them. Give simple answers that are age-appropriate, and emphasize the positive. For example, if a child hears that there was a shooting, acknowledge it, and remind them that the police are working to keep us safe. </span></li>
<li><span style="font-family: Georgia,"Times New Roman",serif;">As Mr. Roger's mother said, "Focus on the helpers." Help children understand that no matter what there will people who will help them and that they can help as well.</span></li>
<li><span style="font-family: Georgia,"Times New Roman",serif;">Promote resiliency in your program by encouraging children to express themselves, asking children to listen to others, giving children jobs, encouraging children to help one another, and talking about your own emotions.</span></li>
</ul>
<span style="font-family: Georgia,"Times New Roman",serif;">The path to promoting resiliency in children is rife with dangers of going to far so trend lightly, but don't let the risks keep you from walking that path. We never know when the next tragedy will strike, and it is better to be prepared than to feel sideswiped. Our children need to know that they are capable individuals with people who will support them no matter what. </span> <br />
<code></code> <code><br /></code>ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-90022260134963819302012-08-06T21:33:00.002-06:002012-09-07T15:05:07.553-06:00The Unintended Messages We SendRecently, I listened to a <a href="http://www.npr.org/blogs/thetorch/2012/08/02/157858684/if-gabbys-got-the-gold-why-flip-over-her-hair" target="_blank">story on NPR</a> about the young gymnast, Gabby Douglas, and the criticism she received over her hair not looking good enough despite having won gold in the Olympics. The author made the point that if Gabby can win gold who cares about her hair, and that the message we should send young women is that the substantive should triumph over the superficial. I absolutely agree, but it reminded me of a time that I directed a program and was told that the reason the parents did not want their children to get dirty was because the families were low income and were afraid social services would consider taking their children for neglect if they did not always look their best. I remember thinking that was silly, that child development demanded that we focus on giving children a play-based, experiential environment, and, of course, social services would understand that. But even at the time, that comment gave me pause about the messages we send children, and others. It is the others I am more concerned about in this blog.<br />
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For some people looking your best at all times is paramount and to be seen looking less than perfect in public humiliates the person who doesn't look their best. I think this view transcends race, class, and culture, although undoubtedly all play a role. This view has historical roots that still persist, although there are people who work to buck this system. But the prevalence of this viewpoint frequently plays out in ECE classrooms since parents, for various reasons, may not want their child to get dirty. This often leads to conflicts between parents and staff in ECE programs.<br />
<br />
Unfortunately, these types of conflicts inhibit a program's or teacher's ability to develop strong relationships with parents. Parents, particularly those who are disenfranchised, may feel at the mercy of those they see with more power, education, expertise, etc, and will not question them. However, even if they are silent they may feel unappreciated, devalued, and unheard. This bring me back to my experience as a director at a time when I did not fully appreciate parental choices, backgrounds, values, and cultures, and as such did not handle the situation as well I may have.<br />
<br />
To be fair to myself, I did try to find solutions such as asking parents to bring in an extra pair of clothes that we would change the child into before they went home, encouraging parents to send their child in old clothes, and having the child wear a smock. But what I did not do was to appreciate where they parents were coming from, and since we generally know when someone does not respect our point of view, I am sure the parents felt it. And I deeply regret that the message I sent was that the parents were being silly. <br />
<br />
Learning how to really respect, and honor anther's viewpoint means hard work that often requires looking at ourselves in uncomfortable ways, and finding humility. And who really wants to go through that kind of work? This is not to say that you can't have a philosophy about messy play
within your program, but it does mean that you need to be willing to
listen, understand, and come up with a mutual solution.<br />
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After all, those are the skills we try to teach the children, and if you want to have a strong, trusting relationship with parents it is work that must be done. If parents are ever to become our allies in the fight for recognition and funding for ECE. we must first become their allies.<br />
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“Be the change you want to see in the world.”</h1>
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Mahatma Ghandi </h1>
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ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-52153483175449389762012-06-26T11:40:00.000-06:002012-06-26T11:40:13.139-06:00Suspension in the Early YearsIn late March, the Huffington Post ran an article by Laura Bornfreund titled <a href="http://www.huffingtonpost.com/laura-bornfreund/why-suspension-makes-no-s_b_1369554.html" target="_blank">Why Suspension Makes No Sense in the Early Grades</a> which summarized recent research on why suspension is ineffective in the early grades. While working with Early Learning programs, I witnessed suspension being used for children as young as 2. It is a common practice in our schools, both elementary and preschools, and the reasons for it's use are complex.<br />
<br />
Historically, suspension has been seen as a method to motivate students into complying with how the teacher wishes them to behave. The thinking behind this goes something like this- if you suspend a child they will realize how very egregious their behavior was, and will, never, never do it again. While again, even in later years, research invalidates this as an outcome of suspension in most cases, it makes even less sense in the Early Learning years when children do not link a behavior they did yesterday to what is happening today. <br />
<br />
This brings me to the second reason suspension occurs so commonly in our schools which consists of the belief that the child wants to get a good education so if this is taken away from
them they will behave so they can have that education they so
desire. While that sounds laughable printed out it is a common belief
in our culture and for some no amount of evidence to the contrary can
contradict it. Even when the evidence against this continues to mount. Not
everyone values education or sees how it will benefit them. And in
today's economy there are some strong reasons (I am a strong advocate of education for more than economic reasons) to think education may not
be a benefit. Secondly, young children cannot see the long-term
benefit of their education. They live in the moment and in the moment of
suspension it means they get to be home with Mom and Dad. <br />
<br />
