THANKS!

I am so sorry I was late in writing this!! While I know I will not be graded on this, I did want to express my thanks to all who encouraged, and motivated me to finish this course. From begining to end these last few months have been a HUGE trial for me containing obstacle after obstacle. From my husband almost dying in the hospital to losing my job some of you spured me on through it all, most without even knowing it. THANK YOU! I am glad to have come through it, and I could not have done it without some of the emails I recieved.
Though my personal life was hectic, the lessons I have learned to move forward professionally will stay with me as I am sure they will with you. CONGRATS on finishing!!

Module:4 Enlisting and providing support

My Topic has focused on learning through play in order to educate the whole child, including the child’s social emotional development, and movement in their learning daily. This is in contrast to what is going on in most schools. I love to work with my classmates. Last term I got a wealth of knowledge from my colleagues, and we emailed each other for help. I would like to make that happen again this term. If I can be of help to any of you please let me know. Does anyone one else have a similar topic? Would anyone else like to share resources? How is everyone else preparing for their presentations?

And as always I am in prayer for this term! :0)

Module 3: My Personal Advocacy Journey

A bumper sticker said it, Susan Sarandon quoted that bumper sticker in an article, I try my best to live by it, and it even graces the cover of my wall on my facebook page as a wall of a buildings spray painted message inspiring those that read it to press on. “Speak the truth, even if your voice shakes.” ~unknown. The very first time I saw it, I felt that feeling that I could do anything, go anywhere, fight for what was right and WIN regardless to my shortcomings the truth would prevail. Granted it originally pertained to my animal activism, but I speak for those who cannot speak for themselves, and I feel just as strongly to advocate for children and families. It applies; it inspires.

My advocacy plan includes a survey for the parents to fill out. It is to gain feedback on the parents interests regarding the incorporation of play in learning. I am excited about it. I have used this method before and it proved very useful and it is always exciting to hear feedback from the people you advocate for!

Being an advocate is more than just speaking. The driving force behind speaking the truth is knowing the truth, understanding the truth, being able to share the truth with others in a way that they have ownership in that truth and then they themselves are able to speak that truth even if their voice shakes, and desire to do so.

I have never been a part of a project quite as large before. So being a catalyst for such a change is very overwhelming. I sometimes feel that I could have gone a safer route, or wonder what happens if I hit a road block such as policies that hinder the work I have accomplished.

What do I believe will be most effective in helping me overcome any challenging emotions I may be feeling with regard to presenting and implementing my advocacy action plan?

Lets see... oh yes, Prayer. LOTS of PRAYER!!! Seriously I mean it. Also, speaking with someone who has been involved in advocacy efforts for some time and getting their feedback on how they first started is a road I am considering. I may have a conversation with some of my family members. My mother, who was involved in a lot of advocacy in the neighborhood, is a prime example. She was involved in the Young Lords and worked as a community organizer in a non-profit. My uncle was involved in the Black Panther party in his youth.

As far as encouragement goes, I will be available to anyone even if they just need to have an ear to listen to them during this time. If anyone needs to bounce an idea off of me or get feedback I am here as well. If you are someone who believes in the power of prayer as I do, I most certainly will pray with and or for you! As for me all of the above applies. If someone has any information to help me in my work please send it, comment,  etc. I will appreciate it!!

Remember that advocacy is not for sissies! We all may have been nudged into it via this class, but if we think about it, our choice to become educators had us here already. This class is just a springboard, and tool to help us mold what we already are. We are advocates!

 

Module 5 THANK YOU :0)

I just wanted to say thank you to all of my colleagues who read, commented, suggested, and followed me on this blog. It was a HUGE help in writing my paper, but more importantly in getting momentum in this class... and getting through it. It was my first blog like this, and while difficult to begin with, once I got going I kind of loved it. I wish I had more time to have done extra blogs because there was just so much to add, but alas life got the better of me.

Through this term I experienced a lot of obstacles and hardship in my personal life, and professional. When the stress seemed to close in on me, I would find an encouraging word, or an email of help from one of you.

I want to say a special thank you to those who helped me in begining this blog, and when the confusion of how to follow people, and the forum closing began for a lot of us. I have never been so grateful for a kendall email. I am very proud of our class. In all my schooling I have never witnessed a better community of learners who were united, encouraging, and gracious. May you ALL be blessed, and motivated... we are almost done!! Thank you!

Module 4: Observing and Interacting With Families of the Children

I returned to the first grade classroom I previously observed. It has been a wonderful setting to walk into. This teacher’s learning environment screams her advocacy for learning through play. Her reading area includes puppets, felt boards, comfy chairs, and is tucked away behind the class. There is a large group time rug, which you don’t see in a lot of primary grade classrooms (at least not ones I have seen). Her shelves are lined with learning games and toys. She even showed me her own closet full of “goodies” she uses as tools for learning. They are all toys and games/ activities that will engage her students in learning.

