Assignment #1
This section of reading got me a bit upset; because it is very true. In the article, it stated that, "If we spoke the bigger truth and acknowledged that most of our programs are mediocre at best, we'd feel like failures... most of us early childhood professionals prefer to confine our sights to what seems possible..."I personally have found this to be true in the little years that I have been studying the field of early childhood education, as well as volunteering, visiting, and/or working in multiple programs. I have visited a few programs where I could immediately tell that they did not have sufficient funds. In other programs, insufficient funding lied beneath the surface. Teachers are forced to look toward and hustle and search within their community in order to make an effort to meet the needs of their program. I have heard teachers have to strategize what they would spend money on, and have to go without things they could really use, and would benefit the children. They also end up having to spend money, out of their own pockets, on things for the classroom and the children. This is not right, and should not be happening, especially with government aided programs. But because politicians are not early childhood educators, the field is overlooked, underestimated, and unappreciated; and in turn, the weight of such a significant part of children's lives are being held up by the shoulders of every hard working teacher in the field of early childhood education. How can we as teachers provide children with the environment and opportunities that we feel is best for them, if we do not have the funds to do so? How much should we compromise and let go before we find ourselves losing hope in our programs success?
Assignment #2
This section of reading got me a bit upset; because it is very true. In the article, it stated that, "If we spoke the bigger truth and acknowledged that most of our programs are mediocre at best, we'd feel like failures... most of us early childhood professionals prefer to confine our sights to what seems possible..."I personally have found this to be true in the little years that I have been studying the field of early childhood education, as well as volunteering, visiting, and/or working in multiple programs. I have visited a few programs where I could immediately tell that they did not have sufficient funds. In other programs, insufficient funding lied beneath the surface. Teachers are forced to look toward and hustle and search within their community in order to make an effort to meet the needs of their program. I have heard teachers have to strategize what they would spend money on, and have to go without things they could really use, and would benefit the children. They also end up having to spend money, out of their own pockets, on things for the classroom and the children. This is not right, and should not be happening, especially with government aided programs. But because politicians are not early childhood educators, the field is overlooked, underestimated, and unappreciated; and in turn, the weight of such a significant part of children's lives are being held up by the shoulders of every hard working teacher in the field of early childhood education. How can we as teachers provide children with the environment and opportunities that we feel is best for them, if we do not have the funds to do so? How much should we compromise and let go before we find ourselves losing hope in our programs success?
Assignment #2
Thankfully, I am currently working in a private program that has a sufficient amount of funds; but like everything in life, nothing is perfect. There are always ways to improve, because an effective early childhood education program involves a lot of aspects. Some of these include teacher professionalism, classroom design and materials, curriculum planning and execution, outdoor equipment, classroom daily schedule, staff scheduling, training, quality interactions, etc.
After assessing myself from the reading, I decided that my best match from the selections provided is the following: "When I feel something really needs changing, I'm willing to stick my neck out." In my life, I often refer to myself as being "gung-ho." When I'm presented with an idea that I really like, I tend to have the desire to want to jump right in and go for it. Luckily, my self-control usually helps me really consider how my decision will affect me in the future. Every decision has a consequence, whether it be positive or negative. But when I hear about something at the preschool, that I would say, "really hits my buttons," I find that I get worked up inside from trying to resist the urge to say what I feel. But when I do manage to gather my thoughts and develop a comment in my mind, that will efficiently get my feelings across, you better believe I will speak up for what I feel is right.
When it comes to working in a program, I feel that battles should be chosen wisely. Some things one feel needs change, another may feel otherwise. This is the outcome of teachers differences in personalities, experience, and philosophies of teaching/or education. Because working at a program and running a successful and effective classroom involves partnership, sometimes compromises or conversation are necessary. Conversing with your teaching partner will allow both people the opportunity to hear one another's perspective, and reasoning for why they feel something should be a certain way. Sometimes this is all it takes to make a change. But on the contrary, sometimes things are not work the effort or scuffle. For example, a blue felt board, rather than red because it will look nicer in the classroom... Bottom line, the things that I am willing to stick my neck out for involved issues that will make a difference in the future.
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