My Wish for You!

Here, is to all of my colleagues at Walden University, who have supported me and in return I hope I have inspired and supported them in some way through this graduate school journey.  We have shared concerns and joys together through blogs, discussion boards, e-mails, and the student lounge.  The connections we have made and relationships formed with many of you will never be forgotten.  It's hard to imagine that we are nearing the end of this journey. We have shared our families, our passion, or goals, our failures, successes, and dreams with each other for months, to become almost a family of our own.  The light at the end of the tunnel is becoming a little clearer everyday.  The fog is lifting and the hope for a bright future in early childhood education holds strong.  We all have a driven passion to work with families, children, communities, and colleagues in the field to make a difference and make a change in the future.   The quotes we have posted through our blogs, the videos we've watched of the professionals and on youtube, along with many personal stories we've shared from our own experiences in the field have been inspirational to me, and also the emails I have received and sent asking for help.  They left me feeling assured that I could do this and I was not alone.  All of the work put into this degree has been well worth the effort and I have learned more about the early childhood education field in the United States and abroad than I ever thought I would have.  I have a library of resources today that before beginning this program I did not.  I have resources to share and resources to turn to for assistance.  I have become a better, stronger professional in the early childhood field and have no doubt this is where I can make a difference.
As we leave each other to continue on our professional path in our specializations, I have found one last video to share. 

This video sums up a little of what I wish and hope for all of my colleagues continuing on their professional journey and working towards graduation through many sleepless nights.  I wish you all wonderful success in all that you do, may your dreams stay big, the moments pass slow, and each day lead you where you want to go.

If any of you would like to reach me you can send an email to babysittergin@gmail.com no forwards or junk please.  In the message please mention Walden. 

Five Stages of Team Development

A group I can think of that I enjoyed working in but often times dreaded was the cohort or "block" that I worked in as an undergrad student.  You will find an inspiring and encouraging video at the end. ENJOY!

Good-bye in many languages is still good-bye.

We all became such close friends but managed to keep up with assignments and deadlines together.  We had one person who was a deadline reminder by calling, one person who asked questions, one person who presented when needed, etc.  There were about 6 of us that generally worked together as a group.  On occasion when we would have a need to work with others, or have times when everyone in the class would have to pool together.  Everyone was working toward the same goal and that was understanding of content in order to perform better in the classroom and of course ultimately the goal was graduation. We had clearly established "norms".   We had a final electronic portfolio project that was extremely difficult. It was the first year they were being implemented and no one knew what they needed, how to get it, or what to do with what they had. We did have a great group leader who remained strong and trustworthy with our thoughts that were not allows great.  As a group we were able to successful encourage each other, fuss when needed, and complete our projects.  We encouraged each other to the very end even when one person left for student teaching in Australia.  We all continued to keep in contact through our student teaching.  We met for dinner once a week and shared inspiring or troubling stories.  I think the work and time we put in, burning lots of midnight oil was well worth the cost of sleep.   Today we are still friends with some and stay in touch, but there are others that I'm not sure what they are doing now.   

In saying goodbye to this group we all had dinner together one last time and breakfast sometime during that week.  I think I ate more during my time spent with this group than I ever had.  We gave each other cards as graduation gifts and things of a sort.  Food seems to help to comfort and relieve stress.  I must admit we were definitively relieved, while maybe a few pounds heavier also.  We all had phone numbers, but when you are finished with a project in a group picking up the phone to call doesn't seem the same with every member.  The ones were a true friendship had been established still contacted, but others went on their way somewhere else.  There is one person that I became good friends with the other four or five went separate ways.   Upon graduating and seeing everyone, there were goodbyes with hugs, high fives, and lots of smiles.   

Much the same is taking place in the work I am doing now to complete my Master's degree at Walden University.  Everyone that I have worked with has provided support and encouragement.  The closeness as come in a different form as there is no face to face contact, but I feel like support groups have been formed all the same.  I feel that I will be wonder what others are doing, what there plans are, and if they are using the degree that we are currently working on.  I will send encouraging words to others and congratulatory remarks on the successful accomplishment of reaching this goal and earning a degree. 

Adjourning is an essential stage of teamwork because we must acknowledge the work, time, and effort that has been put in by all members.   It also is what gives a feeling of relief to know that what goals what set forth have been met.  Without saying goodbye or acknowledging the success or failure depending on the group, there is a sense that something still needs to be done.  All groups do not reach a goal, or form norms and without acknowledging that it's not necessary some may continue to push on still expecting help from those that have broken their ties to the group.  

We are in the home stretch is just a little further, there is light at the end of this tunnel.  

I would like to share this as encouragement to us all. I also thought it was fitting for this assignment.

 

Resolving Conflict in My LIfe!

The above is a plaque my loving younger sister gave me. If we carry this attitude around with us, then conflict will always be harder to resolve. There will always be a time when we make a mistake, or a time when we're wrong.

 Conflict in my life, is a very interesting topic to think about. There is very rarely a dull day, but it's not always conflict that causes the excitement.  As I have told my husband many times my family has always fought.  No matter the conflict an argument would usually arise.  This was in my parents, my grandparents, and between me and my sister. 

In fact, below is the only picture of my sister and I together from my wedding day.  This is comical as it was a staged photo, but in reality what most of our younger lives were like.  We decided to recreate what it would have normally been like, not knowing this would end up being the only photo of the two of us together that day. As you can see we are laughing a bit, even though a girl I use to babysit looks a little horrified in the background.

A disagreement I recently had with my husband was that he always begins one project without finishing another, or in my eyes begins to work on something that is not something that "needs" to be done "right now".  This has come up several times in recent months as we are working to repair our house from not one but two disasters.  

A predominant conflict- "Most of the first disaster damage affected the garage and surrounding yard.  Conflict- "I saw everything that needed to be done in the house in order to maintain things laundry, dishes, floors, etc.  My husband saw everything that needed to be replaced or fixed outside, due to damage".  I must admit communication has been extremely difficult with high emotions and both of us trying to maintain normalcy in our lives.  My husband has a race car, which of course needs a garage.  I was not helpful in saying, "you only want all that done so you can have a place for your race car".   I was aggressive and angry with these words.  Each time I received the response, "you think that's all I'm doing this for, fine I'll get rid of the car and I'll stop doing anything outside".  My response was usually, "fine I don't have to spend anytime out there anyway".  