Many teachers (and parents) fall back on suspension due to the fact that the skills for handling negative behaviors are simply not taught and as a result teachers are ill-equipped to handle them. Traditionally, many people think that children should just know what to do to as if this is somehow magically transmitted to them in the womb. This removes the burden off the adult to teach appropriate behavior and places it on the child for acting willfully disobedient. While children do act willfully disobediently at times, removal from social and educational activities creates an easy way out for the teachers rather than teaching the child appropriate behaviors, how to solve problems, and how to work with others (of course, if you look at politics you see the results of these skills not being taught!). <br />
<br />
Another critical factor of this issue stems from lack of resources such a Mental Health consulting, assessments of child's development, and parent education classes in Early Learning programs. These resources facilitate Early Learning professionals supporting children with challenging behaviors and/or developmental issues. However, availability of these resources exist in only a few programs, and often the availablity of those exist at a minimum. I experienced waiting, at least, 3 months to have my child's hearing and language development accessed when concerns about his speech arose following several ear infections. Insurance covers hearing tests, but not language testing.<br />
<br />
But regardless of the reasons, the use of suspension disregards all evidence of how young children think and learn. And it is up to us to respond to negative behavior in an age appropriate manner, and to demand the resources we need to effectively meet children's needs. This is a systems issue, and needs to be addressed in a comprehensive manner so that every child reaches their potential.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-22973353430010191702012-04-19T13:44:00.001-06:002012-04-19T13:44:58.294-06:00What is ECE Most Afraid Of?A quiet, unassuming discussion group on the LinkedIn Zero to Three Discussion forum highlights an interesting divide between providers that points to some very different views of what the field of Early Learning should look like, and how providers view themselves. The discussion <a href="http://www.linkedin.com/groupAnswers?viewQuestionAndAnswers=&discussionID=103658843&gid=1807282&commentID=77165940&trk=view_disc&ut=3_Tok7BfkVtlc1" target="_blank">about how ECE can attract well-educated professionals to the field</a> turned towards how low pay keeps people from staying in the field and colleges from recommending their students to go into ECE. However, there are those (few admittedly on this discussion group) who do not see pay as the issue, and point to the fact that they went into the field because they love children, not for the pay.<br />
<br />
This brings me back to my early days in the field when I started working with my local Worthy Wage campaign, and people would say to me that if I really loved children I wouldn't ask for more pay and others said they didn't want anyone to think that they were just in it for the money. And that is the greatest fear of some of those in the field- that if they ask for a living (or, God forbid, a professional) wage they will be viewed as being selfish. And no one wants to be seen as selfish so the field perpetuates a sense of martyrdom within itself by focusing on affordability at the expense of wages for the professionals who provide direct services to children.<br />
<br />
And while it is absolutely essential that the people in this field love children does that mean that they should be martyrs who sacrifice their standard of living? And does relying on people who see themselves this way really meet the needs of children and their families? It is time for ECE to reflect on these issues within our programs and in the larger Early Learning community. This is not just an exercise in the hypothetical though, how ECE providers view themselves will determine how the rest of society sees the field and ultimately what the field evolves into. ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com1tag:blogger.com,1999:blog-7752834087054599995.post-77547395145853701842012-04-11T17:45:00.000-06:002012-04-11T17:45:55.214-06:00Are Tuition Rates Too Low to Fund Quality?Traditionally, child rearing has been viewed as a personal responsibility, and, as such, funding for Early Learning programs has come from parents through tuition with some subsidies for low-income families from the government and foundations. Since many families have limited resources, tuition has been seen as needing to stay low relative to the actual costs of running a high quality program. Focusing on keeping tuition affordable has been a reasonable effort considering the little support that ECE receives from the larger society, and the amount that tuition can take from the average families budget. This amount can range between <a href="http://special.registerguard.com/web/newslocalnews/27176762-57/care-child-parents-cost-state.html.csp" target="_blank">7 and 29 percent</a> depending on the parents level of income. This makes the choices parents make when choosing child care difficult, and leads many to choose to low quality, unlicensed care.<br />
<br />
In response. many Early Learning programs do not raise tuition (sometimes for years) to keep parents from leaving for low cost alternatives. Unfortunately, the impact of low tuition has often been at the expense of quality, including recruiting and retaining well-educated staff. When programs cannot afford to pay staff a living wage, not to mention a professional wage, staff are less committed to their profession, have less education, and are more likely to leave from something with better pay.<br />
<br />
In addition, low tuition impacts a program's ability to purchase materials to promote learning, replace materials that have become broken, hire support staff, or promote teacher's professional development. Director's end up spending their time cleaning, cooking, or working in the classroom which leaves them unable to prepare for staff meetings or in-services, develop a strategic plan, apply for grants, mentor staff, or recruit volunteers. <br />
<br />
All of these consequences negatively impact the quality of care that children receive by minimizing the use and understanding of best practices, reducing teacher's ability to be responsive to children's needs, preventing children from forming strong relationships with their teachers, and the lack of support from other professionals to foster the entire child's development. Director's often report feeling that they cannot keep up- let alone make gains to improve quality. It is a situation comparable to Sisyphus who was condemned to roll a stone up a hill only to have it roll back down once he reached the top.<br />
<br />
Even when directors understand the impact of inadequate tuition, they and their programs choose to keep it below the cost of quality in an effort to meet parent's needs and to keep parents as partners. However, parents need a high quality, stable, educational environment for their child and that can only be sustained with adequate funding. <br />
<br />
As Tony Robbins said "By changing nothing, nothing changes" and funding will not increase unless ECE professionals demand it. It is time for Early Learning programs to charge the true costs of quality care as all other industries do. It will be a difficult conversation to have with parents, but it is up to ECE professionals to help parents understand the costs involved, how it benefits their children, and to engage their support in working towards a system that funds quality. ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-62981403892081340882012-03-28T11:51:00.000-06:002012-03-28T11:51:54.073-06:00The Impact of the Ryan Budget on Early Learning ProgramsTomorrow the House of Representatives is slated to vote on the Ryan Budget. This budget would have a drastic, negative impact on funding for Early Learning programs by forcing cuts to all domestic discretionary spending. The cuts would be across the board and not made based on effectiveness so Early Learning programs would be cut despite a record of both accountability and success.<br />
