Week 8 Goodbyes

I would like to take this time to say thank you to everyone in my group that has supported me, encouraged me, challenged me, and helped me throughout this course and previous courses.  It has been really fun getting to know each of you and I have enjoyed all of our conversations and discussions.  I wish each of you luck in your future courses and with your future career choices.  Thank you to all of my group members:  Bethany, Melanie, Sha-Kevia, Shawn, MarieFrance, Tinka, and Victoria.  Good luck to each of you.

Adjourning Groups

I believe adjourning from a group is difficult when close bonds are formed.  Working closely together in a group can lead to personal relationships and bonding.  It can be difficult to say good-bye.  I believe the hardest group to leave was when I was getting my bachelor's degree.  I had the same people in all of my classes for 2 years.  We always formed the same groups and became very close.  It was hard saying goodbye because we had all became very good friends and teammates.  I had shared so much with these group members over the past two years.  We had learned and grown together.

It has been several years now and we are all still friends and communicate with each other through facebook.  We have a special bond with each other that did not end when our classes and group projects ended.  I am glad that we still talk and are friends.

Communication Week 5

At the Head Start where I work we lost funding and, because of this, we lost a classroom.  We returned back to work this week and I had everything from my classroom, plus the classroom furniture and materials from the room we lost, all shoved into my small room.  My assistant and I have been going through the things and figuring out what we want and what do not want.  Nobody has came to get the extra furniture from our room and we have had a difficult time working around it.  One can barely walk because of all the extra stuff. My assistant is a very emotional person and this task has really gotten to her this week.  We have had several disagreements this week on our classroom.  I am the type of person that if I have not used something in a few months chances are I won't use it and it just needs to go.  She is a "pack rat" and does not want to throw anything away.   This has caused some disagreements between us.  

I actually used some of the strategies that I have learned from this course with her this week in order for us to have better communication and less disagreements.  One of the strategies that I used was compromise.  I listened to her voice her opinions about why she wanted to keep certain things.  Then I explained why I thought we should get rid of it.  Then I suggested that we compromise.  We would keep it, if we could find a place for it, but if we did not find a use for it this year then we would get rid of it for next year.  She agreed.  Another strategy that I used with my assistant was empathetic listening.  I have learned that with her, you need to be a good listener.  A lot of the times she just needs someone to listen to her and she needs to feel wanted and important.  By using these two strategies, I was able to resolve our conflict.  

My co-worker and I had a discussion on conflict communication and becoming a NVC.  She told me that she tries to listen to parents or others whenever there is a conflict and tries to understand where they are coming from before voicing her opinion.  She said she just tries to take each conflict that comes up and handle it to the best of her ability and learn from it.

Communication Week 4

Thinking about how I evaluated myself compared to how my husband and co-worker evaluated me, I wasn't really surprised too much by the differences in results.  I try to act the same around my family and co-workers.  I think the one thing that did surprise me the most was how my scores varied so much on the anxiety test.  I hate public speaking.  Even if it is just speaking out in front of my co-workers when a new person is around, I hate it.  I get all nervous and feel sick.  I avoid public speaking at all cost.  I scored myself at a 73, which falls into the "high" category.  When reading the description of this category, I feel it describes me perfectly.  My husband scored me a 59, which put me into the "moderate" category.  I laughed when I saw that because I felt that he would have scored me closer to my own higher score.  My co-worker scored me at a 50, which is also in the "moderate" category.  I was not as surprised by her score because she knows I hate public speaking, but she has seen me do it many times with work functions.

This activity gave me some insights into how others perceive my communication skills.  One insight that I learned about myself is that I am more people-oriented.  I was placed into this group by myself, my husband, and my co-worker.  I believe this will help me when dealing with the families that I serve.  It will help me to build relationships with people in my personal and professional life.

Another insight about communication that I gained from this activity is that I need to relax more when it comes to communication.  I have high anxiety, although others may not see it.  I need to have more confidence in myself and learn to relax.  This will be useful in my professional life because it will help me to communicate better with others and not be worried or stressed over the anxiety that I feel.