This lead to a very defensive climate that was not helpful at all to either of us.  We have had a lot to work on in our communication with each other.  We have even talked with a lady, I mentioned in the last post, who specializes in relationship therapy.  (She also is excited to know that I am taking this class on communication).

Two strategies I have learned about that might help me manage or resolve the conflict more productively are working to compromise and use the non violent communication to request what I would like in a way that clearly and specifically states what I do want (rather than what I don’t want), and that is truly a request and not a demand (i.e. attempting to motivate, however subtly, out of fear, guilt, shame, obligation, etc. rather than out of willingness and compassionate giving).

The Center for Non-Violent Communication

I could use this principle of Non-violent communication in an effort to have my needs meet, while also being open to hearing what the needs of my husband are so that his needs can also be met.  The 3 R's are also helpful to use during conflicts like this because it can be hard to be respectful and reciprocate, when needs are not being met or when there is a misunderstanding of needs.  I believe sometimes this conflict arises because there conflicting ideas and miscommunication.   Due to this class and a lot of work together on communication it is getting better.  It's not always perfect and I suspect that's okay.  Working with cooperative strategies is very helpful. These strategies benefit the relationship, serve mutual rather than individual goals, and strive to produce solutions that benefit both parties.  

O’Hair, D., & Weimann, M. (2009). Real Communication: An Introduction. New York: Bedford/St. Martin’s .

Similarities and Differences in Communication Views

This week I was asked to take three Communication's Measures tests; Communication Anxiety Inventory, Verbal Aggressiveness Scale, and the Listening Styles Profile.  

The one thing that surprised me the most in these tests was on the Communication Anxiety test.  I scored a 40 putting me in the "mild" category, yet the other two people I had evaluate me, scored me in the "low"category.  I feel as though I have a lot of anxiety when it comes to speaking out in front of other people or just a superior to me.  The people who I chose to evaluate me seemed to think I do okay with that.

In the verbal category I scored a 51 placing me in the "low" category, which I might add is almost in the "moderate" category.  I believe that I probably belong more in the "moderate", than the "low" in the area of verbal aggressiveness.  This is something that I have had to work carefully on since a child.  I grew up in a family of people who did not give in easily.  So, I can say that sometimes I may be more inclined to try to change someone's mind that letting go.  I do try and stick to the facts, even when I being persuaded. 

I was on vacation this past week with my husband who got terribly sick, four teenagers, and their parents who slept in ear plugs and eye masks in a two bedroom condo type place.  Communication became very interesting especially around 3:00 am when I wanted to be asleep, but an adult really needed to be awake.  Self-monitoring came into play here, especially when the nineteen year old boy looked at me and said I wasn't his mom.  I had to take a step back because although I have watched him is whole life, of course I'm not his mom.  This conversation evolved and I actually let him do an evaluation test of me because I was curious, and he things I'm in the "moderate" verbal category too.

The Listening Styles Profile says I am in Group I - People Oriented.  I and my evaluators secured this category for me.  I am empathetic and concerned for the emotions of others.  Therefore, when my husband was sick and the place was full of noisy teenagers, I explained the way things needed to get and why we needed to go to bed.  There was also an incident where one of the girls did not make a good choice, and it had some not so good consequences that caused her friend to feel abandoned and sad.  We had a family meeting the next day with everyone, except my husband who was trying to rest trough it all, discussing how we should be respectful of people's space, things, and of them in general. Another great discussion we had was when is sarcasm appropriate, when it is not, and what about when some people get annoyed and just really might not get it.  The lady I was with on this trip is a relationship/family therapist.  When I say we had a discussion it was an hour and half of active listening and responding.  Also, lots of mirroring to place to ensure the messages were not jumbled, or misinterpreted, and everyone was being heard.  This is a very interesting way of communicating, but it allowed everyone to feel that they were heard and they belonged. 

In communication we need to know who we think we are, "our self concept, and be aware of our self-esteem, "how we feel about our-self", through this awareness we can learn to assess our abilities through self-efficacy.

Allowing myself to be concerned with the emotions of others can hinder me to a degree in communicating with others.  Sometimes we can not truly listen to someone and be active when feelings are involved.  It does help to build relationships, but as a professional it is ideal to remain as professional as possible while caring about someone's feelings.  It is important to not allow emotions to interfere, while professionalism is maintained.   This is something I have to work on because often times I see feelings first, and then I am shut off from the actuality of it.  This can also interfere in my personal life. For example, when my husband is truly trying to say he's sorry about something or just tell me something, and I am not empathetic or sympathetic to him but instead lean on my own emotions or play on his.   This is not helpful in the communication process, so it is important to know when to discuss emotion and when to let it be.

The Mason Dixon Line

I work in a small town in Tennessee an hour north of Memphis where I live.  To give you some background knowledge of myself I was born and raised in Memphis.  I lived with my grandmother and grandfather, along with my dad who was just across the street they were all originally Missourians.  Now to me, I had always thought I was pretty southern.  I "liked" sweet tea and other southern things, but you see as Paula Deen would say I was not "in love" with sweet tea, which of course is a southern thang.  Well, as many of you reading my blog are aware my parents divorced when I was seven and I never had too much to do with my mother's side of the family.  My dad's family being from the north I guess I was raised a bit confused as m husband says.  He also says the boot heel of Missouri didn't know if they were north or south then my family moved to Memphis and I'm just all mixed up.  Well, so what I don't have a distinct dialect, my husband sho nuf does.

Here's the deal, even though I work an hour north, I have never a day in my life had a southern drawl, I and for some reason those teachers do.  It's also an hour south of Missouri, so midway between Missouri and Memphis, TN.  About nine years ago I met my southern husband from Mississippi, and I mean the Delta, way south.  Greenville, MS he attended Delta State and was a KA, which of course kept up with all the southern traditions. 

I never noticed myself communicating differently with anyone I grew up in an all black neighborhood, I have numerous gay and lesbian friends, and of course I have gone to Missouri often to visit family.  No one had ever said anything about the way I sounded or the dialect I until Shane and I started dating and I began teaching.

So do I find myself communicating differently with people from different groups and cultures .. 

