I have loads of friends who are from different countries, faiths, and points of view... Most think that culture is about Where they come from..What their family finds valuable..And Why families hold these beliefs... Some of my friends face micro-agression as indicated by Dr. Sue. Most on a basic level, by well meaning friends. I have always heard adoptive parents speak of the comments made to them, but honestly I have never been affected by those comments. Beleive me, I hear them too. --WOW, your daughters look like they could be your REAL daughters.--- How much did you pay for your daughter?--- ---Couldn't you adopt in American?--- ---Do your daughters know their real mom?--- But being the comments come from well meaning people, I let it go..AND because these microaggressions are the least of who I am, I let them go..I am so much more than an adopted mother, and the comments are mild at best..I haven't faced them all my life, nor do people make them unless they know I am an adoptive mother, which is my choice to share...So, as Pete the Cat says, "I am allll goooood."
(I began this course several months ago and had to drop it due to some family chaos, I wrote this during the first time through the course..and it still holds true!)
If relocating to a new country, the three items I would take
is a small, Rolling Thunder Bible, a small Christmas tree, and a photo album
from a family trip to Disney World.
The Rolling Thunder Bible was given to my eldest daughter
when she and her aunt when to the festival in 2006. Later that year I took that
Bible to Russia to meet my second adopted daughter. While meeting her, I placed
her foot on one of the empty pages and traced the outline of it so I would know
how big her foot was at that time. These are precious memories that connect my
sister, both of my daughters, Russia and my faith. I treasure this Bible.
The Christmas tree represents one of our favorite American
holidays. Our family gathers together and has time to be with each other. eat
our favorite foods, and attend holiday services at Christmas Time.
The photo album from our Disney Trip shows a traditional
American vacation. We celebrated our birthdays there, and both grandparents
were there to watch the fun!
I would be angry if, upon arrival, I were told that I could
only keep one personal item.
For me, culture is most about family and love. It’s not
things, but traditions that bring families together.
I chose the EECERJ website, and once I landed on it, I realized I have been here before..And I was just as irritated this time as I was last time. I know we have all seen this type of web site that ruins it for the organization. I bet this group does valuable projects, but after spending a second night clicking, going back, refreshing, scratching my head and trying different areas, I realize...I should have chosen a different group..but too late, so ::
What are some of the current international
research topics?
This website didn't list any CURRENT articles. Most recent are from 2011. What surprising facts/insights/new ideas about early
childhood did you gain from exploring this international early childhood
website?
This website is horrible to review! I spent the better part of an hour just trying to find something substantial that this group has contributed. It's altogether very possible that this group has done amazing things, but the website is just a circular maze of nothingness..
Who we are, our contacts, etc...yet it appears from the surface it is a group that exists just to exist..I hope this is not the case..Most of the site describes how to submit, who decides what gets accepted, BUT where are the articles????
**Little background, I contacted about 10 people from the Country contacts and either landed on dead links or never got a reply..TACKKY!! I had hoped to use this site for assistance and found a lot of dead ends!
What other noteworthy information did you find on
this website?
As I stated earlier, nothing can be readily found on this site..You have to actually leave the site and head over to Taylor Francis to find any of the journal articles..Except you can't get to them without way too much fuss.. I ended up finding the articles, most from 2011, so I have to wonder what's this group been doing with their dues for the last couple of years??
I have often considered an area of research concerning the secure attachment in adopted children through the use of water therapy, specifically, the ocean therapy..I have never read about this, and because this is so specific, I almost doubt that the research is out there.
The area of attachment for adopted children often leads to false diagnosis, inappropriate medications being prescribed, behavior therapy, and at the most tragic end, the disruption of the adoption...
Our family has spent our summers in Florida since becoming a part of the adoption world..When I adopted the first time, my daughter and I spent hours together floating in the ocean..For hours. And the time we spent together seemed to solidify our union..I always said, there is magic in the sea. And I still believe it..
This weekend, we are in Florida for our family reunion. And once again our little family is together splashing in the waves, sitting in the sand, and doing a lot of starring into the sea, the magical sea..If I had all the time and money in the world, I would develop a program for struggling adoptive families, or any family that may have experienced intense stressors or trauma. The magic of the ocean needs to be put into a scientific equation to help develop trust, and build attachment..
from many years ago..building our love of the sea, and each other
This is the basis of my belief...The sea is magical and helps heal..
