Parent, Family, and Community Engagement

In reviewing the Parent and Family Stories found on Head Start: An Office of the Administration of Children and Families Early Childhood Learning and Knowledge Center (ECLKC) website (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs) the story of Melinda George (a Head Start parent, staff member, and doctoral candidate) had the greatest impact on me. Her story had such a significant impact on me because it was how my HS journey began! She started off as a parent, became an employee, and now a doctoral candidate. My journey with HS began with me being a parent and several years later, I became an employee where I was encouraged to finish my B.A. degree in Early Childhood Education Administration as well as receive my Director's Credential. "...if you want people to want more, you have to show them that's it's achievable (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs)".

                                               

This is why involvement opportunities for parents and family members are so crucial and benefit young children, families, and the early childhood field. It is as Almeta Richards Keys states, "...there are many stories that I can tell, but I think the main story that I would like to say today is that Head Start is about empowering parents, empowering families -- about moving families to self-sufficiency (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs)". In my experience with HS as a parent and teacher, I accomplished the goal of self-sufficiency and now I am a testament to the fact that when the teacher is successful, then he/she can show the parent how to be successful. When the parent achieves success, then he/she can show their child how to achieve goals. When the child is able to achieve their goals and dreams, then he/she brings even more to the community in which he/she resides or is employed in. From my experience and that of Melinda George and Almeta Richards Keys, HS set the foundation for such achievements which has a great impact on the family as a whole. When parents are encouraged to and supported in becoming involved with various opportunities within the classroom/center, this then strengthens the parent-teacher relationship, the student-teacher relationship, and everyone's overall experience within the program.

Reference

Parent and Family Stories on the website of the Early Childhood Learning and Knowledge Center (ECLKC), part of the Office of Head Start. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs.

Quality Programs for All Children

 From my perspective, it is hard to say what the current public opinion in the United States is with regard to the value and importance of providing quality services for young children and families because there are so many varying interpretations. Even with the argument of play, there are those (including parents) whom feel it is a waste of time; while others believe it is a critical component of "providing quality services" for early learners. From my professional and personal viewpoint, I believe the current public opinion with regard to providing quality services depends on who you ask. I have been actively involved in the early childhood field for about 12 years now and looking at the parents that I have met and interacted with, I have found that "quality" is a matter of perspective.

                                               


 Some parents just want a place to drop their child off because it is a necessity that they work but can't really afford those quality child care programs. There are other families that can afford (to a certain degree) quality programs for their children but don't really understand the significance or the value of such services. And lastly, there are those handful of parents who respect and appreciate high-quality programs and can afford the attendance for their child(ren).  From my standpoint, in being inside the centers in which is a substantial element of the early childhood field, most parents are not really concerned with if the center is quality or "high-quality" but more so how much is tuition and can I afford it. I believe it is the early childhood professional and those invested in this field whom are more concerned with providing high-quality services for all children and their families. But, what is the disconnect between the parents and the professionals?


"Every program has a culture — a set of expectations, language, routines, and ways of being together that shape the group’s identity. The culture you develop sets the tone, reflects who you are, and expresses how you want children and adults to live and learn together. Do professional development efforts to improve quality bring a culture of joy to the center, or merely a culture of compliance? For instance, do you see children and adults clearly engaged with each other and enthusiastic about what they are doing? Or, are they primarily focused on the schedule, regulations, and behavior management? Is there a palpable philosophy and identity in this program, or does it look like a page out of a catalogue that could be anywhere? Are the stories people go home with each day told with a sense of delight? Do the children and adults feel like they are part of a special community of friends who care about others and the world? (Carter, 2008, p. 33)". These questions influence the quality of the early childhood field, especially in regards to the early learning classroom. If the teachers, directors, and administrators do not express on a daily basis enthusiasm for the service that they provide, then how will the parents understand and in return appreciate/value the quality they receive?

                              

I hope that there will be a change in public opinion to the extent that the early childhood field receives the funding, support, and recognition needed (and deserved) so that we can incorporate well-trained, dedicated, passionate, properly educated individuals to continue the work and expansion of this field. I imagine that the related implications for young children, families, and the early childhood field will be a recognizable, across the board, mandated standard of high-quality and a zero tolerance for anything less.

