The Importance of Effective Communication

 

When leading policy change, it is imperative that one develop the skills necessary to communicate effectively.  Researchers state, “Communication is about more than just exchanging information. It's about understanding the emotion and intentions behind the information. Effective communication is also a two-way street. It’s not only how you convey a message so that it is received and understood by someone in exactly the way you intended, it’s also how you listen to gain the full meaning of what’s being said and to make the other person feel heard and understood.” ("Helpguide.org," n.d., para. 3). 

One communication skill that one should embody when leading policy change is to keep the stress level in check.  Being aware of and in control of emotions when presenting a policy plan is imperative.  The topic of a policy plan is a topic in which the developer is passionate and is working extremely hard in order to have this policy plan passed.  When presenting the policy change to others, remaining calm and keeping the stress level down can aid in more successful communication tactics.  Research states, “It’s only when you’re in a calm, relaxed state that you'll be able to know whether the situation requires a response, or whether the other person’s signals indicate it would be better to remain silent.” ("Helpguide.org," n.d., p. 1).  People are going to question the research and the data; therefore, keeping in mind how to remain calm and sharing the knowledge that you have gained on the topic can help others see and agree with your perspective, as well as your plan. 

Another communication skill that one should exemplify is that of assertiveness.  According to research, “Direct, assertive expression makes for clear communication and can help boost self-esteem and decision-making. Being assertive means expressing your thoughts, feelings, and needs in an open and honest way, while standing up for yourself and respecting others.” ("Helpguide.org," n.d., p. 1).  Again, when presenting a policy change, others will question the knowledge and the data.  Being assertive and respecting their questioning and opinions will gain you respect in return.  Assertiveness is the act of respecting others while standing strong on your own efforts.  This will prove to be valuable when presenting policy change.

According to the Communication Anxiety Inventory, I have been identified as having situational anxiety.  Although I am confident in many areas of communication, there are some areas in which I feel apprehension.  I am the type of person that is early everywhere I go and I work hard to meet deadlines earlier than needed.  I worry about my efforts and always strive to improve myself constantly for myself, my family, and my students.  My stress level is an area in which I could show improvement.  I am a concerned person, but that is what adds to my successes in a way.  Like research has shown, if I can control this stress level, I will be more successful in my efforts.  “When you know how to maintain a relaxed, energized state of awareness—even when something upsetting happens—you can remain emotionally available and engaged.” ("Helpguide.org," n.d., p. 1). 

I feel as though I am a very good listener and I display assertiveness in my communication efforts.  When working in early childhood education, listening to parents, administration, team members, and your students is imperative to being a great educator.  Research states, “When you’re an engaged listener, not only will you better understand the other person, you’ll also make that person feel heard and understood, which can help build a stronger, deeper connection between you.” ("Helpguide.org," n.d., p. 1).  Building these relationships builds respect and a strong relationship with those that you are working with in order to better the education for children.

Communication is important in many different aspects of early childhood education from working with students, conferencing with parents, presenting to faculty and staff, and developing policies to make a positive change in the field.  Becoming familiar with effective communication techniques can help educators improve themselves to a level that builds strong relationships, as well as respect in the field.  I will continue to strive in building on my strengths within communication and strengthening my weaknesses in order to become a more effective educator.  In turn, this will allow me to continue to strive for positive social change in the field of early childhood education.

 

References

Effective communication. (n.d.). Retrieved September 11, 2015, from http://www.helpguide.org/articles/relationships/effective-communication.htm

Social Media and Professional Development

All young children should have access to a quality education. The greatest responsibility of communicating the importance of this issue lies with the early childhood education profession. Policymakers, whether they are legislators in Washington or directors of preschools, need to understand the importance of early childhood at the core of the curriculum. Nonetheless, it is up to the educators to provide our policymakers with compelling research, materials, and support to make strong early childhood programs happen. ("National Association of Education for Young Children," 2015). One of the ways in which educators can communicate these issues is through the use of social media.  According to researchers, “Social media is a new paradigm for communications that is making surprising changes to the political and social landscape of the world.” (Park, Choi, & Park, 2011, p. 125). 

Focusing on professional development for educators in the area of instructional technology, which social media tools could prove beneficial in communicating the importance of this issue in early childhood education?  Playback is a video clip social media site which would prove beneficial in communicating the need for professional development opportunities for educators.  Video clips can include educators discussing their anxiety and lack of knowledge and training toward implementing the technological tools that are being placed within their classrooms.  These clips would be readily available for parents, administrators, and board of education employees to view.  Links to research-based information depicting the importance of professional development, as well as how it positively affects student achievement will allow the audience to work toward aiding in providing teachers with the training needed to assure that students are receiving the best education possible.

