Final Thoughts.....

As an education practitioner, I believe it is necessary that educators understand and remember that being a part of the early childhood field requires one to be a lifelong learner.  This means reading the latest trends, new research findings, and updates regarding the early childhood field as it relates to the political agendas of politicians.  Then as a growing scholar practitioner, I better understand the necessity to research the study and findings of the various topics that impact the field to determine where changes in be made for positive social change.

As I reflect upon the material via books, online articles, and videos assigned for this course, I must say I have enjoyed reading the three assigned books.  Those subject matter in the books was a reminder that as an education practitioner, I must be supportive of all families and respect cultural differences. A quote I really love from the book, Anti-Bias Education for Young Children and Ourselves is

“We find these joys to be self-evident: That all children are created whole, endowed with innate intelligence, with dignity and wonder, worthy of respect.  The embodiment of life, liberty, and happiness, children are original blessings, here to learn their own song.  Every girl and boy is entitled to love to dream, and belong to a loving “village.” And to pursue a life of purpose. – Raffi, “A Covenant for Honouring Children” (Derman-Sparks & Edwards, 2010, p.1)

I thought this quote embodied what we would want for every child. I believe it also gives to what myself and other education practitioners do to provide children the opportunity in partnership with their families to “learn their own song.”    I also thoroughly enjoyed learning about the Four Core Goals of Anti –Bias Education and the “Goals for the Anti-Bias Teacher.”   This was my first experience with this subject and it has really enhanced my perspective.  It also has caused me to reflect on the thought process I use when working with diverse groups of learners and their families.  Even though I am not in the classroom, a part of my role as an education manager with my current work environment is ensure the teachers understand best practices for the classroom.  This includes understanding how to work with diverse families and family structures.  The information present in the course book “Understanding Families: Supportive Approaches to Diversity, Disability, and Risk” help to broad my view even more.  I will be sharing information from this book with both teachers and student-teachers.

Finally as I reflective upon my major course project for class, I am truly change.  Researching father involvement gave me so many views of aspects that must be consider when thinking of why a father may or may not be involved.  It is not just a dad choosing not to be involved.  There can be elements such as cultural beliefs, beliefs regarding interacting with girls versus boys, educational backgrounds, marital status and socioeconomic status.  What have learn is that research study findings show that fathers being positively involved with their children truly make a differences in their social emotional, language, and cognitive development.  Dads make the difference.

Whereas I was nervous about completing a research study, I am more comfortable researching and reading various scholarly research.  I believe I will be a better adjunct instructor and education manager for those educators I support and nurture.  I feel am also being positively equipped to make great impacts on the field of early childhood education.  I must also say I have been greatly impacted by the discussions with classmates and fellow practitioners.  This has been a great class journey!

References:
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.

Hanson, M. J., & Lynch, E. W. (2013). Understanding families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes Publishing Co.