Another insight that I have gained about communication is the knowledge that people judge you based on what you allow them to see.  Even though I feel high anxiety when it comes to public speaking, I try not to allow others to see how nervous it makes me.  I hide it and that is why they did not score me as having high anxiety.  We need to be more honest with others and let them see our "true self"  This is something that I plan to work on in both my personal and professional life.

Communication and Culture

I have never really thought about the different ways that I communicate with different groups of people until this course.  I find that I do tend to communicate differently depending on the group that I am with.  For example, with my close friends and family I find myself more relaxed and laid-back and more honest.  I tend to say or do things that I wouldn't do with other groups.  With my co-workers I tend to be a bit more reserved and keep my opinions to myself in order to avoid conflicts.  With the parents of my students, I always find myself acting and speaking more professional.

There are some strategies that I can use to help me communicate better with these groups of people.  We need to be aware of cultural differences when communicating with our students and their family.  One strategy that we can use to help us with cultural differences is by taking the time to learn about the family's culture and applying the platinum rule.

Another strategy one can use is to be mindful .  This means "to be aware of your behavior and the behavior of other" (O'Hair, D., & Wiemann, M., 2012, p. 88).  By being mindful, it can give you ideas of positive ways you might react to different situations that happen without offending someone.

The third strategy that will help you to become a better communicator with different groups of people is to practice your communication skills.  Some ways to practice can include doing the right thing, being empathic, listening effectively, and thinking before you speak or act (O'Hair, D., & Wiemann, M., 2012, P. 92). 

References

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

TV Show Communication

This week I watched an episode of the classic TV hit, FRIENDS.  I never did watch that show when it was on television so I watched it online.  First, I watched it with the sound turned off.  From watching the nonverbal communication, I would think that the group of people are friends.  They seem to be celebrating a baby.  Banners are being hung up by the group and they are smiling and speaking with each other.  They use direct eye contact and seem to listen when someone else is speaking.  They smile at a lot at each other and even hug each other.  A woman and man come inside the room with an infant.  Everyone hugs them and wants to hold the baby.  It seems like they are close friends, maybe even family.  The men leave the apartment and the girls smile at the baby, asleep.  The baby wakes up and the girls try to rock the baby back to sleep but the baby keeps screaming.  It appears that after awhile, the girls are very frustrated and tired because the infant continues to cry.  Meanwhile, the man goes into a shop to get coffee and runs into another man.  From their expressions, they are not friends.  The father of the baby tries to ignore the other man, but he speaks and they exchange words.  The father tries to hit the other man but he dodges and the man hits a pole.  I do not think they are friends at all.  However, the man takes the injured one to the hospital and fills out his paperwork.

I watched the same FRIENDS episode with the sound turned on.  I learned just how funny this show was and what made it so poplar.  Being able to listen as the characters communicated verbally with each other was wonderful.  Their nonverbal expressions matched their verbal comments.  The plot of this show was that Rachel just had a baby and was trying to get the baby back to sleep.  The baby would not stop crying.  Her friends, Monica and Phoebe, try to help her but the baby girl keeps crying.  Finally, Monica is the only one that is able to get baby Emma to sleep.  Ross and Joey are friends, but they are mad at each other because Joey has a crush on Rachel.  Joey tells Ross to hit him because it will make him feel better.  When Ross goes to hit him, Joey ducks and Ross his the pole instead.  Joey takes him to the hospital. 

I felt that watching the show without the sound left me at a disadvantage.  I did not know the characters and I did not understand the plot at all.  I could tell that the girls were having a hard time getting the baby to sleep and they looked frustrated and wore out.  This mirrored the actual plot of their storyline.  When it came to the guys, I had the wrong assumption about them.  Their nonverbal attitude implied that they were not friends.  They tried to avoid each other, and went as far as hitting each other.  However, watching this with the sound explained what was going on with the two of them.  I was wrong about their relationship with each other.