I do know, this was something that was brought to my attention by my sister first, then my husband, and later my colleagues.  If you could hear me I do not use a lot of southern words in conversation in general.  What I tend to do however, is talk with the language and dialect of the people in which I am speaking.   The people I work with, my colleagues, all have southern accents and use more southern dialect.  When I speak with them at work, over the phone, or over a meal I find myself using southern words.  I was accused of having a northern accent when I first began working in this small county.  A few months in, I was talking with my dad on the phone and was informed that we were yankees.  I hadn't been there but maybe a year when my family began to realize that when I spoke with the people I worked with I spoke with a southern accent.

I could not believe I had started doing this since I was dating the man I am married to now that was a true southerner with a severe southern drawal.  At any rate I had begun to speak with a southern drawal, but only to my colleagues.  I didn't do it with my husband or his family, in fact, I was always trying to correct him for the way he spoke and mispronounced words.

This week I have been learning about communicating with others without having a cultural myopia and to begin to understand the Platinum Rule.  The Platinum Rule is "do to others as they themselves would like to be treated".

According to these there are three strategies I can use to help me communicate more effectively with the people and groups I have identified.   
* I can be more aware of myself and understanding the a dialect or southern drawal are part of a persons culture.
* I can listen to others so that I can understand this language and communicate more efficiently, rather than have a dislike for it.
* I would also like to be aware of the ways in which my speech changes when speaking with others, but more importantly to try and just remain my self in conversation with them.  I would imagine by doing this I would help them to feel more comfortable knowing that my voice did not change only when speaking one on one with a person.

Through listening to others and being accepting of their language differences, I am one more step away from cultural myopia and following the platinum rule.  No one wants to be treated differently based on where they are from or the words that they use to communicate.

I have attached below a little fun survey on the north vs. south that you may wish to use to evaluate yourself.  It's just for fun and as little meaning behind it.  ENJOY!

Are you a Yankee or a Rebel?

Here are what my results told about me, 74% Dixie.  Your neck must be a just little rosy!

80's Sitcom - Diff'rent Strokes

This post is related to communication and how it may be interpreted.  I was asked to view a sitcom that I was not familiar with.  I chose Diff'rent Strokes because I haven't watched it since I was a very young child, and I really don't remember any of it.  I have heard famous lines from it on many occasions such as, "what you lookin' at Willis".  A friend of mine just recently posted this on a picture of her new baby, wide eyed gazing at the camera.  So I thought why not venture back to 80's television, after all 80's fashion right now is all the rage or "rad".  Does that word take you back?
 Step back in time with me, to visit non-verbal and verbal communication in this episode of, "The Trip" with Gary Coleman in Diff'rent Strokes. 

First I will watch the episode with the sound turned off then with it turned on.  Listed below the video, are the questions and responses from watching the episode with and without sound.  You may wish to take a shot at it yourself before reading my responses.

Without Sound

* What do you think the characters' relationships are based on the ways in which they are communicating?

I thought the relationships between them, were that they were a family.  I was confused  by whether or not the housekeeper was a housekeeper, a mom, or grandmother.  I sensed that the children all lived together in the same house from the opening credits.  I was not aware of how the family came to be since there were two Black boys, a white girl, and an older white lady and man.
The older gentlemen talked with another man on the phone who appeared to be a travel agent possibly.  He held a folder in his hand that could have been an agenda, while he was on the phone. 

* What are they feeling and expressing based on the nonverbal behavior you are observing?

They all appear very happy and very excited.  It appears the family is going on a trip, and judging by the young boy fishing, the older in scuba gear, and the young girl in a bikini I imagined the beach.  They are all laughing together, with a brotherly fight which is quickly broken up by the housekeeper.  The younger boy seems very upset about something that he expressed to the family.  He discusses it more with his brother.  They later begin laughing again.  Later they arrive at the airport, but without sound I still have no idea where they are.  They meet a man who the older man had spoken on the telephone with.  I assumed he was a travel agent, but seeing as they met at the airport and the man had two younger girl (children) with him I was not sure.  They appear excited to see each other hugging and giving friend arm slugs while laughing.  When the man with the two boys and a girl is called to the phone the expressions change and they begin to look sad.  It looks like there trip maybe be ending before it begins.  The other man with the two girls are still happy waiting on the other family who has remained by the phone.   

With Sound

* What assumptions did you make about the characters and plot based on the ways in which you interpreted the communication you observed?

I assumed they were all excited about a trip they would be taking, and that the younger boy was upset about something to do with the trip.  He did not want to fly.  Without sound I had no way of knowing the type of travel they would be taking until they were in an airport. I was wrong in assuming they were going to the beach for a trip, and that the man on the phone was a travel agent.  The man on the phone was actually an old friend of the others.   It was also to Oregon and not the beach as I had assumed.   Also, in the end they would not be ending their trip early.  The story did take a turn that would not be as happy for the families. The trip was for business and the older man would be firing the man who was a friend.  He had traveled there to meet and discuss his taking over of the radio station the other man worked for.  I assumed by their laughter and clapping they were all excited to be doing something. They were excited to go on a Spring vacation together.   I was correct about the housekeeper, that was the older lady's role.  I was also correct in that the two boys were adopted brothers. 

* Would your assumptions have been more correct if you had been watching a show you know well?

My assumptions would have been more correct if I had been watching a show I know well because I know the characters and how they interact with each other.  I also have a basic idea on shows I watch of the relationship between characters and what the stories are about.  Not having seen this show and not knowing the characters other than through a few famous remarks, it was difficult without sound to know what was actually taking place. 

It is important to look at body language and facial expressions when listening to someone communicate.  Being able to hear is an advantage when determining what someone is saying or doing.  My "aha" moment was when I realized I had no idea what this program was actually about.  It is important to not only listen, but pay attention to detail.  Here the young boy did not want to fly and express his concern for that very dramatically by shaking his head no, waving his arms to signal no way no how, and sitting in a chair with a stern look on his face.  In the end this expression and feeling changed when he came off the plane pretending to fly.  When someone ask why the rest of his family didn't look good he jokingly said, "some people just can't take flying".  

Assuming without hearing and understanding can lead to very different truths.  

 

A Competent Communicator

Pastor Emily Matheny was the preacher at my church, Highland Heights United Methodist, for eight years before being transferred to Christ United Methodist a little over a year ago.  In the United Methodist Church it is customary practice for the ministers to move from church to church.
During the time she served at Highland Heights we had many conversations.  The last four years she served was during a very difficult time for me so we became closer.