Last time I visited I left a survey with the teacher to pass out to the parents. I got 11 of them back. The survey was as follows:

1.     Do you have any concerns regarding daily structure, grades and test scores?

2.     How do you feel about the educational systems focus on academia?

3.     Do you have any concerns about your child’s behavior in and/or out of school?

4.     Would you like to be involved in advocating for change regarding those concerns?

5.     What resources do you have that you know of regarding advocacy?

6.     How do you feel about the recent changes regarding the longer school day, and recess?

7.     What are your thoughts on the concept of learning through play?

8.     Any other questions, concerns, comments, feedback?

After reviewing the answers I concluded that most parents are concerned with making sure their children retain as much knowledge as they possibly can. Some even went as far as stating they would like their children to be competitive in the realm of academics. They want their children to score the highest, ace everything, focus on reading, science, and math. Most parents like or “LOVE” the longer school days, and the given time for play- recess, so they are able to “get their wiggles out in order to focus on learning time.” The irony here is these are the same parents who seem to have trouble getting their children to focus on academic activities at home because all they want to do is play when they get home. There has to be a correlation there.

A lot of parents also commented on learning through play as “ok of a concept” or “there is a time for focus and a time for play”. Very few said things like “learning opportunities are everywhere” or “children learn through everything around them, so we, the adults just have to find those moments to teach.”

A few parents had concerns about the daily structure as far as children sitting at a desk for long periods of time. One parent took me aside and raved about this particular teacher. She loves how her daughter learns using games, songs, dances, books, etc. She went on, and on this, which was exciting to hear! She says her daughter has trouble sitting still and this teacher understands her in a way that keeps her learning!

The focus on academia was split just about in half. Parents like the boost in academia but some are worried the children are getting too much information at once so they aren’t retaining it all.

Lastly there were a lot of lunchtime questions. Lunch is very early, 10:30am! Kids are coming home hungry. I passed that along to the teacher.

 

 

Module 3: Interacting with Program Directors, and Administrative staff

For this module I interviewed the Assistant Principal, and one of the schools counselors/case managers.

The assistant principal was right on target with what the principal said in my last interview. She is definitely of the belief that play is essential for all children in all age groups. We discussed the faculty and their devotion to including play and engaging children of all learning types through various activities and games that are interactive and hands on. She feels too often children are expected to cut play off in their leaning process “cold turkey” when they reach primary grades. This thinking could hinder the academic learning. In order to reach academic goals, the state, and the system should understand that there is more to learning and development and the focus should not only be pushed towards the cognitive. A mention is made of CPS extending recess to incorporate more play, give the children fresh air, get more exercise, etc.

She informs me that they are not the only schools pushing for this, and shares a story of a principal who is actually resigning because of the issue.

As I walk into the counselor’s office I see a welcoming, friendly, playful environment. There are comfy chairs, pictures of problem solving and peaceful settings, child sized furniture, art supplies and yes, toys.

In her professional opinion, in regard to the focus on academics, the is pressure for children to sit still, listen for long periods, and raise their hand to speak is tremendous. Some children seamlessly transition into this, while others don’t. There are so many different styles of programs they come from. (Example: center based daycare/ preschool programs, home, Montessori schools etc.) She agrees with me in that this transition should be more a gradual one. This new environmental shock, in her opinion, is unhealthy. She has seen it lead to discipline problems in some cases. ELL students are dealing with learning a new language, and the pressure to perform and adapt to a new classroom setting. It can be overwhelming. I asked why toys were in the office and she brought up play therapy. I was so happy to hear that! Dolls, bean bags with emotions, and art all used for therapy, PLAY therapy!! (can I get an AMEN here?!)

She spoke with a parent who allowed me to sit in on an IEP meeting for her child. The child is an ELL student who came from a home based daycare who designed their curriculum around the Montessori model. The caregivers she have spoken to and taught her in Spanish, the family’s native language. She has joined the schools kindergarten program. She is struggling to speak in English, and is not used to the daily routine, and classroom etiquette/rules. When her teacher attempts to remind her of these things, the child responds by ignoring the teacher(while playing with books or toys in the class), becomes unresponsive, hits her peers, and  has on more than one occasion attempted to leave the classroom unsupervised.

Last time mom met with the counselor they discussed an individual education plan. A picture schedule was added to the classroom. This helped her understand the events of the day better. It was something they had in her last school so it also provided a sense of familiarity. The child asked for it. Mom and child were to adapt the take home activities into Spanish and English. The parents were to use both languages. The teacher worked with mom to meet with child and create classroom rules together, and present them to the classroom in order to give her ownership. These worked wonderfully as well. She took pride in her work, and using Spanish alongside English with her mother eased the transition a bit, helping her feel more confident in speaking English. For next time a friend she has made that is bilingual, and somewhat of an advanced reader will be paired with her for learning activities. The hope is that scaffolding will take place.

Insights I have gained are the school as a whole try to be a team, and stay on the same page as far as curriculum and incorporating play in numerous ways. They express a concern for children’s development in regard to play as a necessity for growth. I was extremely impressed that play is also incorporated into therapy when needed, and is available to connect with the children.  Also, I am beginning to see evidence of the ECE theorists at work in the schools, which is exciting!