<br />
Economists note that the benefits of quality Early Education range from increased success in school to less need for remediation and special education services to reduced incarcerations to increased life-long earnings. Economists estimate that for every dollar invested in Early Education, 7 to 15 dollars are saved. Early Education is a smart investment.<br />
<br />
Please take a few moments today to call or write your legislators to urge them to vote no on the Ryan Budget and to tell them your story of how Early Education funding has benefited you, your program, and the families and children you serve. These benefits may come from:<br />
<ul><li>Having the opportunity to attend a college course that you could not have otherwise afforded and therefore improve your practice: </li>
<li>Being able to purchase materials for your program; </li>
<li>Having access to a Mental Health Consultant or Quality Improvement coach; </li>
<li>Being able to serve children from at-risk families through funding such as the Child Care Assistance Program; or</li>
<li>Receiving subsidies through the Child and Adult Care Food Program. </li>
</ul>In most cases, all of these programs rely on federal dollars and for them to continue a federal contribution is needed. The gains that Early Education has made in recent years in increased funding only meet the tip of the iceberg in terms of need for these services.<br />
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The National Association for the Education of Young Children has an easy link to writing to your legislators: <a href="http://www.naeyc.org/policy/action" target="_blank">NAEYC'S Take Action Page</a>. Remember your stories of success are one of the most effective advocacy tools we have so tell yours today!ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-30625316821032040422012-03-20T10:22:00.000-06:002012-03-20T10:22:59.649-06:00Some Thoughts on the Comparing the Costs of College and ECEApproximately, twenty years ago I joined the Worthy Wage Campaign to help bring attention to the fact that Early Childhood Educators were among the lowest paid workers in the United States. Unfortunately, while wages for Early Childhood Educators have increased several recent reports still show that Early Learning is one of the lowest paid fields in the US and this is despite parents often paying a significant portion of their income on tuition.<br />
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This leads many to compare the tuition costs of Early Education and the cost of a college education, but the differences between the two are difficult to compare as they have different structures. One such difference is student to teacher (or faculty) ratio. The ratios in Early Learning programs are often much lower than at a college or university. For example, U.S. News found that <a href="http://www.usnews.com/education/best-colleges/articles/2011/04/26/liberal-arts-colleges-with-lowest-student-faculty-ratios%20" target="_blank">"among the 1,311 institutions that provided data to <i>U.S. News</i>, the average student-faculty ratio is 14.8. "</a> However, these numbers may be misleading as the reported college ratios do not reflect actual class size which may be as high as 500. The highest legal ratio for infants in Colorado is 5 to 1, 10 to 1 for preschool, and 12 to 1 for prekindergarten. Colleges have a choice of where to set their ratios, regulations (justifiably so) limit a Early Learning program's ability to do so and best practice demands even lower ratios in order to meet children's needs. <br />
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<i>The Cost, Quality, and Outcomes</i> study (Suzanne Helburn, et al; 1995) found that Early Learning programs spend, on average, 70% of their operating budgets on salaries, whereas according to <i>Trends in College Spending: Where Does the Money Come From? Where Does it Go?</i> (Wellman et al, 2009) colleges spend between 53% and 64% on instruction. In general, the recommended percent a business should pay for labor is around 35 percent. Again, the numbers are not comparing identical markers, but it does provide some insight into the cost of operating each type of program as both industries are labor intensive. The highly labor intensive nature of a college education is one reason why colleges have been able raise capitol to cover expenses. <br />
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However, one of the biggest differences is that colleges are not asked (though there are exceptions to this) to pay their employees poverty level wages. Nor are they demanded to accept 30-50% of their tuition in order to receive a subsidy for low-income students. They are subsidized at 100% of the cost of tuition, or they provide a scholarship from other funding sources. Let us start to demand this for Early Education professionals as a start to paying Early Learning professionals a decent wage.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-75353445429727799232012-02-26T11:14:00.000-07:002012-02-26T11:14:35.914-07:00Pay: A Key Factor in Quality ImprovementThe research for developing a system to improve the quality of Early Learning programs often sites a well-prepared, professional workforce, but rarely are the salaries of those who care for our youngest members of society mentioned. Many people seem to feel that improving teacher performance, education, and training can be done while still offering Early Learning professionals near poverty wages. Somehow paying a skilled workforce a professional wage does not enter the equation even while many other fields fight to keep wages high in the name of attracting the best and brightest. <br />
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According to a report by the Government Accountability Office entitled <span class="messageBody"><a href="http://www.gao.gov/assets/590/588577.pdf">HSS and Education Are Taking Steps to Improve Workforce Data and Enhance Worker Quality</a> "average yearly income ranged from $11,500 for a child care worker working in a child's home to $18,000 for a preschool teacher."</span> The poverty rate for a family of 4 in 2009 was $22,050 (<a href="http://aspe.hhs.gov/poverty/09poverty.shtml">Department of Health and Human Services</a>) which means that many Early Learning providers do not earn enough to support themselves or their families. This is in spite of the research that shows that the brain will develop more than at any other point in life, and the foundational skills needed to be successful in life are built during this critical point in development. <br />