Mrs. Emily as we called her, demonstrates competent communication as a pastor, friend, mother, and teacher.  She was always willing to sit down and listen, but if she knew she was not available to listen she scheduled another time.  She always made time to ensure she was fully understanding the purpose of the conversation if it was for help or just to listen and share in concern or celebration.  She was honest with her communication through conversation.  I would hope that I do model some of my communication after Mrs. Emily.  She listened first, then asked questions, waited for a response, and sometimes gave an opinion.  She often encouraged me to seek out my answers rather than giving them to me.  She was a school principal before entering the ministry, and I can imagine she was encouraging to the children in a classroom as she was to me.  She was sympathetic, empathetic, honest, trustworthy, and respectful when communicating with others.  She never seemed demanding even when presenting the scriptures or sermons.
I had to call on her many times during her last four years as I mentioned earlier, and never once did I feel like I was neglected or misunderstood.  I felt like we could talk in conversation with a purpose or in general.  Her personality was to care and nurture.  Mrs. Emily is a pastor so she always tries to live by a code of ethics.  I'm sure she was lead by her own morals and values, and she encourages strong Christian morals and values in others. 
Just a few of the conversations we had of me graduating from college and finding a teaching job.  I took care of my grandmother, who also attended this church, for three years before her passing.  In the Fall of that year I got married, shortly after that my dad got married, and the following weekend my mother passed away.  I then began working on the Master's degree I am pursuing now, and through all of this she was encouraging and very hopeful for my future. 
She has a daughter my age so there were many stories and laughs shared.  The conversations were always open with active listening all the way around.

 The above pictures are from my rehearsal and wedding October 10, 2009, in which, Mrs. Emily Matheny officiated.

Professional Hopes and Goals

This post is in response to the end of an eight week course on Perspective Diversity and Equity.

"WE ARE THE WORLD"

At the beginning of the course we were asked to watch several videos from Playing for a Change songs included in those videos were "One Love", "War/No More Troubles", "Imagine", and "Equal Rights". 

Thinking about what I have learned in this course and ways to stand up and make a change I began thinking of other songs that send this same message.  As an early childhood educator I hope to make a difference in the lives of families, children, the educational learning environments, and within the communities I work.   "We are the World"  is the first some that came to mind.  Of course upon searching for video I came across the original, then the many times across the world the song was used, along with the most recent version remade for the devastating earthquake in Haiti.   I finally found this wonderful rendition with pictures of children.  

One hope that I have when I think about working with children and families who come from diverse backgrounds I would like to communicate with them by listening to them and hearing the families goals for their children.  I hope to keep an un-bias open mind with regards to the backgrounds.  I think often times when hope and insist that they conform to our culture and our needs, and I am working to put myself in their shoes.  I have never been to another country and I can't imagine what it would be like to move and begin school outside of my culture.  These families have dreams for their children just as American families have dreams for their children.   One hope to remain open and sincere about hearing these families and communicating with them to insure they feel welcome.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice is encouraging ece colleagues to be mindful of their biases and careful not to judge, but rather do their best to include all families.  Also, to share their ideas with one another on ways to incorporate diversity into the field.  As I have learned in this class, something I have seen many times, diversity is more than just a book with children of another race.  I believe this is the easy way out to say "yes I have diversity in my classroom" when in actuality you don't really.  One goal to stand up and make a difference through discussing with colleagues ways to change.  To standup for bias statements that I hear in and around me.

I would like to say thank you to all of my colleagues that I have worked with in the last eight weeks. We have worked hard and come a long way, I have really enjoyed reading everyone's blogs and discussion posts.  Together we can make a difference one small step that each of us takes adds up to one big step.  Reminds me of Neil Armstrong and his walk on the moon.  Also, another song that comes time is posted below. 

 
"Joyful Noise" - THE MAN IN THE MIRROR

Welcoming Families From Around the World

Background Info. for this Post - I have been asked to think of a scenario for this week for a class in social justices and diversity. For this scenario, I will be working with a family in an Early Childhood setting of my choice.  
I know nothing about this country, but I chose it because when some of my ancestors came over they came from what was Bohemia at that time.  It is now the Czech Republic.  So I thought why not start there.  As I was doing this I thought about the boy from my family who came over on a boat under a lady's dress in order to escape, from what I don't know.  This could not have been an easy adjustment for him, while he had left his royal family behind and hidden with a servant lady.  He was nine when he arrived. What did the United States entail?  I'm sure it's difficult for children even today.  I figure this assignment would give me a starting place to find out about this country.  The story above is all I've ever known about it. 

Czech Republic
Just arriving in the United States from the Czech Republic is a family that I will be working with this year in our Early Childhood Program.
Preparing myself to be culturally responsive towards this family 

1)  I would look up the language of the country and try and learn at least hello and goodbye along with a few other phrases that would be welcoming to family.
Possible one to let them know that I do not speak Czech -Nemluvím česky .
Hello - Dobrý den
Goodbye -Na shledanou
These and other phrases can be found at Czech Phrases

2)  I would research what the social system of the Czech Republic was like,  the education system, the religions, and the government.  This would help me to get a better idea of what the family had been exposed to in their home culture.   

3)  I would plan a home visit with a translator if one was available and if not would do my best to translate what I could.  I would also ask around to find out if there were places in the community, in which, I could find services for them that would be helpful and put them in touch with those.

4)   I would prepare things in my classroom from their culture words, pictures, or items.  I would also check into foods for snacks. 

5)    I will prepare myself to listen to the family and be understanding of their needs and frustrations, as I'm sure there will be some.  I will work to find ways to connect with this family and not over step their beliefs on parenting.  I will work to with them to help them feel like they are apart of our environment through, language, discipline, and participation.

6)  Look into Early Childhood organizations in the Czech Republic and ways to connect to professionals there. 

It is my hope that these preparations will benefit both me and the family. 

Preparing to work with a family who is from a different country and background than mine or one I am familiar with would be quite the challenge.  Knowing that there are 195 different countries that exist in the world today, and according to the U.S. census bureau the United States' population includes individuals and families from 150 of those there is is good possibility that I will be working with many children that I can not culturally relate too.   I hope that these preparations will allow me to get to know the family and what their goals are for their child's education.   Getting to know them and their social identities will help me form an educational environment that is friendly and welcoming for them.  What I learn through research may also form some biases within myself or bring about some that I was not aware of.  Knowing my background and what I have experienced personally I will be able to set these aside and get to know this family.  I will work through the research to understand things and form partnerships with not only this family but possibly early childhood professionals in the Czech Republic. 