  
 Reference

Carter, M. (2008). Assessing quality: What are we doing? Where are we going? Exchange, (184), 32–35.

What Resonates With You About Early Childhood Public Policy and Advocacy?

Part 1: Why did you choose this specialization?

"The commonalities between all five sectors (research/academia, child care, head start, health and well-being, and public early childhood education)  focus on the health, well-being, and education of the children and their families. The focus is further sustained by conducting research on children’s development and learning; adequately preparing early childhood professionals to support the children and their families; designing child care programs and curriculum that include all children (birth through third grade) and follow state standards and regulations; and ensuring that all child care is of quality, affordable, and easy to access (Laureate Education, 2011)".

I chose to focus my Master's degree on Public Policy and Advocacy because of my genuine passion for the mind, body, and spirit of children and their families. As a parent and early childhood professional, I am in the position to observe both aspects of the field. This gives me the opportunity to experience early childhood from a parent perspective but be educationally-equipped to find solutions to common problems that children and families face. I found that the more information I obtain, the better I am able to help the parents that I interact with. In continuing my education, I wanted to obtained higher learning in an area that went beyond the child care center/classroom. I wanted to get understanding on a state/government level so that I become a more efficient resource and can bring even more information to the children, parents, employees, and the community.

                                                       


Part 2: Advocates are essential in the early childhood field because “You are influential with your family and friends. They now and trust you and what you tell them about early childhood education and care may be more powerful for them than what they read in the newspaper or see on television. You are influential in your community. The people on your street, in your neighborhood, in your town know you. You are their expert on early childhood education and care, they trust you. You are influential in your local government. You know the friends, families, and associates of the members of your school board, your municipal council, and your state legislature. You represent the opinions and votes of those who elected them. You are as important, or more important, to them than any expert (Feeney, 2010 p. 451-452)”.

                                                  



Part 3: Three goals that I hope to learn about public policy and advocacy are:

1. To learn and understand the research conducted to which early childhood policies and best practices stem from.

2. To learn how to effectively advocate for children and their families.

3.  To learn what is truly at the core of the lack of interest from policy makers, funding sources, and government who disregard the vital part early childhood education plays in the healthy development of every child.

                                             

References 

Feeney, S. (2010). Who Am I in the Lives of Children?: An Introduction to Early 
Childhood Education (eighth ed.). Upper Saddle River, NJ: Pearson 
Education, Inc.

Laureate Education, Inc. (2011) [Multimedia program]. Sectors of the Early Childhood Field.

Retrieved from http://mym.cdn.laureatemedia.com/2dett4d/Walden/EDUC/6005/04/mm/Sectors/Main.html

Phenomenal Achievement Along Your Journey

I would like to acknowledge all of my colleagues for such a dynamic collaborative learning community. Thank you for all of your insight, perspectives, experiences, and suggestions. Communication & Collaboration in Early Childhood, has been the best course by far! I feel I have grown in my communication efforts, personally and professionally. I have learned perspectives and concepts that I will carry with me onto future endeavors. I wish everyone phenomenal success and achievement along their journey!

Monique Woodard

Team Building and Collaboration Part 1

In considering the adjorning phase of several groups in which I have been involved, I do not believe that high-performing groups are hardest to leave. As a person who can be considered an introvert and prefers working independently, it was considered a relief (for me) when the project was completed because I could move on to my regular life and wouldn't have to engage in uncomfortable conversations. In social situations such as working closely with a group on a project or goal, such interactions made me slightly uncomfortable and I would actually look forward to the project being completed or the goal being achieved. But, in my personal opinion, I believe there is a difference between groups who are working on a project and those who are working together to achieve a goal in regards to the adjorning phase. If one is working with other individuals to complete a project, this is more temporary because a deadline is established. So, in going into the project, all members are aware that they have a deadline to meet and more focus is put on completing the project by the deadline. However, with a group working towards a goal, there is no outlined deadline and when individuals are working towards a common goal, that commonality sets the foundation for a more prolonged engagement which can possibly lead into friendship.

The group that I participated in that was the hardest to say good-bye was the co-workers that I worked with when I was an Early Head Start teacher. I considered this a group because we all had a common goal in which we worked together to achieve and that was to make sure our "babies" were prepared for Head Start. I had about 5 friends who were fellow teachers that I had become extremely close with. We were so close that we had outings after work once a week and we would travel out of town together every other month! We were laid off about 4 years ago and some of us eventually went our separate ways but I still miss them to this day. There are about 3 friends that I keep in continuous contact with.