I think watching a show that I was familiar with would have been a lot easier.  I would know the characters and their personalities so I could tell what their relationship is like and read their nonverbal communication cues a lot easier.  I learned that by observing only the nonverbal communication can be deceiving.  We make assumptions based on what we believe is happening and it may not be the case at all.  We have to take all the communication skills and be active listeners.  This experience was very interesting to do.

References
Crane, D. & Kauffman, M.  (2002).  FRIENDS:  The One Where Emma Cries.  Bright/Kauffman/Crane Productions

Communication

I can think of a number of people that have really good communication skills that I want to model after.  The person that I am going to write about is my church preacher.  He is also our town's city mayor.  His name is Johnny and he is a really nice person.  He communicates very well within the community.  Some of these forms of communication are verbal and some are nonverbal skills that he has.  He speaks clearly and always gets his message across.  He is never rude to anyone and shows respect.  He listens to other people and thinks about what they are saying.  He does not try to force his opinions on anyone, but really tries to see their side of the situation before responding.  I think that is a good skill for anyone, especially teachers, to have when dealing with children and families.  When he is speaking or listening, he looks at the person and makes eye contact.  In my opinion, this lets them know that he is really listening and hears what they are saying.  He doesn't seem distracted by other people or objects.  He gives everyone his full attention. 

I hope to be more like him when it comes to communication.  I feel that he inspires people and people feel comfortable speaking with him.  I know that I feel comfortable speaking to him about anything because I know he will respect me and listen to what I have to say without judging.  He makes people feel important and he values their opinions.  I want to be like that.  I want others to feel comfortable coming to me and knowing that I will show them respect by listening and having those good communication skills.  He is a role model to many people.  I hope to one day be more like him.

Professional Hopes and Goals

Working with children and families can be so rewarding.  Working with children and families from diverse backgrounds can be even more rewarding for everyone involved.  One hope that I have when working with children and families from diverse backgrounds is the hope to learn more about their culture and make them feel welcome, loved, and accepted.  I believe that once they feel this connection, then we can work together for the interest of the child. 

One goal that I would like to set is to make everyone feel accepted.  I want to do away with personal biases and focus on really getting to know the whole child and his or her family.  I will strive to do what is in the best interest of the child.  Another goal is to teach all my co-workers different ways to work with children and families from diverse backgrounds.

I want to thank all of my classmates for their support, ideas, and discussions that we have had.  I have learned many things from each of you.  I wish you all luck and success in your future classes and with your future careers.  Good luck!

Welcoming Families From Around the World

The country that I have chosen as my "family's" country of origin is the country of Chad.  The only thing that I know about Chad is that it is in Africa.  I do not know anything about it.  I would prepare myself by learning all that I can about this country.  The five ways that I would prepare myself would be:

1.  Do Internet research.  I would Google Chad and read everything that I can about the country, the language, religion, and the people of the country. 

2.  I would do a search to see if I could find and connect with someone from that country.  I would try to communicate with them to learn more about the culture. 

3.  I would talk to my co-workers to see what they know about the country or if they have ever had any experiences with families from there.

4.  I would find materials that go along with their culture and put out in my classroom to try to make the child feel comfortable being there.  I would put up posters or other materials that I can find.

5.  I would educate myself about the culture and try to educate the other students in the room.  I would take the time to explain to them about our new friend and explain what I knew about where she came from.  I would explain about accepting her and making her feel welcome in our classroom. 

I would hope that all of these preparations would benefit both me and the family.  It would benefit me because I would become more knowledgeable about this child's culture and diverse background.  I would be better prepared to accept this child and, hopefully, make the family feel comfortable entrusting me with their child.  I hope that it would benefit the family because they would see that I care about their culture and want to make them feel welcome and that I accept them.  I am not judging them or holding any personal biases against them.  I would hope that it would be a positive experience for all involved.