Helpful Web Resources for connecting to the Czech Republic 

Hello Czech Republic 

European Union

Bias, Prejudice, & Oppression - A Personal Side

Age & Sex Related
Just recently in having my house worked on I was talking with someone that would be moving our things out while we have some work done.  While he was working at my house he received a phone call from his 16 year old son.   He asked if I had any children.  I said no but I have one that hangs around that's 16 and driving.  His son had complained to him that he needed to have his breaks looked at, so his dad told him to take it somewhere.  He did then called his dad.  The shop he took it to found nothing wrong with the breaks but found several other things that needed fixing.   His father was convinced the shop had taken advantage of him because of his age. 
This got me to thinking about this class on diversity and the things we have learned and discussed.
I have also experienced age discrimination and bias as it relates to the world of car repairs.  Often as a women I have gone in to get new tires and something looked at with no intention of purchasing anything, but tires. 
I remember at about the age of 18 or so going in and being offered several things for my front end (of the car).   I didn't feel anything wrong and my dad did most of the work on my car.  He hadn't mentioned anything.  I ask the guy at the counter if it was something that could be done at home.  He said well it would be difficult, it requires heavy lifting and tools that I may not have.  I told him my dad had changed the transmission in my car so he could probably do it.  The man didn't ask anything else after that, he fixed my tires and I left.  When I got home I told my dad what happened and he said they were probably just trying to sell me that because I was a girl and didn't know any better  (sexism), and because I was young (ageism).   I did mention that a saw another man come in he got new tires and he left, no problem.  There was another woman there just for an oil change and they told her she needed new tires too.

I also purchased a new car a couple of years ago.  I went and looked with a girl friend at first before taking my husband.  Why because I like to look and shop and he doesn't.  So I thought why not look then take him.  When I went with a girlfriend they were quick to show me anything I wanted, but hesitant to show me under the hood.  When I took my husband they asked him to raise the hood, and take a look.  I was interested, after all I would be driving it and putting gas in it.  I was most interested in the spare was it a doughnut or a full spare.  I can change a tire along with other small mechanic things on a car.  

The bias and prejudice in these incidents diminished equity by not treating young drivers and women the same as men.   

• A frequent gesture of sexism is that "women can't work on cars and don't know anything about them."   This diminishes equity and can make women feel they are not appreciated in the automobile industry. 

•  In buying a car "they just want it too look good".  Well who doesn't.  

• A young driver gets the ageism comment "they parents are probably giving them the money" or "daddy's buying". 
•   I worked as a teen and I didn't appreciate those comments at all.  If it broke I had to fix it or pay to have it fixed.

This made me feel like I was not suppose to be capable of learning about cars, working on cars, or even smart enough to know when I'm being jerked around when purchasing things for my car.

The employees who are selling cars, car parts, and mechanics need to change to not make offers about things unless it is specifically ask and when make offers make them to everyone.  I understand that in this business like any other it is about making money.  The man offering me could have said I think you might need to have what ever the part was looked at and then left it to me.  Instead of saying this needs to be replaced would it be ok if we fixed that for you.  A lot of negativity come from the way things are worded.  Sometimes this can come from women towards women as much as from men.   The salesmen and the industry in general would need to change some of their own biases and work toward becoming an anti-bias environment just as teachers are working toward making a diverse filled anti-bias learning environment.  

Practicing Awareness of Microaggressions

Microaggression

Example 1

This week was our last week of school.  During this week we had a pre-k graduation and awards day for the school.  I had to watch the door during the awards day to ensure that parents were going through the office to check children out and not through the classroom halls.  As I was standing there another faculty member approached me and said, "that family (which was white) has been stalking me and they really give me the creeps.  Everyone of them is married to a black person". This microaggression was not directed at me and just happened casual conversation.  I was a little surprised because the person saying this was is suppose to be one setting an example.  I felt uneasy because I began to think about the children of these families, and what interaction had taken place if any between this person on staff and this family or any other biracial family. 

Example 2 
I was speaking with some (black) co-workers about the topic for this week "microaggression", and what it means.  The reminded me of a time that another teacher was talking with a Hispanic family.  She She aid to them, "you get food stamps don't you, you are a minority".  I know because my daughter was dating a Mexican and I know you can.  Once again shock for me.  I have known many people that require public assistance that are from different races and classes.

Example 3
I have always lived in the inner city where it is predominately black.  I am white and I catch a lot of slack for living there. Talking with another coworker we were discussing some shootings that happened near them over the weekend.  She turned to me and said, "I guess that would be pretty normal for you, you're pretty use to it with where you live".   I have become fairly numb to these comments so I usually just say, "ya pretty much".  Thinking about it with this weeks comments in mind brought things to a whole new light for me.   It's really not ok,  I like where I live and it's really not that bad.

Perceptions of the effects of discrimination, prejudice, and/or stereotypes on people...

As I mentioned in example three.  I always replied to comments of this type with ya I guess or something to that effect, but looking at microaggression these are hurtful words.  Sometimes I think we do become numb to some of these comments because we do hear them so regularly sometimes.  I listen more closely knowing the effect I could have on someone with my words.  These have been made more clear to me and therefore more noticeable when heard.  I think people use these more than I first realized unknowingly maybe or maybe just without care.  

Persepectives on Diveristy & Culture

 The four people I talked with this week about culture and diversity were of different ethnicity, race, class, religion, age, and gender. 
Below is a list of the people I spoke with and their definitions

Parker age 19 and male -
* Culture - the history, tradition, and overall way of life for a specific group of people
* Diversity - differences in physical appearances, and ethnicity
Pam - Pentecostal 
* Culture - What you are taught from your ancestors and not necessarily where your from (your environment)
* Diversity - all race, creed, color, religion
April - Black, Female
* Culture - any group of people's language, art, music, religious, belief, clothing (dress), & traditions/values
* Diversity - an understanding that society is made of various cultural, ehtnic, racial,  & religious groups that create one global community
Gwinn -  Native Americann
* Culture - Our native language, our food, our way of living, and our native regalia
* Diveristy - (no response)