My close co-workers and I at our friend's wedding in Pensacola in 2010!!! (I'm in the gray boots!!!)

A closing ritual that I have experienced is the infamous "take you out to lunch for your last day"! It is hard to imagine how I will adjourn from the group of colleagues I have formed while working on my master's degree in this program. It's sad to admit...but I am going to be so happy that I have completed this journey and achieved my goal...I will be grateful that it's over!

Nonviolent Communication and Conflict Management

I recently experienced a disagreement with my husband in which I had to be conscious of certain communication strategies so that the discussion would be productive instead of creating a breakdown. It was a conversation about my brother-in-law and his relationship with his girlfriend. I made a comment about the relationship which was not in favor of his girlfriend. My husband felt I was wrong for stating my opinion because the topic of discussion had nothing to do with his brother’s relationship, and I should have “stayed in my lane”. After reflecting on the interaction with my brother-in-law, I apologized to him (my brother-in-law) and explained it was wrong for me to assume anything about him and his girlfriend. In telling my husband that I apologized, he said I was wrong for my comment in the first place. In this moment, I wanted to react my normal way which is to become defensive (voiced raised, heightened emotions) because I felt like he was telling me I did something wrong in having/expressing an opinion. But, I thought about certain strategies that I have learned about and tried to implement those into the conversation. One strategy I used was I thought about the elements of NVC and took into consideration his feelings, needs, observations, and requests. I observed that his emotion level was rising in regards to a certain feeling he was having because his family is always judging him and commenting on everything he does in his life. With this identification, I realized it wasn’t a personal attack towards me.

                                           
    
Since I followed how he was feeling, I was able to look for a broader range of solutions to this disagreement and chose an appropriate channel in which to communicate with him. For example, although we were in each other’s presence, instead of walking away…I chose to speak calmly while clearly expressing my intent for this particular discussion (which was understanding) because I noticed that this topic was very sensitive for him. In that moment, emotionally, he was putting himself as the subject of the situation (putting himself in place of his brother) and reacted to me as if someone had commented on his relationship. In knowing this, I understood that he wasn’t getting upset at me…he was expressing himself defensively as if someone had made the comment to him and in taking a step back and knowing where his emotions were coming from, I responded accordingly. It proved to be a productive dialogue of understanding.

Who Am I As A Communicator?

When I think about the similarities and differences between how I evaluate myself as a communicator and how others evaluated me, I can honestly say I was quite pleased with the results! With the Verbal Aggressiveness Scale and the Listening Styles Profile, I was surprised that others evaluated me closely to how I saw myself. It is my opinion that, at times, we can have a "one-track" viewpoint about ourselves which makes it harder  to accept others opinions of what they perceive us to be. But, could it be  "perceptions of your self-efficacy may lead to a self-fulfilling prophecy--a prediction that causes you to change your behavior in a way that makes the prediction more likely to occur ...self-efficacy and self-fulfilling prophecy are thus related (O'Hair, 2015, p. 50-51)"? For example, the reason why others came to the same results as I did because I believe in certain traits about myself and my communication abilities and in return I "fulfill" or physically present this belief to those around me to the extent that they also believe?

This experience this week has told me that my evaluation of certain individuals is subconsciously based on the perceptions I have of myself and in return either encourage me to engage into communication with others or avoid the interaction all together. “…you have an overall view of all aspects of yourself (self-concept), as well as an evaluation of how you feel about yourself in a particular area at any given moment in time (self-esteem). Based on this information, you approach a communication situation with an eye toward the likelihood of presenting yourself effectively…these assessments of self are important before, during, and after you have communicated. You evaluate your expectations, execution, and outcomes in three ways: self-actualization, self-adequacy, and self-denigration (O’Hair, 2015, p. 450-51)”.

                                    
Monique Woodard

Reference

O'Hair, D., Wiemann, M., Mullin, D. I., & Teven, J.  (2015). Real 
communication (3rd. ed). New York: Bedford/St. Martin's. Chapter 2, "Perceiving the Self and Others" (pp. 45-62, beginning with "Cognitions About Ourselves").