The Personal Side of Bias, Prejudice, and Oppression

I remember an incident from when I was around 9-years-old.  I was at the playground and there was another little girl playing by herself.  She was black.  I went up to her and we started talking and playing together.  We were having a lot of fun until another group of children came over.  They were a few years older than us and they started saying means things about my new friend.  They were teasing her because she was black and saying that I should not be playing with her because she was different.  Her mother was nearby and when she heard what was happening, she took her daughter and left.  The older kids laughed and then walked off, leaving me to play by myself again.  I remember feeling confused and not sure what had just happened.  I knew there were not a lot of black children in my neighborhood but that still did not me from wanting to play with her.  I didn't think of her as being different. 

I feel that this girl's equal rights had been diminished by this group of kids using their own prejudice and biases against her.  I am sure that they were just doing what they had been taught from parents or close family members.  She was not treated fairly.  They were making fun of her because of her skin color.  They made her feel like she had no business being at the playground or playing with other children, especially a white child.  They did not know this young girl, but made an opinion about her based on skin color. 

This brought up a lot of mixed feelings for me.  I was really too young to understand the history between whites and blacks and why these children had such hatred for someone they didn't even know, especially a child.  I was confused.  I wanted to play with the girl and wanted the other group of kids to leave us alone.  We were not bothering them or hurting anyone.  It made me angry that someone could say such hurtful things to someone else and believe that it was the right thing to do.

I believe that the way people judge others needs to change.  The media is to blame for a lot of these problems.  The ways that news is received and broadcast needs to change.  People have learned false information that causes them to judge and use their own personal biases against others.  Getting to know others that are different than themselves would be a great opportunity for a person to change.  Everyone deserves respect.

Practicing Awareness of Microaggressions

An experience that I had this previous school year was with one of my students at Head Start.  The little boy was 3-years-old and he was being raised by his mother.  The little boy loved the color pink, loved playing with the girls, and loved putting on dress-up clothes, including the dresses.  I didn't think much about this as my own son (4) likes the color pink and has a girl as his best friend.  However, my assistant thought it was very odd behavior.  She would make comments all the time saying, "I can't wait to see him in 10 years."  One day he was playing in the art center and he begged a little girl to color his fingernails with markers.  Again, my assistant made comments about him turning gay in the future.  We did a parent-teacher conference and the mother brought up the fact that this child likes her to paint his nails.  She said she just went with it and if he turns out gay in the future it would be ok.  I hadn't really thought much about this but after learning about microaggressions I have thought of this child and my teacher assistant.  I'm sure she didn't mean anything by her comments but her subtle comments implied that this child was going to be gay when he got older.  She was using microinsults, microgender, and stereotyping him because he liked pink, dressing up, and painting his nails.  It made me feel bad because my own child likes the color pink.  I felt like by her assuming that this student will be gay then she was assuming my own son would be as well.  I also felt worried because my son went to a preschool program and I was worried about what his teachers thought of him liking the color pink.  It made me feel sad. 

I have really learned a lot this week about hidden messages on things we say or how it affects other people, even if we don't mean anything by it.  Words hurt.  I am going to be more careful with my words and make sure that I try my best not to use microaggressions on anyone.  This observation made me realize how quickly we can judge someone and we shouldn't.  This boy was judged because he liked some things that girls like.  We do not judge girls if they like the color blue or like playing with cars or trucks.  We have to be careful about our actions.

Perspectives on Diversity and Culture

I asked 3 different people to tell me their definition of culture and diversity.  The first person that I spoke with is a former co-worker, Kimberly.  Kimberly told me that she thinks of culture as the background one grows up in, where the person lives, their way of life, values, and traditions.  She thinks of diversity as people from other cultures that have different beliefs, values, and customs.  I believe what she says touches on some of the things that we have learned the past three weeks in this course.  However, I think more of her definitions touch on the surface culture instead of deep culture.

Another person that I spoke with is a family friend.  Her name is Rosa and her family moved here from Mexico when she was a baby.  Her definition of culture and diversity goes along with what we have learned.  She believes that culture is everywhere and in everything we do.  Her belief is that the way that we do things, such as our customs, stems from our culture.  Her family still has the values they brought with them from Mexico, although they have added American culture as well.