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There are many reasons for the low pay in Early Education, but the biggest reason it stays low is that few people are talking about it or are willing to address it as an issue related to quality. Money is tight, particularly in these times, and the evidence for how quality is improved by how much and what type of education is inconclusive so there is little incentive for policy makers to address this issue. However, if Early Childhood Care and Education is ever to be a respected and well-paid field that attracts the best than pay is central, and shouldn't the field that lies the foundation for a person's future be encouraged to attract the best and the brightest like any other business?ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-37069773922128129042012-02-05T14:25:00.000-07:002012-02-05T14:25:21.201-07:00What We Want for Our Kids'What we want for our kids' is the phrase that finds its way, in one form or another, into almost every speech politicians make, and this year, like every election year, is no different. But does our nation really have a vision for what it wants for our children? On the recommendation of a friend, I am reading <u>The Age of Empathy: Nature's Lessons for a Kinder Society</u> by Frans DeWaal. It is an intriguing read for anyone who is interested in social issues and creating a society that supports children and families.<br />
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DeWaal takes on assumptions that are perpetuated within our nation's myths and legends about the selfishness of humans, and the ability of humans to succeed entirely independent of society. These assumptions are reflected in concepts such as 'pulled himself up by his boot straps,' survival of the fittest, and that greed is good. These ideas, also, make it one way or another into many political stump speeches, but they do not reflect the reality of young children's lives nor what happens in the average early childhood classroom.<br />
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Young children thrive, not when they are told to pull themselves up by their boot straps, but when they have loving, responsive relationships surrounding them. As DeWaal affirms "The point is that we are mammals, which are animals with obligatory maternal care. . . This bond provides the evolutionary template for all other attachments, including those among adults." (DeWaal, page 11) There are few policies in the United States that support the bond between parents and their children so it is up to Early Childhood professionals to advocate for those policies in the long run, but also for practices within the field that support the relationship between parents and children. <br />
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Practices that support the parent-child bond include daily sharing of information, continuity of care, the teacher and parent knowing one another as people, regular conferences, and flexible child care days and hours are practices that most Early Learning facilities can be implemented with relative ease. But policies, such as job sharing, flexible work schedules, and paid parental leave will be a longer battle. However, such policies must be implemented if we are to truly promote the welfare of children and families, and should be considered a critical part of any comprehensive Early Childhood system.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-7060354389064726092012-01-16T09:04:00.000-07:002012-01-16T09:04:23.316-07:00There has been much written about what it means to be an advocate, as well as about the skills that are needed for effective advocacy. Most of these skills focus on activities, such as being informed, well-organized, and communication skills, however, as I have reflected on this, I feel that something more basic is missing. I know of people who have all the above skills, and yet, they still do not advocate, and what they are missing is the passion that comes from having to tell a story. I touched briefly on this in my last blog, but all advocates see a problem and feel that they must tell their story in order to make change. This passion and a sense that something must change underlies their work, and creates their motivation to advocate. <br />
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The work of advocates in any field is to promote change in order to address a problem that they see or to promote an activity or policy that will benefit those who are impacted by their issue. In Early Learning, this problem, activity, or policy can be anything from asking manufacturers to make a soap that doesn't say "Keep Out of Reach of Children" to parents understanding why play is important to rules and regulations governing Early Childhood Education to Child Care Assistance Program reimbursement rates. All of these things promote a better, more efficient system for caring for and educating young children.<br />
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The trick then to being an advocate is finding your passion- big or small. What is the thing that you want to change about Early Childhood Education , and how would this thing make Early Childhood Education better for children and families? What story do you want to tell? We all have one and we all love hearing stories. The news eats them up- so start telling yours. You will find that you will have a ready audience, and you will have become an advocate!ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-14777709582858139212011-11-27T22:14:00.003-07:002011-11-27T22:17:32.318-07:00Some Thoughts On What It Means to Be An AdvocateI entered the field of Early Education some 30 odd years ago as a summer job while in high school, and then again in college to help support myself. As someone who did not see it as a career, I was not worried about the pay or the quality or really even the respect- it was a job that paid my bills which were meager. However, somewhere along the line it became my career and then everything changed. I don't remember exactly when it was that I decided this was my Profession, but I did, and then I cared about the pay, the quality, and the respect. I cared because I knew that I would never be able to support a family without the help of a spouse, I knew that the children in my care received quality but I worried that other children did not and what that would cost us all down the line, and I resented the lack of respect for doing something that I viewed as the most important job in the world. And while that point may be arguable, because after all, all jobs are important, Early Learning professionals (and I would add parents of young children) play a vital role in ensuring the future of our cultures, nation, and world. And without someone performing that role, it would all go. . . well, let's just say downhill.<br />
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However, many Early Learning professionals did not choose this field, but rather it was something that they dropped into and when you do not see something as a choice or a career, you are less likely to fight for it. The workers in the factories of the past saw their jobs as something that should support their families, but many Early Learning professionals do not. But this does not make what Early Learning professionals do any less important, and so the job for advocating for a better paid, higher quality, and better respected field falls on those who see Early Learning as their career and a profession. And as more Early Learning professionals advocate for themselves and the field, others in the field will see themselves as professionals and slowly (so slow it may not feel like we are moving at all, but we are) more and more of those who work with young children will see themselves as professionals. While this may seem like a burden for those who are willing to speak up (that's advocating in a nutshell), there are very simple things that anyone can do to make one an advocate and will have a tremendous impact on Early Care and Education.<br />
