Critical Reflection, Professional Growth, and Collegial Support.

So, what's next?      For me, I am most interested in continuing, Scholary Research !

TOPIC 1
Vygotsky
A Vygotskian Perspective on Critical Thinking (Smolucha, Larry; Smolucha, Francine)

http://eric.ed.gov/?id=ED314770

 

TOPIC 2

Private Speech

Understanding the Role of Private Speech in Children's Emotion Regulation (Day, Kimberly L.; Smith, Cynthia L.)

 

http://eric.ed.gov/?q=private+speech&id=EJ1008292

 

TOPIC 3

Self Regulation

Developing Self-Regulation in Kindergarten: Can We Keep All the Crickets in the Basket? (Bodrova, Elena; Leong, Deborah)

 

http://eric.ed.gov/?q=elena+bodrova&id=EJ819238

 

 

Goals and Reflection

 

Retirement is no longer my goal. Knowledge has moved to the foreground. Exactly what I will do with this new treasure, I haven't nailed down just yet..But I am still considering:

 

1) Establishing a workshop/training session/program that uses Topics #1, #2, and #3.

2) Writing a book for beginning teachers to assist with motivation, morale, and avoiding burnout.

3) Continuing to teach, but moving into the advocacy and public policy, focusing on developmentally appropriate "best practices" for kindergarten assessment and goal establishment.

NAEYC's Code

In these days of educational meetings through the PLC/CLT process the following Ideals and Principals  from the National Association for the Education of Young Children, stand out as MAKE OR BREAK features.

For a variety of reasons, I cannot share specifics, but Trust within collaboration is critical. Discussions, and working harmony between colleagues can be destroyed if trust is broken.

 

A—Responsibilities to co-workers

Ideals

I-3A.1—To establish and maintain relationships of

respect, trust, confidentiality, collaboration, and

cooperation with co-workers.

All voices should be heard. All voices should be valued. All voices should be treated equally. If not, then collaboration and cooperation breaks down.

Principles

P-3A.1—We shall recognize the contributions of colleagues

to our program and not participate in practices

that diminish their reputations or impair their

effectiveness in working with children and families.

If we are to work under the theory that all contributions matter, then at the end of the day, we all feel connected and accepted as professionals..When we are diminished, we feel undervalued.

P-3A.2—When we have concerns about the professional

behavior of a co-worker, we shall first let that person

know of our concern in a way that shows respect for

personal dignity and for the diversity to be found

among staff members, and then attempt to resolve the

matter collegially and in a confidential manner.

As with any profession, there will be professional discord. There are ways to handle it that do not personally hurt or diminish the feelings of the colleague. Unfortunately, there are times when we must function in an environment where some have the “ear” of the leaders. Those end up having the advantage. And then personal dignity is attacked without the benefit of being able to defend whatever position is being questioned..

Reference

NAEYC (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

 

 

 

 

To Further Consider

 

What direction will I go after completing my program?

Will I leave the classroom?

I would like to write or plan a Bedrova type study on PLAY in the KINDERGARTEN setting...

 

I would like to establish a curriculum for PLAY workshops...

TO DO NOW

contact early childhood department in my county to discuss concerns

contact state department of education and write a letter..HEY, it has to start somewhere..