Final Reflections

While I always had an appreciation for the role that relationships play in the field of early childhood, as a result of this program, I feel that I have a deeper understanding of just how critical relationships can be.  Relationships serve as the foundation for all work done in the early childhood field.  “Young children experience their world as an environment of relationships, and these relationships affect virtually all aspects of their development” (National Scientific Council on the Developing Child, 2004, p. 1).  Gopnick also pointed out that the quality of early relationships impacts both the short-term and long-term relationships that children form with others (Laureate Education, Inc., 2011). 

A second deeply felt learning is related to diversity, equity, and social justice. The resources and information presented throughout the courses for this program have caused me to be more aware of the impact of culture and has inspired me to incorporate the principles of the anti bias curriculum into my daily practice and into how I think about diversity, culture, and differences. As Derman-Sparks and Olsen Edwards (2010) pointed out “Early childhood educators have deep faith in the principle that all people deserve the opportunities and resources to fulfill their complete humanity.   Moreover, we have the unique role of making this principle real in promoting all children’s chances to thrive and succeed in school, work and life” (p. 1). 

One of the most valuable things that I learned as a result of this course of study I have a deeper understanding of the role that a program’s vision and mission should play.  While the organizations that I have worked for had clear and inspiring visions and mission statements, there was little connection between them and daily operations, planning, and budgeting.   This new realization has completely changed how I approach program decisions and how I think about the early childhood program where I work.

One long-term goal that I set for myself is to actually implementing the goals that I created for the Capstone project at the center where I work.  As Keyer pointed out, it is important to not only continue to grow and learn about those who we are working with, but to also continue to learn about ourselves (Laureate Education, Inc., 2011).  . This continuous cycle of learning and reflecting is a necessary component of high-quality early childhood programming.  While my formal education is coming to an end, another long-term goal that I have set for myself is to continue to read and stay abreast of the latest research and information related to early childhood and to continue to reflect on my own beliefs, values, and practice. One of the greatest benefits of this program is that it exposed me to a wide variety of resources and websites that I was not aware of that will help me achieve this goal. 

In addition to a deeper appreciation for the role of relationships, this class demonstrated the power of a community of practice. The discussion posts and blogs served as a support system and an effective method for encouraging me to consider other perspective and viewpoints and to learn from the vast and varied experiences of colleagues and instructors.  I wish each of you the best of luck in whatever you do.  The ideas and perspectives that you shared have made me a more knowledgeable and reflective early childhood professional. One of the greatest strengths of this online program is that I have had the chance to meet, work with, and interact with people from across the country. This offered me the chance to benefit from the great depth of knowledge and the diverse experiences that each of you brings.

Thank you Dr. Darragh Ernst for your thoughtful comments and for making this class enjoyable. 

Please feel free to contact me- 

Geralyn sosinski

Kansas City, Kansas

tsosinski@sbcglobal.net

Reference

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

Laureate Education, Inc. (Producer). (2011). Merging Vision, Passion, and Practice [Course Media]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6990/01/mm/ec_pres/index.html

National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working Paper No. 1. Retrieved from http://www.developingchild.net

Wherever you go, go with all your heart.

                                   ~Confucius 

International Organizations and Jobs

One of the international organizations that I explored was Academy for Educational Development.  “FHI 360 envisions a world in which all individuals and communities have the opportunity to reach their highest potential” (FHI 360, 2013, para 1).  The mission of this organization is “To improve lives in lasting ways by advancing integrated, locally driven solutions for human development” (para 2).  The global approach taken by this organization is based on the belief that everything, such as education, economics, research, etc. is connected. This organization focuses not just on education but also addresses issues related to gender, economics, research, and the environment.  This organization works across the globe in places like Africa, Asia, Europe, and the United States. 

One of the jobs posted on the website that I was interested in was for a Technical Advisor, Monitoring and Evaluation.  This position involves providing technical leadership for the Educate a Child initiative in Qatar-Doha.  I fail to meet most of the job requirements.  While a Master’s is a requirement, a PhD is preferred.  This position also requires international experience, the ability to speak French or Arabic, extensive research capabilities. These are requirements that I do not have and do not anticipate gaining.         

A second international organization that I explored was International Step by Step Association.  ISSA is a network connecting professionals and non-profits working in field of early childhood.  The mission of ISSA is “implemented through three main pillars of action: equal access for all children; promoting high-quality and professionalism in early years services and empowering parents and communities to be part of the children’s development and learning” (ISSA, n.d., para 1).  There were some great resources on this website like publications about dual language learners, a Quality Resource Pack and recommendations for books for children.   I was not able to find any job postings for this organization.