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Nancy Amidel in her article "Policy Advocacy: The Ten Minute Version" gives some easy tips for advocating. She gives 3 steps to being an advocate. The first of which is to be informed so that you can present information in a coherent, understandable manner to those who may not know the facts about Early Education. The second step is to be involved so that you are taking an active role in providing solutions to the problems that have been identified. The final step is to be an advocate which means speaking up, in big or little ways, for the issues that you find important. As she says in her article this is often the most difficult for people, and I think, especially for Early Learning professionals who may not have been given the message that their voice matters. But, of course, it does since those in field who work with children everyday know the problems first hand. A common phrase in most (probably all) Early Learning classrooms is "use your words." It's time to start to model this for the young children we teach by speaking up for practices, such as adequate funding, that support the quality we know young children need and deserve to thrive.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-52721013887985638222011-11-13T22:10:00.000-07:002011-11-13T22:10:08.256-07:00The Impact of the Child Care Assistance Program on QualityMany families drop their child off at an Early Learning program where they trust their child's needs will be met, but few of these families realize how Early Learning funding impacts the quality of the early care and education that their child receives. However, as with most things in life, funding does impact quality which has real consequences for the children in Early Learning programs.<br />
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These consequences, such as children not having care from a consistent teacher, have social and emotional impacts that society will pay for in the long-term. For example, we know that children who do not have consistent, trusting relationships are more likely to develop emotional problems that may lead to the need for special education services and remedial education, failure to graduate from high school, not attending college, and becoming incarcerated. Unfortunately, as the country continues to struggle with a long recession, states are cutting Child Care Assistance Programs (CCAP) that allow many families whose incomes are at or near the poverty level to work and their child(ren) to be in a quality Early Learning program.<br />
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The National Women's Law Center recently published a report titled <a href="http://www.nwlc.org/sites/default/files/pdfs/state_child_care_assistance_policies_report2011_final.pdf">State Child Care Assistance Policies 2011: Reduced Support For Families In Challenging Times</a> which details how many low-income families are receiving less support towards the cost of child care than they were a year ago. The report, also, looks at reimbursement rates for Early Learning programs and notes that most states set their reimbursement rates below the 75% of market rate that is recommended by the federal government. As states have struggled financially, reimbursement rates for Early Learning programs have fallen from 23 states reimbursing at least 75% of the market rate in 2001 to 3 states reimbursing at least 75% of the market rate in 2011. The economic impact on already underfunded Early Childhood Education programs is enormous and has led to many programs struggling to maintain high quality practices, such as retaining consistent staff.<br />
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While it would be easy to point fingers at policy makers for cutting programs, such as CCAP, the decisions to make cuts to these programs reflects a lack of understanding about the value of Early Care and Education on the part of the general public. Unfortunately, as Early Learning advocates, we have not always let the story of why there is value to programs like CCAP. I urge those of you who have a story to tell about the impact CCAP has had on your program, as well as the families and children you serve to share it with everyone you know, but especially the media and policy makers. As we begin to tell the story of Early Care and Education, the respect and funding our field needs and deserves will follow.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-62859646511428514392011-10-17T22:03:00.000-06:002011-10-17T22:03:43.306-06:00Play: The Basis for Early LearningI do love serendipity, and since writing my last blog, Scientific American published an article in the October 2011 issue titled "More Than Child's Play: Young Children Think Like Researchers but Lose the Feel for the Scientific Method as They Age" by Sharon Begley which discusses the ways that young children explore their world in order to solve problems. The research is showing that young children form hypothesis, test their hypothesis, and then form conclusions about the world based on that. And I think any parent who has watched a child work it to get what they want can attest to this skill! However, the article notes that this skill is lost in K-12 students, and draws the conclusion that it is because we do not learn to make the "connection between the abstract and real-world puzzles (Begley, Scientific American, October 2011)." While this may be a question of semantics, I think many early childhood advocates (myself among them) feel that it relates more to the lack of value put on exploratory play, and the emphasis on black and white problems and answers that do not relate to our young people's lives.<br />
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In my previous blog, I wrote that as a field we need to be very intentional on how we explain to those outside our field why play matters and this in one such example. Play matters because it is how children experience decision-making, make sense of the world, and understand their place in that world. Exploratory, free play allows children to develop their skills at problem solving which is at the heart of human experience. Another article, published in the October 2011 issue of National Geographic ("Beautiful Brains" by David Dobbs), explores why teenagers need to take risks to become healthy, well-adjusted adults. It is an interesting premise that again depends on the ability to explore new options, apply what you learned to the real world, and to create something entirely new (and, as an aside, is one reason why our field should teach not just child development, but human development so we know where young children are going in terms of development). As the National Geographic article states our ability as humans to live in so many varied climates is dependent on our ability to be innovative.<br />
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In this view of play, play serves the purpose of teaching problem solving and innovation, skills on which our very survival as humans has, and still, depends. This view holds with Stuart Brown's book titled <u>Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul</u> which explores the value of play for not only humans, but other animals as well. Mr. Brown cites research done by Bob and Johanna Fagen that shows that grizzly bears "that played the most were the ones who survived the best." (Brown, pg 31). And if you think about it, play is seen in several animals kingdoms- birds do it, mammals do it, fish do it, and even some insects seem to be doing it. Play must serve a purpose that enhances survival, and as with grizzly bears, play benefits humans (as another aside, this research is not coming out of the ECE field, but biology and psychology which is why ECE should, in my opinion, be multidisciplinary). Play is the basis for our ability to adapt to new situations and apply our knowledge to those situations.<br />