Reflection

• The aspects of culture and diversity that I have studied in my class on diversity and culture that are included in these examples are that of culture comes from our experiences in life and our traditions not necessarily the environment in which we are raised or grow up.  Dr. Janet Gonzalez-Mena talks about culture and diversity being a set of unconscious rues that govern everything we do.  As Parker stated it's the overall way of life for a specific group of people.  Yet what Pam states is that it is what we are taught and not necessarily what is learned from our environment.   
• Through these definitions some aspects of culture and diversity were omitted such as that some children are not raised with their family as Dr. Gonzalez-Mena stated.  They are with caregivers outside of the home which may in turn allow them to develop the culture of someone else versus their own family culture.  Gwinn and April's definition of culture lend to the definition of "surface culture" more so than to culture from what where we are taught, experience, and how we are raised.  
• In thinking about these definitions listed above of culture and diversity they influenced my own thinking about these topics was challenged.  I have gained a great about of knowledge on what culture is just in the past two weeks.  I can see that culture is a complex make up of everything that we are and everything that we do.  Diversity is a benefit as Dr. Gonzalez-Mena points out to us.  Their definitions were very general in terms of what culture and diversity means.  They did not give specific examples of their own cultures and diversity but rather a general definitions.  

As I have mentioned before I live in such a diverse area with a wide variety of people.  The cultural differences of families really stand out around me.  I am sure mine does to them as well.  Our celebrations are different, our holidays, and even our daily lives of what we see as acceptable behavior is a challenge to us all.  It has especially become a challenge to children.

 

My Family Culture

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

Chosen Items

1) Family Recipe Book

My grandmother was a cook, home economist, and teacher.  She was my sunshine and taught me everything I know today including the importance of education and teaching.  Along with many other women in our family she had wonderful recipes from both the north and the south that remind me of my American family traditions and holidays.  Many recipes were passed down from her mother and grandmother.

2) Bible 

This was a bible given to me when I was confirmed.  I am a Christian and it is important to me to remember this and share m faith wherever I go.  My bible is a reminder of God's promises to me and to stay strong and secure in my faith.  The bible is all the instruction needed to get through whatever life throws my way.  For instance, the fall of the United States infrastructure.

3) Wedding Album

My family, friends, and church as witnesses supporting my husband and I in joining together in holy matrimony in their presence before God.  A reminder that marriage is important and that we are one together not separate.  That we share vows together that one is not better than the other or more powerful.  That marriage is between two people and a lasting love covenant until we are parted by death.

Oh me, oh my what's that they say.  To this foreign land, in which I may stand, I may only have one...

If this were to be the case I would feel a sense of unfairness and unjust.  I am not use this and would be sadden with this decision process.   I would cry or more or less throw a fit.  I hold all of these above items as a part of my family belongings, that can be passed down for generations.  I would cry and be simple heart broken.   Each thing is different done having to do with the other.  If I lost one I would feel like a part of me had been lost and destroyed.

Insights

As a result of thinking about this through this exercise. I have gained a better since of my culture and what I truly hold dear to me.  I had not thought about these things in the past.  Of course, I have thought if I was trapped on a desert island what would I take.  I have to admit none of the above were on that list.  I thought of this like the scenario sets up, what if I did not know where I was going or if I would ever return.  I am quite a home body and don't take changes very well.  This would be very difficult for me.  I had a disaster at my house a year ago in April and lost many pried family possessions.  I can not imagine going through this.  I do however, realize that many families do experience this and have to leave everything.  My family culture and cultural differences are importance to me such as my faith, religions, food, and marriage.  The diversity within these things contain likenesses and differences that I want to be able to express freely.  

When I Think of Research...

The first thought that comes to mind is "time", and how little of it I seem to have these days.

The course of study at Walden University that I am just completing is Building Research Competencies.  I have learned a great deal from this course on what goes into the educational research process.  The amount of time spent on research can vary depending on the type of study being conducted and the participants in the study.  Research is valuable to the field of early childhood education to show the importance of children getting an early start to promote healthy educational growth and development.  Throughout this course I have worked on a research simulation pertaining to the value of parental involvement in the early childhood classroom.  Should this research project actually be carried out I believe it would show that the more parents are involved in the classroom the greater the benefit to the child.

I have a greater appreciation for research and the research process.  For many years I have read journals and research projects not really understanding them or the work that goes into them.  Thanks to this class my ideas about the nature of doing research have changed.  If my curiosity was sparked I would be inclined to get on board the train to conduct a study myself.  Work is never as much fun or enticing when it's something you are learning to do, as it is when you set out on your own to do it.  I believe that is the driving force behind many early childhood researchers is their passion for the field and the to see it thrive in the future.  Without the research to show that early education has benefits many programs would seize to exist.  I have a new respect and understanding for educational research and how it is used.  It for more than writing a paper for college. Often it's hard to see past that when burning the midnight oil.

Careful thought is put into the planning of how to begin the research process.  Planning a research process can take a lot of time, in and of itself.   Once a general topic is chosen it must be broken down into smaller subtopics before a research question can be formed. Determining who the participants will be and what method of research to use all depends on the data the researcher wishes to collect and the amount of time they have to collect it.  Also, the availability of resources and convenience to the researcher has to be considered.

There were many challenges that I encountered while preparing my research simulation project.  I would think I was just getting everything narrowed down, then I would realized it needed to be changed.  I looked over the criteria for what had to be included and what could be left out.  I would readjust and begin again.  That's what good research is all about, being flexible.  Each week when I learned new terms it was a challenge for me in not only understanding them, but applying them to my research simulation project.  This was probably the most difficult for me.  I was able to push through and as time went on I understood a little more all the time.

 My perceptions as an early childhood professional have been modified as a result of this course on research.  I see the need there is for research in the field, but also how much goes into the research process.  Without research in the field of early childhood we would not be in the field we are today.  In recent years, there as been tremendous growth in the field and I believe we owe it to professionals and researchers in the field who are dedicated to the success of young children and families.  These people like myself and other in this course have a passion for this field and a drive to do what ever is necessary to see it thrive.

I have had my share of struggles in this course, as it was all a very knew learning experience for me.  I have enjoyed, as always reading others blogs and discussion comments.  It's always interesting to see others point of view.   I look forward to continuing my educational journey in this field with others who are as passionate about it as I am.

Research Around the World

 A Continuation of Sharing Web Resources
International Research Topics

 There are many current topics of research published in the Early Childhood Australia's ECE WebWatch online news journal.  