Another person that I spoke with is the parent of a child in my classroom.  His definition of culture and diversity is the things we do, where we come from, and how we do things.  He believes culture is a group of people that come from the same place and share the same beliefs.

I was pleased to see that a lot of their answers are some of the same things that we have learned in this class so far.  I was able to have a conversation with each of them and explain what I had learned about diversity and culture.  It was a very good experience to be able to share these things with others. 

My Family Culture

There are many items that mean a lot to me and only picking three would be difficult.  The three items that I would choose to bring me to another country to represent my culture would be my bible, my family scrapbook, and mine and my family's birth certificates.  I would bring the scrapbook because it has pictures of all our family members and different events, celebrations, and vacations that we did together as a family.  It represents the importance of family and togetherness.  The bible represents our christian views and our religion.  It is based on our faith in God and his word to inspire us.  This is a part of my culture that I would not give up.  I would bring the birth certificats as part of our cultural identity.  It shows where we came from and is a part of us. 

On arriving and being told that I had to give up 2 of the items, I would feel very sad and powerless.  I would not want to give up any of the items that I brought it.  I would feel like I was losing a part of myself and a part of culture by giving up those things that I hold dear to my heart.  It would be hard deciding which items to give up.

This was somewhat difficult for me and I had to give it a lot of thought.  I learned that some things that I wouldn't think of as being part of my culture are a part of my culture.  These are things that I have taken for granted and just assumed would always be here.  It must be difficult for others coming to a new country to keep up with their own cultures when they are emerged in ours.  I need to make sure that in the classroom I am doing everything that I can to make sure these children and their families do not feel like they have to give up things from their culture to fit into ours.

When I think of research...

This class has been a challenge at times and a lot of work.  I have gained new knowledge, however, and found that research isn't as bad as I had initally thought.  I learned that there is a process to research and it takes a lot of work to get started.  Research can be as detailed or as broad as you would like.  I also learned a lot about ethics and how it plays a role in research. 

I have enjoyed this class and everything that I have learned.  I enjoyed reading my classmates posts and blogs each week.  I learned a lot from each of them and gained new perspectives.  One of the challenges that I encountered was not knowing much about research.  I had to overcome this by studying and reading the topics.  Sometimes I would have to read the chapter several times before I understood it.  It was very difficult at times.

Week 5

The website that I decided to look at was http://www.ecdvu.org in Africa.  You always hear things about Africa and how poor of a country it is so that me curious and wanting to explore early childhood education there. 

It shocked me to learn that they have some of the same research topics as we do in America.  Some of their research topics include quality childcare for their children, quality childcare services, parent collaboration, school readiness, and developmentally appropriate practices. 

Something that caught my eye was grandparents caring for young children affected by HIV/AIDS.  That is something that we do not have to worry too much about in the United States.  However, it is still of concern because it involves children. 

Week 3

I decided to conduct my research on how child abuse affects the social and emotional development of teenagers.  The teen years are so important socially with peers.  My personal experience with this area is my cousin.  She was an only child and her dad was abusive towards her when she was younger.  From ages 10-13, she was emotionally and physically abused by her dad and watched him abuse her mom as well.  Her mom finally got her out of the situation, but the effects were long-lasting.  I watched her suffer through her teenage years as she struggled to deal with the emotional and social issues.  She would not let herself get close to anyone, did not have many friends, refused to date and just do normal teenage things like hanging out with friends and going places.  She withdrew socially and her grades suffered.  She barely finished high school.  It was sad to watch her go through all of that.  I want to learn more about how to help teenagers like my cousin.  It makes me sad that physical abuse affects their social and emotional development like it does.  If anyone can offer advice or research materials to help me, I would greatly appreciate it.

Research Simulation

For my research simulation project, I decided to research child abuse and neglect.  The topic that I want to focus on within this area is how child abuse and neglect affects children's social-emotional development.  Healthy Social-Emotional development is so important for children and abuse plays a major role in this developmental milestone for children.  I plan to read articles and journals, as well as take feedback from classmates, to get a better understanding of how their development is affected by abuse. 