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So the next time, someone ask you why the children are only playing, you can explain some of the research that has been done on the value of play. Ask yourself, your colleagues, and the families whose children you care for what you want those children to be as adults, and if the answer is for them to become scientists, lawyers, doctors, leaders, then they need to be playing now so they can solve the problems that they will face in any of those professions and move our nation (and the world) forward. In other words, so they can create the world they wish to live in and one which will be hopefully better than the one we live in now.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com1tag:blogger.com,1999:blog-7752834087054599995.post-32181480435594241492011-10-03T22:21:00.000-06:002011-10-03T22:21:09.696-06:00How Do ECE Professionals Advocate for PlayMost ECE professionals have had the experience of a parent walking into their programs and asking what their child learned today and when we respond that they played with blocks, trains, dolls, balls, etc, to which the parent responds "I meant what did you teach them. Where are the worksheets with letters and numbers?" In these moments many providers feel frustrated and angry at the parent, but if we don't explain how play promotes child development how will the parent ever understand? The problem with play not being accepted as valid is not only a problem of societal norms, but also one of the field of ECE not clearly explaining to those outside of the field why it matters.<br />
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As a culture, it has been a long time since we put value on play. Certainly since the Industrial Revolution, but I think with some quick research you would find that it goes back even further than that. The emphases in our culture had been put on work, and play is seen as a luxury that few cannot afford. However, on some levels, our culture (by which I mean Western) does understand that work and play can go hand in hand- think of A Spoonful of Sugar from Mary Poppins. Even so if you mention that you enjoy your work the response that you get ranges from a weird look to suspicion to downright disdain, and while all of the responses may have jealousy as an underlying feeling, you rarely get a response that is supportive.<br />
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This leaves ECE professionals not only needing to explain the fairly new research on play and the brain, but trying to undo thousands of years of cultural norms. As a result and as a field, we have often chosen to use words that we think people can relate to, such as school readiness. However, I do not think that we have always done a good job of explaining what this means. For example, when you hear school readiness what do you think of? Most likely, you think of knowing the letters, numbers, and being able to count to some arbitrary amount. Does your program spend the time to let parents know that this means much more, and that knowing the letters, numbers, counting, etc are actually mid-steps in developing reading and math skills? Do those in influential positions within the field spend the time with funders and decision makers to do the same?<br />
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It is not that these words are bad to use, and it is easier to expand the meaning of a well-known word than to try to change the meaning of a word. When I led tours for families I used the word academically appropriate for infants, toddlers, and preschoolers, but I explained what I meant. For example, when I talked about academics for infants I talked about Maslow's Hierarchy of Needs, attachment, and responsiveness as the basis for all future learning. Though, not all parents will relate to this, the parents I worked with (well-educated, and mostly middle income) did.<br />
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It is unlikely that everyone agrees with language that is being used, but like it or not it is where we are at. As advocates for high quality ECE programs that implement best practices (which can look very different), it is important for us to carefully evaluate the types of language that we use, and be sure that we are clearly explaining what that means to those who work outside of our profession (and sometimes, might I add, to those in our profession!). Once we know what words we are using and why it will be easier for us as a field to explain concepts, such as play, to parents, the media, funders, and decision makers. Next time, I will write more about how to explain the value of play to those (both inside and outside of the field) who may not understand it.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-40098755476779632352011-09-27T23:06:00.001-06:002011-09-27T23:06:58.805-06:00What It Means to be an ECE Professional: More ThoughtsAs I have been thinking about the issues brought up by the educational qualifications within ECE, I have wondered what how these educational requirements will impact our field. I have long been a proponent of educational requirements within the field, and if I had my way anyone who is in charge of a classroom would have an AA, and all directors would have a BA. And I understand the financial impacts of doing this, but see the impact of generations of children being inadequately prepared for life as far worse. My concerns about the current manner in which educational requirements are being implemented all relate to the practical impact I see them having.<br />
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First of all, I am concerned that by putting the emphasis on very specific criteria these regulations promote a pedagogical bent that is not all inclusive. Children are not robots who need the same pedagogy in which to thrive, but rather they need a system that supports their individual differences, as well as honors the values and culture that they are being raised within. The system by which we educate our ECE providers is the foundation of how the field honors individual differences, as well as respects the cultural varieties that our field claims to hold dear. I saw this first hand when I was in California where teachers are required to have 12 credits of college. While that sounds great on the surface, the ECE college curriculum is dictated by the state so that at many of the ECE programs I visited the same songs were sung, the same art projects were done, and the same lessons were taught. How does this fit with what we know is the benefit of a reflective, responsive curriculum that honors all children and their families? Having a vibrant, diverse choice of pedagogues for families to chose from honors both family and individual differences.<br />
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Other examples of this include how we teach when a child must be off the pacifier, bottle, sleeping through the night, feeding themselves, and stop nursing. I often hear people criticize a family whose child who is not self-feeding by a certain age, and yet we know that children who grow up in cultures that put a value on interdependence lead happy, productive lives, and are not crippled psychologically. The real question is who gets to decide what is best for the child- the field of ECE, or the family and culture within which that child is raised? If we truly valued diversity we would teach child development from a multicultural perspective rather than on white, middle-class values which is were the vast majority of research we use to justify our practices comes from.<br />