• What parents consider to be high quality childcare.  This research was conducted through a survey.  Surprising to me was that only 22% listed quality education as important.  52% said the relationship between the child their family and the educators was the most important. 
• Research has been conducted through the University of Canberra t discover whether children in urban settings could identify which food products are a result of farming, and whether they are plant or animal products.  This was done revolving around where they believed yoghurt was from.
• Students from wealthier backgrounds tend to perform according their genetic abilities, children from lower SES can achieve more when they are enrolled in early childhood services. 
• Research on domestic violence and children examines the motives and backgrounds to 'filicide' - parents who kills their children. 
• Preventing childhood obesity - what kinds of interventions will prevent and counter childhood obesity and the associated problems with health and wellbeing.

 These are just a few of the current research topics offered in through Early Childhood Australia.  More on these topics and others can be found at ECA WebWatch.

Surprising facts/ insights/ new ideas from ECA  

 The international Criminal Court began it's work in 2002 and has just had it's first conviction of a warlord enlisting boys and girls under the age of 15 for war.  This sends a strong message that the rights of children are recognized internationally, and people who abuse children will be identified and punished.
Congolese Warlord Convicted, in First for International Court

The government in Australia is taking a strong stand with families with young children.

• Offering dad's two weeks paid parental leave
• Rebate incentive for families hiring nanny's
• Investing in parenting centers 

New Ideas for partnering with families can be found through their website with the use of their online learning video series Partnering with Parents.  This is just one of many available videos.  I found this one very useful. 

Noteworthy Information

Beginning this year 2012 there is a new early childhood reform act in Australia and many changes are being made there to improve their early childhood programs and services.  This will take place over the next several years.  I am a subscriber of their webwatch online journal and I was highly recommend a subscription to it.  It doesn't cost anything and is very informative of events there and around the world.  This is also noted on the sidebar of this blog under expanding web resources and at the link below.
January 2012 - Media Release - Biggest reform of Australian childcare begins today

Research Benefits for Children and Families -- An Uplifting Story

About Fourteen years ago a cousin of mine was born with a "hole in her heart", this is medically defined as a congenital heart defect.  It basically means that there is a defect in the wall between two of the heart chambers.  This is not uncommon and babies are born with this defect all the time.  There are different sizes of holes and this determines how it may be fixed.  In some instances the hole may close on it's own as the child get older.  (This has been linked to genetics.) 

A little over 50 years ago, her father's brother was also born with a congenital heart defect.  At that time in 1951 there was nothing that could be done for this condition.  Parents, (my great aunt and uncle) were told to not let them get active.  They were basically left on bed rest most of the time.  According to my dad, there were many trips to the hospital. They lived in a small town where the nearest hospital was in St. Louis, MO.  They had a pediatrician that came to the home regularly to see about him.  His heart eventually gave out from this condition, and he passed away at the age of 9 in 1961.
 His brother's daughter, whom I mentioned at the beginning, was also born with this condition many years later.  At this point open heart/"beating heart surgeries" had become somewhat routine.  Due to the research from the 1950s to the mid 1980s early 1990s, the congenital heart defect his daughter was born with was able to be repaired.  The doctors were able to go in through her foot to repair the hole.  She is now a healthy striving, sports playing fourteen year old preparing for life in high school.

Through the many years of open heart research there were many failed attempts at repairing the heart.  There were many times they thought they had it, but were actually failed attempts.  Several patients lives were extended, but very few surgeries had lasting affects until the 1990s.   I am sure during this time there were risks in the research on children.  However, now because of the risks parents took with other children before her took, there are children like my cousin who go on to lead normal lives.  

More research related to this topic and other topics on the heart in children can be found at www.childrensheartfoundation.org

My Personal Research Journey

This assignment has been a difficult one for me to take on.  I have so many topics that I am interested in when it comes to early childhood education.  As I have mentioned before, when I set out to be a teacher I was not in the field of Early Childhood, but rather Elementary Education.  My passion since beginning in Early Childhood education as a Pre-k teacher has grown tremendously.  The subtopic I will be focusing on for my simulations in the following weeks will be families involvement in the Early Childhood environments and educational process.   This year I was given the challenge of working with a Hispanic child and her family.  Through my personal work with them, the other families in my class, and previous class learning I have become more familiar with the importance of making families feel welcome and wanted.  Through this simulation process I hope to learn more about this topic.

Simulation Process..... is a work in progress

I am nervous about this process and praying I can find my way through it.  It is similar to research papers I have done in the past.  The research chart was a bit trying for me, I have always had trouble putting things into my own words.  I believe it is because sometimes I have enough trouble trying to understand what is being said.  At first I was unsure if this was suppose to be from the text book or actually about our own research, so that left me feeling confused.   I hope it was from the textbook, if I'm not correct I would really appreciate someone letting me know.  Even though it may put me behind.  One thing I gained was that of making a folder on the computer to store research articles.  This was a helpful suggestion I found from the text Ch.2.    I have them in two places.  I have a folder on my desktop and I also have a folder in the ESBO library. This is where you can folder any articles you look at through Walden Library.  It keeps you from having to remember where an article is and how you found it.  Also, in searching on the library site I have found it helpful to use more then one Database at a time to search.  You will get more of a variety of results.  On the what type of research will I do section of the text.  I want to think I am more inclined to use triangulation as a research approach.

Open for Suggestions

I have fretted over this and I know I am not alone, which is comforting.  I would love to hear suggestions about where to look for research on this topic.  I love personal experience conversations, first hand knowledge has always inspired me.   I know we are all searching and I hope I can be of help to everyone by sharing some of my experiences in this field.

By the grace of God and working with the wonderful classmates I have come to know, I know that nothing is impossible.  Everything that I do is to make a difference in education and the lives of families and children.  That makes it worth it!

Learning about Early Childhood Internationally has....