“Math test accommodations
for English Language Learners in kindergarten” is my chosen topic for our
current simulation.
I chose this area for simulation, as the KMRA testing instrument
is currently used in kindergarten students in the district where I teach. This
instrument is blind to language ability, yet requires each child to describe
and explain math processes with specific vocabulary. There are seven tasks that
each child must master.
Each child must explain the elements of the tasks, explain the
actions of the tasks, and use the required vocabulary of the task.
Other topics considered were too broad in scope
Completing the research chart on a given study highlighted the
process of forming a “purpose” of a simulated study. The research chart also
allowed for a narrowing of the participants of a simulated study. For purposes
of my particular simulation, I would use all students in my kindergarten class.
Those who are not English Language Learners, as classified by the parent report
measure at registration, would be used as a control group.
As a first step, I have begun an exhaustive search in regards to language acquisition, receptive and expressive language,
and English Language Learners. Due to the assessment requirement of using
language and vocabulary during the KMRA testing process, understanding language
acquisition processes are critical. Below is a concise charts
highlighting the basic tenants these constructs.
Hill
& Miller (2013). I will continue compiling current research in order to plan.
References
Hill, J. D., & Miller, K. B. (2013).Classroom
instruction that works with English language learners. ASCD.
Considerations through study of Russian Early Childhood Programs and Practices:
1)While spending time researching the methods and trends in early childhood practices in Russia, I can't help but consider the similarities when thinking of inequity in the United States. While some programs in both countries are stellar, some are far below standards and survive based solely on the generosity of a few. The programs that excel are those in larger areas, supported by private dollars, and based on the cultural expectations of the surrounding areas.
Inequity can be devastating for children in rural areas in both the US and Russia. Those are the areas that are least supported by government or private dollars. At times, there are no options available for rural families.
2) While reading and sharing information with my Russian friends, parents, and teachers who live in Russia, I realize that I am still passionate about the country. I am still interested in family structures, how young children learn, and what the program of studies looks like in a Russian preschool. I have often wondered if phonics is an issue, if play is a factor, and if teachers are compelled to assess the very young children like we are forced to do in US kindergartens???
3) Through basic study of the language and it's translation, I understand that there is a variance in how children formulate sentence structure, and the basics of sound letter relationships are vastly different. In a smalllllllll way, Russian is somewhat easier. (Obviously if its the first language). Sounds are sounds, either hard or soft, and words are words. No special rules such as we have with our vowels..Long A, short a, sound diagraphs and blends such as (au ai oa ay) ...I wonder if the children in Russia have less trouble learning to write as there are some hard-fast rules that make it easier for the children to begin writing...
Professional Goal Associated with the Study of Russian Early Childhood Trends in Early Childhood Programs and Practices
I have studied Russian preschools, elementary schools, and the education system for 10 years. My interest has always been personal as I would love to teach in Russia. I would love to write a paper on early childhood education and how the country educates it's orphans with a focus on those with disabilities.
We are in HIGH graduation season around the United States. My family is doubly involved. Last week my daughter graduated from her elementary school, and this week my kindergarteners have their big celebration. When I say it has consumed our team, I am not just saying it. Every day we practice, everyday we make little things here or there, and I am delighted at what we will present, but every bone in my body aches. We want this for our parents. We want them to see how big this milestone is.. We want our little ones to shine and be adorable singing their little songs...
Meanwhile in Russia, the celebrations look a bit different. We have a saying, "a dog and pony show" that fits for both American and Russian celebrations, What do you think about the Russian version?
I adore it..I like the idea of bringing together a small group of children. In our school we will put together a show for 90 children. It's big, and overwhelming for the teachers. (When I say I have blisters, cuts, burns, and body aches from the preparation I am not kidding!)
Here is a family as they journey through the special day of Kindergarten Graduation.
*This is a lovely day for this family, and we learn by the father's comments in the beginning that even in Russia, this is a touching time for families. Children in more developed programs in larger areas in Russia go to a Kindergarten as young as 2 and stay until they are finishing when they are six years old. They begin elementary school at around aged seven. I love this idea.
If US schools could develop "Kindergartens" at the state level for 3, 4, 5 AND 6 year olds, we would have a better chance at keeping our children little, and keeping our programs for age appropriate!
I love the idea of a toast at the end offered by the director... Really seems like all families are involved. **All Russian cities do not have this type of program, and this is for one group of students at this particular school. I love how formal some parts are, and that they share a meal..Just lovely!