Frontporch is a social media site in which educators can communicate the reasoning for the need of professional development in the area of instructional technology.  Educators can utilize this site in order to post threads that act as discussions.  Posts can include anything from the apprehensiveness of utilizing technology in the classroom, to how trainings have aided in allowing teachers to successfully implement these tools in the classroom.  This site could act as a petition for administrators and board of education members to see and hear the voices of the employees who need further learning opportunities in order to teach within this digital age.  When these individuals have access to these threads, the goal of achieving further educational opportunities in this area will be put into motion. 

A benefit in utilizing social media in the area of communicating a policy issue is that, “…with social media, it is easier than ever to share breaking news, broach a social issue, and exchange opinions in real time to a massive audience.” (Park et al., 2011, p. 126).  Social media has opened many doors to those who are working toward positive social change in the area of early childhood education.  The needs can be easily depicted and spread throughout the country, giving the topics and issues the opportunity to be viewed by audiences who can aid in making this positive difference. 

The challenges faced when utilizing social media to communicate political issues include the factor that, “social media is personal rather than institutional media, and allows messages to be distributed without screening, editing, or other forms of institutional control.” (Park et al., 2011, p. 129).  Within social media, people are able to take screenshots, save videos for other uses, and comment on pages in different ways.  Information can be misconstrued and it can take away from the personalization that one would receive in a more personal means of communication.  No matter what communication method is utilized, the importance is getting the message out there and working toward creating positive social change.  Although there are disadvantages, the advantages can reign higher in advancing te opportunities of change and working toward a brighter tomorrow.

 

References

A call for excellence in early childhood education. (2015). Retrieved from http://www.naeyc.org/policy/excellence

Park, J., Choi, H., & Park, S. (2011, October). Social media’s impact on policy making. SERI Quarterly, 4(4), 125-129. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/detail/detail?sid=4cee0d31-bc9a-4a06-a4f7-9efa3635eca7%40sessionmgr114&crlhashurl=login.aspx%253fdirect%253dtrue%2526db%253dbth%2526AN%253d67003327%2526scope%253dsite&hid=109&vid=0&bdata=JnNjb3BlPXNpdGU%3d#AN=67003327&db=bth

Dynamics of Policies and Systems: Course Goals

 

The course, Dynamics of Policies and Systems, within my doctoral program presented me with the feeling of concern.  What do I know about systems and policies?  What experiences have I had in this foundational area of early childhood education?  Although I am presented with apprehensiveness toward this topic, I am beginning to acknowledge that these policies and systems largely impact my role as an early childhood professional and an advocate for positive social change within this area of education. 

According to the text, Policy Studies for Educational Leaders, “Policy is the dynamic and value-laden process through which a political system handles a public problem.  It includes a government’s expressed intentions and official enactments, as well as its consistent patterns of activity and inactivity.”  (Fowler, 2013, p. 5).  An early childhood system is defined by Kagan and Kauerz as, “including early care and education and the early elementary grades and also extends to embrace comprehensive services for young children, including health and mental health services.” (Kagan & Kauerz, 2012, p. 9).

 One goal that I intend to pursue throughout this course is to enable myself to effectively analyze polices and systems that impact the work of early childhood professionals.  “NAEYC members, most of whom work directly with young children and families, see daily the toll of ill-conceived policies on the lives of the children and families we serve. Existing programs have too often taken fragmented, piecemeal approaches to the complex issues facing children and families. Effective policies have seldom been funded at sufficient levels to provide adequate support to all families who might benefit.”  ("National Association of Education for Young Chldren," 2015, p. 1).  Expanding my knowledge on analyzing these policies will equip me with the information needed to contribute to a positive change and/or support in this area.

As an early childhood educator, it is my aim to successfully evaluate existing systems of early care and education to improve outcomes for young children and families. According to the National Association for the Education of Young Children (NAECY), “Several decades of research clearly demonstrate that high-quality, developmentally appropriate early childhood programs produce short- and long-term positive effects on children's cognitive and social development.”("National Association of Education for Young Children," 2015, p. 1).  As a scholar-practitioner working toward positive social change in early childhood education, my work begins within my own classroom and that of the child care center in which my own children attend as well.  In analyzing these systems, I can provide quality, educated feedback on how to continuously improve early childhood care and education.

Evaluating the skills needed to manage change and build relationships in the field of early childhood is another goal I intend to reach throughout the course of this semester.  A key component of quality programs is the quality of teacher.  Continuing to build my knowledge base, as well as building reciprocal relationships with colleagues and families, will allow me to strengthen my impact within the field of early childhood education.  Parental involvement and positive relationships within the workplace allow the community to view the educator as professional, confident, and equipped with the ability to create positive changes within the community and more. 