Three consequences of learning about 

the international early childhood field

1. It has made me more aware of the inequities in the field.  Theya re wide spread with some programs just starting out and other programs adopting curriculum.  Also, the age variance among programs, what age is considered early childhood in various countries differs.  In Azerbajan where my global contact was located for the Issues and Trends course, stated that early childhood there has only recently been considered education in the last 5 yeasrs. 
2. Teacher quality is different everywhere and everywhere teachers are pushing to be heard.  In Azerbajan they do not have a quality teacher system in place in education.  That is, there entire education system.  I realize the importance of having quality programs in place with quality teachers.  The importance of sharing this information with parents.  In order to make it more available to parents efforts will need to be made to get the word out there about the importance of early care. Efforts like this are being put into practice in Australia with the new Education Reform Act, just passed this year to be extended over the next 10 years to improve quality in teaching and education.   I will advocate more for quality programs and quality teachers, knowing what I know about where early childhood is and where it needs to be here and internationally. 
3. The issues of poverty internationally are very much surrounding us and affecting our future generations.  Poverty no longer means not enough food or no shelter.  Learning about this has given me a new meaning of poverty and how many people are truly affected by this.  Poverty is not always about what is visible but also about what is invisible.   With new websites and numerous organization locally and internationally I believe partnerships efforts are beginning to form to help prevent poverty and stress in many places. 

One Goal for the Field related to International Awareness 

of Issues and Trends & the spirit of collegial relations

I would like to continue to form international relationships with advocates and colleagues in the field to remain updated on challenges and changes as it relates to families, children, and educators in the field.  Regardless if relationships are made I will be able to stay abreast of new and changing information through a vast array of web-casts and journals issued in the field.   Through these efforts it will allow me to push to strengthen my advocating ability and teaching professionalism in early childhood. 

To My Colleagues Working in the Field in so Many Ways

Let's remain strong in our fight for equity in the programs and remember we are in this together, for our future, our children's future, and to make a difference in the lives of children, families and educators everywhere.

More News from Azebajan

Located two the left you will find Contacts World Wide.  More interesting news is located there.
Enjoy!   I have a had wonderful contact and enjoyed the conversations we have shared together.
Thanks you Ulviya!!

New from Azerbajan on Equity and Excellence in EC

Just received this today, but I have found it very useful and interesting.  Other information on the Global Children's Initiative can be found on the World Contacts on the right side of the blog.  

Dear Virginie,

Here are my responses to your questions:
Right now in the U.S. we are learning about and beginning to implement in some states what are called Common Core Standards.  These are individual standards for each grade level, that are the same in all 50 states.  Standards of course are like a road map that outlines what the students need to know to get to the next grade level.  The students in third grade and up take standardized tests to determine achievement of these standards in many cases.  I am a big advocate against standardized testing because I do not believe it works to show what students do and do not know.  It is slowly finding it's way into the early grades.  We have a touch screen computer for testing this year.  How the students perform on this will determine 15% of my teacher evaluation score this year.  Does the early childhood programs in your country have standards developmental, early learning etc.?
Do you all have any kind of formal assessments?
Early Childhood Education in Azerbaijan for a long time was considered as care, and just recently say during last 5-6 years it started to be considered as education. Even now there is little of understanding that early years-up to 3 years is also education. Early childhood education in Azerbaijan is divided into several periods: early years: 0-3 years, preschool years: 3-5 years, and school preparation: 5-6 years.  The most recent education law adopted by parliament –Milli Mejlis identified only 3-6 as education.  Now Institute of Educational Problems at the Ministry of Education drafted first curriculum for preschool education (in the text I’ll be referring to preschool education as 3-6 years) which covers 3-6 years. This curriculum is under expert review now, and soon will be piloted and then evaluated. There are no achievement standards for preschool education, but the development and early literacy standards were drafted. So until the pilot results are not evaluated our preschool teachers continue working without testing against standards. Introduction of standards as international trend was recommended by international experts particularly from the US. But no any formal assessment has been and will never be conducted in preschool education, and all local experts have agreed on that.

The achievement gaps in our country have been on the mend for quite sometime now.  Head Start was initiated because of this long before pre-k programs and may other early learning programs.  What are the achievement gaps in your country if any?  Is there anything in place to help bridge these gaps?
You know first of all access to preschool education in Azerbaijan is so low that discussing achievement gaps between various groups of children is not so much relevant because state can not ensure service provision to all children especially to those who are from rural area. Any formal assessment of gaps available has not been conducted. But according to anecdotal evidences children who enter first grade without preschool education face more difficulties in learning and social life than other children.


Do you think or believe that standards are the key to education equity?
It is difficult question. I believe that standards are needed for policy makers and politicians to justify 1) that public money were spent well and resulted with some measureable outcomes.; 2) standards probably are necessary to assess teachers’ work. I have never thought about linking standards with equity. I’ll think of that

I believe that our children need to learn to socialize and how to play.  In early childhood we know these are the basis for learning, it is slowly being taken away.  I think if we start with this and build on this we will begin to see educational excellence. Do you have any thoughts about this and are play and socialization important in early childhood in your country?

Play is a quite new concept in our preschool education and has been introduced like 5 -6 years ago. Yes, I agree that preschool education is slowly shifting towards more academic teaching traditions and move away from play. It is true about international trends but it is not so much relevant to our preschool education at present. However there are efforts to shape preschool curriculum like curriculum for primary education, but happily this has not been implemented.

Are there other types of excellence and equity in early childhood that you work with or advocate for in your country?

Public preschool formally provide equity and provide free of charge preschool services to all children. Informally due to lack of public kindergartens and growing competition for free of charge services among parents, and growing women’s employment there hidden inequality in service provision when better offs, better educated and urban families  get more services that opposite side.

InBrief: Early Childhood Program Effectiveness (Video)

InBrief: Early Childhood Program Effectiveness (Video)

January 2012 - Media Release - Biggest reform of Australian childcare begins today

January 2012 - Media Release - Biggest reform of Australian childcare begins today: Babies will be the big winners in 2012 thanks to new early childhood reforms that come into effect on 1 January, ensuring there is one staff member for every four babies now in childcare.

This is the first of the Federal Government’s major reforms to the childcare sector and ushers in a new era of early childhood education and care that focuses on what is best for children, helping them to grow and learn.

Early Childhood Australia CEO Pam Cahir said the reforms were significant, but thankfully many childcare services were already implementing them so costs to parents would be minimal.

“The new 1:4 ratio for children under 24 months means they will now get a higher quality of care and be able to develop the relationships that are so vital to a young child’s development.”

From 1 January all services will also begin to be assessed against the new National Quality Standard.

“This means all early childhood services will receive a rating following an assessment by a qualified assessor.

“The rating system will eventually provide information to parents and assure them that the service they use is meeting the high standards expected in this day and age.

“The reforms really are win-win. Parents will be much...

More on this can be found under Expanding and Sharing Web Resources on the right side of this blogs home page.