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My second concern is that the current educational requirements will lead to the field becoming a vocation rather than a profession as I wrote in a previous blog. Why would someone with 20 years of experience, a BA or higher, and currently director qualified want to take classes at the community college to earn the same money? If they already have an education degree they can simply move to a job in an elementary school and make more money. While the the problem of poor pay in ECE will not be solved immediately by more focus on college degrees, it will in the long run create a field that is viewed as a profession rather than a vocation, and that will lead to better pay.<br />
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And, of course, my goal and vision for ECE is that of a well-paid, honored profession that meets the needs of individual families and children by offering them a large plate full of choices from which they can choose the one that fits them. So I purpose that instead of putting the emphasis on specific classes, we as a field focus instead on college degrees that are either specifically in ECE or as a certificate program once a degree has been received. ECE is a field that requires generalized knowledge, a love of learning, and a deep passion for those we serve which is why, I believe, studies show that the better educated the provider the better the quality of care, even when that education is not in the field of ECE. Once someone has a degree or if they are getting a degree in ECE (and let's start with requiring an AA), then the college programs need to promote not just the prevailing pedagogy of the day, but include an in-depth study of all the different pedagogues; a multicultural understanding of child development from birth to adulthood (since we need to know where they come from and where they are going); an understanding of psychology, sociology, and the impact of culture; the different theories of business, including organizational culture, leadership and communication styles, how to develop a strategic plan and vision statement, budgeting, as well as other business practices; theories of how children learn; as complete an understanding of how the brain develops and functions as current science allows; a cross-cultural understanding of nutrition and how it impacts development; an understanding of all current local, state, and federal regulations governing our field; an understanding of family and community dynamics, including a study of impact of different economic situations; an understanding of the different methods of curriculum development; and require that at least one course is taken in each of the general areas (such as history, science, math, etc) that ECE providers need to know in order to respond to the wonderful questions children pose. And let's make the focus on all of these courses not that the students can regurgitate the knowledge back to us, but rather than they can apply, reflect on, and analyze what they are taught. After all, I have met very few children who fit the textbooks and often had to adapt that knowledge in order to meet the needs of the child effectively.<br />
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So, I have given you my vision and proposal for our field, but I urge you to comment about what yours is. I, also, urge (nay, BEG) you to let the decision and policy makers who are deciding the course of our field know exactly what you think about these issues, and I beg you to do so whether or not you agree with me. Let's start making our voices heard. I would love to hear what you think so you can make me think a little harder and clearer about these issues.<br />
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With the greatest respect,<br />
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Kimecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-70661282401863309482011-09-01T20:46:00.001-06:002011-09-01T20:47:29.026-06:00Times They Are A Changing<div style="font-family: inherit;">It has been a long-time since I last wrote in this blog and a lot is happening in Early Childhood Education in Colorado. There is work being done at the state level to create a new Quality Rating Improvement System, new licensing standards for center-based Early Learning programs, and the state is going to submit for one of the Challenge Grants that the Obama administration has authorized. It is an exciting time to be in ECE, and a scary time. Programs are unsure of what all of these changes will mean for them, and often wonder if their voice will even be heard. The proposed changes to licensing are one such change that is creating both excitement and fear, and is garnering national attention from news outlets such as ABC, Fox, and the Washington Times. </div><div style="font-family: inherit;"><br />
</div><div style="font-family: inherit;">Some news outlets are reporting this as child care providers complaining about the cost of having to buy crayons and dolls, and while that is a reason for some I am sure, it is not the most common reason that many, both inside and outside, of the Early Learning field are wary of the proposed changes. Crayons and dolls are cheap, and most Early Learning programs, in general, are in favor of regulations governing their operations in order to create a level playing field and to protect the health and safety of all children. What is concerning about the proposed rules and regulations is the micromanaging of every detail in the operations of Early Learning programs, and the impact this will have on program's ability to meet the needs and values of the families and children they serve. These regulations include having 3 races of dolls, 10 of the same type of art supply, and 6 blocks, but<span style="font-size: 11pt; line-height: 115%;"> quality is not having crayons, 3 races of dolls, or 6 blocks in the classroom. The outcomes for children in Waldorf and Montessori programs demonstrate that blocks and pictures on the wall are not the key to quality.</span> </div><div style="font-family: inherit;"> </div><div style="font-family: inherit;">Quality should not be something that parents need to shop around for- it should be a foregone conclusion, but the key to quality comes from responsive, individualized care that reflects the values, desires, and needs of the child and family. Since no single program can be all things to all families, parents (regardless of income) should have access to a variety of programs so they can find one that is a good fit for them and their child to support positive relationships between the providers, parents, and children. These relationships make all the difference in outcomes, and we will only get consistency with positive outcomes for children when there is a well-paid, well-educated, stable work force caring for young children. Detailed regulations for stuff cannot and will not create positive relationships between Early Learning professionals, children, and families.</div><div style="font-family: inherit;"><br />
</div><div style="font-family: inherit;">Programs will take the detailed regulations and they will throw those materials into the classroom, but in many cases, they will not know what to do with them. Anyone who has worked directly with programs knows of this phenomenon first hand. Yes, the programs meet the material requirements for the Environment Rating Scales, but they do not know how to use the materials or why they were there. The materials are there because the teacher had been told to put them there, and consequently the children gain little from their presence.</div><div style="font-family: inherit;"><br />