It is not enough to take steps which may someday lead to a goal; each step must be a goal in itself.  Throughout the course of this semester, I will continue to build on my knowledge base in order to continue to strive to make a positive difference in the field of early childhood education.  All who have accomplished great things have had a great aim, have fixed their gaze on a goal which was high, my aims are high and I intend to reach them one step at a time.

 

 

 

References

A call for excellence in early childhood education. (2015). Retrieved from http://www.naeyc.org/policy/excellence

Fowler, F. C. (2013). Policy studies for educational leaders (4th ed.). Boston, MA: Pearson Education, Inc.

Kagan, S. L., & Kauerz, K. (Eds.). (2012). Early childhood systems: Transforming early learning. New York City, New York: Teachers College Press.

Blog Post: Family Culture, and Society

 

 

 

Family, culture, and society have been the focus of my course work during my current doctoral semester course.  I was exposed to in depth information regarding diverse families in the text, The Spirit that catches you and you Fall Down: A Hmong Child, her American Doctors, and the Collision of Two Cultures, which gave me the opportunity to take an in-depth look into the struggles of cultural differences, as well as language barriers and disabilities.  I was able to take into perspective how I would handle this story if I were faced with some of the same challenges within my own classroom.  The Unites States is filled with diverse families and educators have the opportunity to work with students and families that present many challenges throughout the course of the school year. 

“Families come in all shapes and sizes.  Regardless of the configuration, the one universal descriptor is that families are diverse in nature.  They vary along all dimensions, such as structure and membership, size, beliefs and values, culture, language spoken, roles and functions, and living arrangements.  The concept of family is largely a personal concept.  Individuals view their families through their own lenses; members of the same family may offer quite different accounts and perspectives on the workings of their family.” (Marci & Eleanor, 2013, p. 43).  Because cultures adapt and change, making assumptions about family dynamics is problematic; families in the United States today from all cultures display a variety of configurations. Arguably, there is no longer any such thing as a “typical” family.

The information that I have acquired throughout the course of this semester will allow me to better serve my students within my diverse community.  It is my goal to continue on my journey as a doctoral student and work toward inspiring not only my students in the future, but my coworkers, my community members, and more.  The saying, it takes a community to raise a child gives educators all the more reason to encourage family involvement in education and working toward reaching further than the classroom walls.  It is imperative that we, as educators, continue to strive in equipping ourselves with the knowledge and the skills that it takes to be leaders in our communities and bestow a love of learning among all we come into contact with.  Teachers hold the key to the future, for children are our future.

 

References

Fadiman, A. (2012). The spirit that catches you and you fall down: A hmong child, her american doctors, and the collision of two cultures. New York: Farrar, Straus, and Giroux.

Marci, H. J., & Eleanor, L. W. (2013). Understanding families: supportive approaches to diversity, disability, and risk (2nd ed.). Baltimore, Maryland: Paul H. Brooks Publishing Company.

Blog Post: The Interview Process and Inclusive Education

 

Inclusive education presents many challenges for educators.  With the implementation of common core standards, the No Child Left Behind Act, and standardized assessments, educators have had more stress added to their daily routines.  This leaves to question, what are the perceptions of teachers, special and regular education, regarding inclusive classroom settings?  I have had the opportunity to interview three educators in order to support my topic for the major assessment within my doctorate course.  The interviewees include the director of special education within my county, a special needs educator, and a regular educator.  These educators presented me with a wealth of information regarding inclusive education and their perspectives on special needs children within the regular classroom setting. 

One response to an interview question stated, “One of my first assumptions was that as educators we are the experts in our field. However, over time I've grown to understand that many of our families of students with disabilities are also experts as they've spent much more time and many hours of research for their child's specific disability. How has this changed over time? Trying to convey that to my peers while maintaining a balance as experts as well is probably one of the most challenging because we can most often visualize the "big" picture from an educational standpoint, whereas many of our parents are unable to do so.”

Educators need to understand the importance of parental involvement and encourage this type of behavior within their classroom environments.  Parents can prove to be a valuable tool for regular education teachers as well as special educators, with the knowledge that they have about their own child’s disability.  My interviewee emphasized the importance of embracing the families each school year; although educators are considered experts in the field, they must also understand that different perspectives can become visible when these opinions are voiced.  Equipped with this valuable knowledge, an educator can work toward building positive social change within the educational environment by embracing all points of view and encouraging involvement in order to better serve all students whether they be special needs or regular education students. 