 

Module 2: Observing /Interviewing Professionals

For these interviews I observed a 1^st grade classroom, and spoke with a first grade teacher, a librarian, and a principal. As always I promised names of interviewees would remain anonymous.

In regards to the unhealthy balance between academia and the whole child they all had interesting thoughts and ideas.

The school librarian described a system in which books are categorized into different reading levels. This is good in that children are provided levels that meet their literacy needs. On the other hand he points out that not all children fit this mold, and miss the mark. One level up or down doesn’t seem fit their learning level. He agrees that teaching the whole child is important. He touches on learning through play and believes strongly that children’s developmental skills are not just found by practicing phonics, and vocabulary. He likes to change things up a bit using technology in the classroom, and reading games that are interactive. During Literacy time I watched the words come alive to the children as they heard his character voices, watched puppets, and interacted with technology!

The first grade teacher I spoke with also is an advocate for learning through play. She spoke about sending home packets that include games to involve parents in play with their children to enhance learning and development. She feels the play, along with the family involvement is crucial to development unfolding naturally. She also touched on a literacy rich environment being an important aspect of the unfolding of skills.

The school principal I interviewed feels that system is set up to be more academic and a very compartmentalized learning environment. There is a time for learning and a time for play. It is how the system is. Fortunately CPS has been able to extend recess for children to get exercise, and be able to play. It is the teachers that incorporate the two and he is proud of the staff who are creative, thoughtful, and enthusiastic about their students education. They find ways to incorporate the two as best as they can in the classroom using games, technology, and tangible materials. Parent involvement is also a key to teaching the whole child. Social emotional activities at school, which are reinforced at home helps a child grow and develop.

This school gives me such hope. The staff whether a principal, teacher, or administrative all work together and all seem to have the same goal –education of the students. They are on the same page in attempting to teach the whole child, and acknowledge the focus on academia, including standardized testing, and curriculum. These are great focuses, but neglect the rest of the child. They are striving to change this in their school, and in the homes of their students.

 

Module 1: Interviews

One would think that day care preschool programs would not have much in common with the world of academia our children experience once they graduate and head off the grade schools known to them as "big kids school", but as my interviews went on I discovered they celebrate similar triumphs and face similar challenges.

 

The first interview was with a preschool teacher at an early learning school in the area. Just around the corner is a small CPS school where my second interview with a first grade teacher took place. Both have years of experience in Early childhood settings here in the city and abroad, and both have seen the good, bad, and ugly in these settings. They both enjoy their work and go above and beyond their job to supply tools for their classrooms, and ensure optimal learning experiences for their students.

 

With the dust now being settled on the recent teacher strike, I deemed it appropriate to focus on standardized testing.  Both teachers expressed concern for children who are taught with the purpose for testing and for teachers who have to focus on test material. That is, the content taught is focused solely, or mostly for an upcoming standardized test.

 

According to the first grade teacher, students tend to absorb and "spit out" this information quickly, but it isn't long term comprehension. "Students need more hands on time, and time to learn through their environment rather than sitting at desks. My kids are coming from kindergarten and expected to sit and listen to me lecture."-R.P (First grade teacher)Another problem is the teachers are pressured to focus on the material. merit based pay was one of the issues pressuring teachers as they headed for the picket line, but the underlined issue here seemed to be learning methods and environments.

 

Preschool teachers are no strangers to the pressure to teach standards. In their case it is all about bench marks. Teachers are to ensure that each child meets each benchmark and there is proof to show it. Portfolios are built and shown to parents and stored away for next quarter. Children will naturally develop and come to most of these benchmarks on their own, but there are some who need a little help. Teachers focus on individual education plans, and setting up a learning environments conducive to learning to aid in that development. "Any parent, or guardian that has dropped their child off at any preschool program will see cubbies, and toys broken up into "stations". Some will think to themselves that all that child does is play all day. And the thing is, they will be right. I have learned one thing in ten years, play is a child's work." -M.M (Preschool teacher)  The pressure the teachers in preschool seem to be facing comes from a rippled effect of the pressures facing teachers in primary grades. What was once Creative Curriculum, has now become Teaching Strategies. The change isn't a horrible change, but it is definitely academia focused.

 

After the two interviews I began to see a huge underlined issue, and it hit me like a ton of bricks. Something I have been saying for years. The changes I have seen in curriculum, and in day cares all over has been the focus on testing, scoring, assessing. School age children are sitting at desks the majority of the day as soon as they begin school there. Even Infants and toddlers are beginning to have a more structured circle time. I agree with both of my interviewees. These aren't all bad things. The problem is this new focus is on cognitive development/ academia and the rest of the child is neglected! For children to meet these goals, and take these standardized tests to excel they need the social/emotional skills as well.So, for my research paper I want to focus on the unhealthy balance between academia and the whole child. Related topics are learning environments/ methods, learning through play: essential for all ages, and theorists/theories in Early Childhood relating to cognitive and social emotional development.

 

Does anyone have a different opinion about the negative affects of the focus on academics in ECE? If so, explain why. Also, Are there any other related topics I missed?