</div><div style="font-family: inherit;">What we need to create instead are Early Learning programs that offer intentional, reflective care for children, and honor the unique circumstances, culture, and family that each child is born into. Not cookie-cutter programs that make us all feel good because the classrooms look like a catalog, but are devoid of anything more substantive than that. A one-size fits all approach is the type of thinking that has lead to the proliferation of charter schools and calls for voucher programs in the K-12 system, and it will ultimately have the same effect for Early Learning.</div><div style="font-family: inherit;"><br />
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ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com0tag:blogger.com,1999:blog-7752834087054599995.post-71935119372247639272010-06-13T22:37:00.000-06:002010-06-13T22:37:40.947-06:00What Does It Mean to Be an ECE Professional?<span class="sqq">“Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.” -Albert Einstein</span><br />
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<span class="sqq">As is most of the world, our field it changing and for many this change is hard to take. At first glance it may appear they do not want to change simply because they are afraid of change, and while for some that may be true there may be more to it than that. For while no one likes change, I think that most ECE professionals recognize that change must come if we are to really offer high quality programs that truly serve children's and family's needs. But the method of that change is central to whether or not people will accept it. And many people are not accepting the new director requirements, because of how they perceive it defines our field.</span><br />
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<span class="sqq">The basic questions is whether or not ECE is a profession or a vocation, and what that means for professional development. The educational paths are very different, with few exceptions, for professionals than for those in vocations. This is not a judgment, but does reflect a reality of how each is viewed by society at large. How ECE defines it's professional development will define how society views it, and that will in turn determine the kind and amount of support the field receives. For example, professionals earn more, on average, than those in vocations, or at least that is a perception. In general, a profession is, also viewed, as requiring more education than a vocation. These somewhat abstract definitions have real-world impacts on how much ECE providers earn, and how they will be viewed by the clients they serve.</span><br />
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<span class="sqq">And many in the field here in Colorado view the new director requirements as putting a premium on certain classes rather than a degree, and for many this is insulting. I know of several who have Master's degrees in Education, ECE, curriculum who are now being told that they are not as qualified as someone who has no degree and 30 credits in ECE. But aside from these personal stories is the story of how the public at large views this. And to put it into perspective- How would you view medicine if you were told that a degree in medicine does not make someone qualified to practice as a doctor, but if they take 30 credits at the community college they are qualified? Would you want to pay them what doctor's earn now? How would that change how you view the national debate on health care?</span><br />
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<span class="sqq">Changing how doctors (or any other field) are educated would, of course, change everything. Which brings me the quote at the top of this blog: Will these changes not only create the ECE field we want, but will they also keep the field alive, innovative, and constantly questioning what it is that young children and their families need to thrive?</span><br />
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<span class="sqq">Here is a link for further reading (sorry I am very limited on the number of links I can post)</span><br />
http://www.nga.org/Files/pdf/1002EARLYCHILDPROFESSIONALDEVELOPMENT.PDF<span class="sqq"><br />
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<span class="sqq">PS: Please respond with your thoughts. This blog is meant to be interactive, a forum for discourse, and not just my ramblings which are rather insignificant in the large scheme of things. But your comments can make this bigger than just one person.</span><br />
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</span>ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com1tag:blogger.com,1999:blog-7752834087054599995.post-40336043828174218392010-05-03T21:36:00.000-06:002010-06-06T17:33:20.744-06:00First ThoughtsIt has been a long time since I have written, but I am now done with my class and have a little time, and I have been thinking. A bad habit probably, but one I seem stuck with.<br />
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Working with ECE programs that are going through a Quality Improvement Rating System leaves me a lot to to think about. One of the issues that has returned frequently is the cost of continuing the rating once the grant funds are used up. The cost here is $1200 per classroom for both centers and homes. That seems like a lot of money in a field with profit margins that are not usually over 3%, but after years of thinking about financing ECE it occurred to me that I have been approaching this from the wrong angle. I have been trying to figure how sites can pay for a rating every 2 years with what they earn from tuition now rather than asking the consumers of our field to pay for quality. I reflected on this after a rater had mentioned again that they wanted licensing and the rating to become one. I believe that is a good idea (with some reservations), but it worried me to think that sites would have to pay the extra cost. Then I realized that once again as a field we are taking this on ourselves. We do not like to ask for help or support even when it doesn't let us maintain the highest quality care and education for the young lives entrusted to us. I often wonder why this is, but in this case it seems quite silly, especially once I crunched the numbers. For example, a family child care provider with 6 children would need to raise their tuition $8.33 per month to cover the cost of the rating (that would equal $1200 over 2 years). A family child care provider with 12 children would need to raise their tuition by $4.16 per month. A center for 16 children would need to raise it $3.13 per month and a center with 60 children (4 classrooms) would need to raise it $3.33 per month. So why when we are talking about so little money don't we do it? And what is the cost of ensuring quality and who does the quality benefit? Finally what message does it give when we don't ask for enough to cover quality? Let's start a dialogue around this since it can be applied to many other things we forgo as a field (such as education) and if you agree than take it public by starting to talk about it. For example, we can start giving the message that quality costs, and this is what you pay to ensure it, then it would be in society's court to tell us why we aren't worth $8 a month.ecereflectionshttp://www.blogger.com/profile/14149123990310281479noreply@blogger.com1