The reasont that I picked child abuse is because I work closely with young children and I must be aware of the all of the signs of abuse and be prepared for it.  By law, I must report anything that I suspect as being abuse or neglect.  I want to become more familiar with these signs.  As a teacher, I want to know how the abuse will affect my student's behavior and academic success. 

I am finding it easier to fill in the research charts.  I think that will be a big help to me.  I am still a little nervous about doing a research project, but I feel a little more comfortable now than when I first started.  I hope my classmates can share advice to help me along the way and I hope that I can help them whenever they need some help. 

Consquences of Internation contacts

There are so many things that I can take away from having an international contact.  I have really enjoyed learning about the education in another country.  I would love to visit Romania one day and experience it for myself, but I know that will never happen anytime soon, so I have to reply on others to learn about it. 

The top 3 conquences of learning about the international early childhood field are:

1.  I have a broader understanding of early childhood education from other parts of the world.  I can compare how we do things to how they do things and see what works and what doesn't work.  I feel this gives me a huge advantage while teaching.

2.  I learned that people from around the world share some of the same hopes and dreams for young children as I do.  My international contact wants all children to recieve a quality education and have the same advantages.  I want that for this country as well.

3.  I learned that change takes time.  Our educational system has undergone a lot of change in the last few years and it has been slow to take place.  Some teachers are on board and some are not.  The same is true in Romania.  Their educational system has recently been through a lot of change, but a lot of their teachers are still doing things the old way.

My goal is for an organization worldwide where educators from all over the world can come together to share ideas, insights, professional development, and discuss current issues and trends.  I believe this would be a benefit to every educator in every country.  It would be a way to discuss things that work, things that don't work, and get new ideas to share and try. 

I want to wish all of my classmates good luck for the future and hope success comes to all of you!

International Contact

This week Ms. Carmen told me a little more about the educational system in Romania and her hopes for the fture.  The educational system in Romania has undergone several changes in the last few years.  The future of Romanian education looks quite bright, but the process is bound to be slow and the achievements will take time.  Change has been slow and a lot of teachers are not willing to change so there is a teacher shortage.  Textbooks are old and outdated and will take time to update. 

Teachers have opportunties for professional development by attending different workshops, online trainings, and opportunties to continue their education through college classes.  There is a need to continue growing through professional development opportunties.

Some of Ms. Carmen's hopes and dreams are to continue working with children and to improve the education in her country.  She wants each child to receieve a quality education and help those in need.  She wants to continue her work with the Step by Step program.

Sharing Web Resources

The outside website that I decided to explore was the Early Childhood Council in New Zealand.  I carefully looked over the resources page to see what resources are available to teachers, parents, and students.  On the parent's page, there are links to all types of resources including how to tell if your child is ready for preschool, how to tell if the center is effective, and coping strategies after a traumatic event.  There is also a link for the online store.  By reading their newsletter, they try to help all families and make sure that children are treated equally and fairly.  Each child is entitled to a quality education.

The National Head Start association tries to treat each child equally and not discriminate against anyone.  Head Start offers services to children from low-income families and children with disabilites.  Children from middle-income families, however, are not able to attend and it is inequity against them.

References
National Head Start Associationhttp://www.nhsa.org/
Early Childhood Council New Zealand (EEC) http://www.ecc.org.nz/MainMenu

Romanian Kindergarten

When speaking with Carmen this week, she explained a little bit more about the Romanian kindergarten program.   Parents can enroll a child in kindergarten at the age of three, though all children leave kindergarten at the age of six. Since this portion of the educational system is not mandatory, this phase of the educational system is relatively short. Most kindergartens are split into three or four different groups depending on a child’s age.  Children who attend kindergarten in Romanian are often taught foreign languages, physical fitness, and some computer skills and the children are served a meal each day.  The food is usually cooked inside of the kindergarten classroom.  Parents have a choice to send their children to a short kindergarten, which usually ends around 1pm or they can stay as late as 6pm.  This is because so many parents work and this is to accomadate their schedules.  Most of the kindergarten schools are privately ran and some families that can't afford to send their children to school.  These children will not begin school until they are six or seven years old.  The transition is often difficult for these young children.