I feel that the interview process was very successful.  The interviewees that I chose for my project were readily available via e-mail, as well as in-person.  These individuals felt comfortable sharing their true feelings with me about the topic of inclusion.  This openness and honesty adds integrity to my final project because only when true ability, feelings, and confidence toward inclusion is shared, positive changes can be made in this area in order to better prepare our educators for this type of classroom environment. 

 

I am currently compiling the information and knowledge that I have gained from the literature reviews, discussions, and research conducted throughout this course in order to begin my major assessment project on inclusive education and the perceptions of special and regular education teachers.  One question that I face when compiling my information is whether or not a focus should be presented on the certain types of disabilities that are served within the inclusive classroom setting.  Could the disability types be the cause of negative perceptions toward inclusive classroom settings?  What factors are considered when deciding whether or not the inclusive classroom is, indeed, the least restrictive environment?

Inclusion of Students with Disabilities

 

“For the majority of students with learning disabilities, the least restrictive environment for all or most of the school day is the regular education classroom attended by their same-age peers. The movement toward full inclusion of all students with disabilities in regular classrooms, however, has many professionals and advocates for students with learning disabilities worried. They think that although the full-inclusion movement is based on strong beliefs and has the best intentions at heart, little research supports it.” (Heward, 2010, para. 1).

Students with disabilities are being mainstreamed into the regular education classroom within today’s educational school systems.  The inclusion of these students presents many challenges for regular education teachers.  Educators strive to accommodate to the individual needs of all students within their classroom; however, many teachers are not equipped with the knowledge and experiences to handle students with disabilities within the regular education classroom.

As a regular education teacher with a master’s degree in special education, I feel it necessary to expand the knowledge base of the inclusion impacts on students, as well as educators.  An educator’s attitude toward inclusion is critical in order for successful implementation of inclusion based classrooms.  Collaboration between regular education teachers and special education teachers also proves to be a large component to the success of an inclusion program.  The purpose of this study is to identify the attitudes and perspectives of regular education teachers and special education teachers, as well as ways in which inclusion practice can be improved within the early childhood environment. 

“The collective message of research on outcomes for students with learning disabilities in inclusive classrooms and other settings is consistent with the findings for students with other disabilities: the location in which a student is taught is not as important as the quality of instruction that student receives.” (Heward, 2010, para. 4).  This emphasizes the importance of further research on the impact of inclusion settings on disabled students as well as teachers’ attitudes toward this type of classroom setting. 

References

Heward, W. L. (2010). Should all students with learning disabilities be educated in the regular classroom? Retrieved March 31, 2015, from http://www.education.com/reference/article/learning-disabilities-regular-class/

Global Perspectives Research: Technology and Child Development

 

 

 

Mr. Rogers “sums it all up” with the following quote, “Play is often talked about as if it were a relief from serious learning.  But for children, play is serious learning.  Play is really the work of childhood.”  During the course of my research efforts, I have been challenged and inspired to dig deep into the effects of technology on child development.  I have found that technology has changed the way in which children play within our technologically driven society. 

 

Technology usage increase at a steady rate as technological tools continue to advance.  Our children are exposed to this technology at early stages of life and, as adults, we are modeling this ‘plugged in’ behavior.  When one attends a restaurant and takes the time to absorb what is going on around them, you will see many people engaged in technology rather than enjoying the company of those that are with them.  Cell phones, I pods, laptops, I pads, and many more take our attention away from those around us.  We are so ‘plugged in’ that we are not plugged in to what is really going on around us.

Much of the research in which I have conducted supports technology within the facets of educational means.  The research that I have encountered also discusses the importance of creating a balance between play and technology during the early childhood years. 

 

Educators have an advantage of being equipped with many facets of technologies in the classroom environment.  These tools include computers, SMART boards, laptops, I pads, and many more.  Educators are competing with leap pads and apps that are engaging for these children as well.  Educators are having to work hard to implement technology as well as play based instruction in order to ensure that children are developing in an appropriate manner. 

 

My experiences in researching the topic of technology and child development through the realm of play has been challenging, enlightening, and inspiring.  I have learned much about this current topic that will continue to grow and change as technology continues to change and advance at a continuous rate.  However, it is my goal to influence others to research this topic and to understand the negative effects that technology can have on child development.  All of the research in which I have conducted has one thing in common, there needs t be a balance, an opportunity to unplug and take in the surroundings that are all around.  Technology is not going to disappear or be removed from a child’s life, it has many positive effects as well.  My goal as an advocate for social change is to make people aware of the need for a balance in order for children to develop in a positive manner.