I would say that the early education field in Romania is not equal to everyone.  Not everyone can afford to send their children to kindergarten programs at the age of 3.  These children do not begin formal school until they are six or seven years old.  They begin formal school already behind their peers and it is hard to catch up.  They are from poor families that don't have the means to buy extra materials to help at home.  This was the only issue of equity that Ms. Carmen emailed me back with. 

Sharing Web Resources

I am researching the National Head Start Assocation. This website is full of useful information involving the topics that we have discussed this week.  There is a section that has information about disaster reflief funds, scholarships and awards, and training sessions for early educators.  Funding a big issue with Head Start.  Every year the politians want to cut funding for Head Start.  They need to look and see what a good program it is and how it helps so many children. 

After reading some of the statements from parents on the blog, it made me look at Head Start in a different way.  All of these parents are so supportive of the program and each one had a special story of how Head Start helped their child and their family.  It makes me feel good to be part of something so special. 

I believe neuroscientists supports Head Start by helping to develop the curriculum.  Head Start focuses on the whole child and involves a lot of free-choice play.  Neuroscientists study the development of children and Head Start goes along with child development.

My Conversation Partner

My conversation partner is Carmen Lica from Romania.  She works for the Step by Step Center for Education and Professional Development.  The Centre for Education and Professional Development is a non-governmental organization that was formed in 1998 to continue operating the Step by Step program, which was first implemented in Romania in 1994.  Mrs. Lica says that her organization provides training on early childhood education, protection of children, and care of infants and toddlers. 

Mrs. Lica said this organization helps children and families of poverty by giving trainings to their teachers and families and donating money to help support programs to benefit these families and children.  The Step by Step Center is doing a lot of good for children and their families.  I have learned that there is more poverty around the world than I realized.  I want to help as many families in this situation as I can.  Romania is home to a large population of people living in poverty.  Mrs. Lica told me that almost half of the population living in rural areas are poor people living in poverty.  If we all work together, maybe we can make a difference one child at a time.

National Head Start Association

I chose to focus on the National Head Start Association website.  Their web address is http://www.nhsa.org/  The focus of this website is to offer conferences, professional development, and other services to it's members.  It also provides news and ways to become an advocate for Head Start. 

I was reading through the blog on the website and parents were posting about how they loved the Head Start program.  One parent's story caught my attention.  She was concerned because her daughter was not talking, only mumbled, and the doctor said it was normal.  When she sent her daughter to headstart, they discovered that the daughter was deaf in one ear.  She had to have surgery and did speech therapy through headstart for two years.  When her daughter started kindergarten, she was talking, could be understood, and was doing great.  Had the child not gotten enrolled in headstart, she would have started kindergarten and nobody would have known anything was wrong until it was too late.  This story really caught my attention because being in the early childhood field, we observe these things and have all kinds of opportunities to help children and families.  I enjoyed reading all of the success stories on this website.

Expanding Resources

Establishing contacts with professionals in other countries sounds like a great idea.  It is a good way to expand our resources.  However, I have found it very difficult to locate and communicate with people from other countries.  Most of my emails have came back to me, thinking it is spam.  I was able to communicate with Mrs. Carmin Lica from Romania.  She is in involved with Step by Step Centre for Education and Professional Development.  I also made contact with Kate Yocum.  She used to teach education in Finland, but now lives in the United States.  I sent an email to Mrs. Eva-Hammes-Di Bernardo of the German National Committe for Early Childhood Education in Germany.  I am still waiting to hear back from her.  This assignment was really tough.  I am hoping that I do not have to pick the alternate option.

The website I decided to look at was the National Headstart Association.  I choose this website because I work for headstart and thought it could help me on my job.  The website is very imformative.  It has all kinds of opportunities for workshops and conferences.  I believe this website is a very good one.  The link is http://www.nhsa.org/