The third website that I explored was the UNICEF site.  This site was “created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child’s path” (UNICEF, 2012, para 2). This organization addresses all area affecting child outcomes, such as health, education, gender equality, nutrition, etc. A job posting that I found on the UNICEF website was for an Education Specialist in Cambodia.  This job required a Masters Degree in Education Master's Degree in Education, International Development, Economics, Social Sciences, or related field.  It also required five years of experience working with international development.  I would meet the educational requirement but gaining international work experience would be difficult.    

Reference

 

FHI 360. (2013). About us. Retrieved from http://www.fhi360.org/

International Step by Step Association. (n.d.).  ISSA. Retrieved fromhttp://www.issa.nl/

UNICEF. (2012) UNICEF:  Who we are.  Retrieved from http://www.unicef.org/about/who/index_introduction.html

WEEK 4- National Organizations and Job Opportunities

One of the national organizations that I am very interested in is WestEd.  The mission of WestEd is “Improving education through research, development, and service”(WestEd, 2014, para 1).  I have had the great fortune of being able to attend trainings done by WestEd.  I also had the chance to be part of a reflective curriculum pilot project, which was a partnership between WestEd and Carlina Rinaldi who was the Director of the Preschools of Reggio Emilia in Italy. I have found the work done by WestEd to be very innovative and cutting edge, and their advice to be very practical. They also offer many high quality resources for Infant/Toddler teachers. It can be very difficult to find good resources for infants and toddlers.  There are several jobs posted in the WestEd website that I am very interested in.  One is a Professional Development Specialist in Early Childhood Education. Another position I am interested in is a PITC PQ Infant/Toddler Specialist.  I meet most of the qualifications for these positions.  For the PITC position, I would need to become certified in PITC.  I have attended all of the PITC trainings, so am familiar with the certification process. 

A second organization that appealed to me is the National Institute for Early Education Research. The mission statement found on the NIEER (2014) website stated “National Institute for Early Education Research conducts and communicates research to support high-quality, effective early childhood education for all young children. Such education enhances their physical, cognitive, and social development, and subsequent success in school and later life” (para 1).  I have used this website on many occasions.  The publications and research found on this website are of a very high quality. This organization also has valuable information about English Language Learners. It is also a great site for keeping current about the latest news in the field or early childhood education.  There was only one job posting on this website for a data collector which seemed to be geared towards college students.

A third national organization that I value is Zero to Three.  “Zero to Three is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development” (Zero to Three, 2012, para 1). 
The mission of this organization is “to ensure that all babies and toddlers have a strong start in life” (Zero to Three, 2012, para 1).   While I am currently working with preschoolers, most of my work has been with infants and toddlers.  I found it was challenging to find high quality information, trainings, and resources about infants and toddlers.  I was able to attend a Zero to Three training and found it to be very valuable. This website also has information for families. One job posted on this website was for a Senior Program Associate.  This position involves providing training and technical assistance to Early Head Starts and Migrant and Seasonal Head Start programs. I am able to meet the requirements for this position. 

Reference

National Institute for Early Education Research (NIEER). (2014). Vision.  Retrieved from http://nieer.org/about/vision

WestEd.  (2014).  About us. Retrieved from http://www.wested.org/about-us/

Zero to Three. (2012). Our mission. Retrieved from http://www.zerotothree.org/

Capstone Project-Week 2- Communities of Practice & Dream Jobs

1.  Technical Assistance Partnerships for Child and Family

Mental Health          http://www.tapartnership.org/

One of the communities of practice that I found interesting was Technical Assistance Partnerships for Child and Family Mental Health.  I was drawn to this Community of Practice because it includes a focus on Cultural and Linguistic Competence, which is an area that I am passionate about. The Communities of Practice are divided among 5 different areas

•     Child Welfare

•     Cultural and Linguistic Competence Community of Practice

•     Early Childhood Community of Practice

•     Family Involvement

•     Transition-Aged Youth Community of Practice

2.  Wyandotte County Early Childhood Interagency Coordinating Council

“The mission of Wyandotte County Early Childhood Interagency Coordinating Council is to promote a community wide network of comprehensive support services for families and children from prenatal care through age five” (University of Kansas, n.d., para 62)   This is a Community of Practice that I currently participate in. This group is comprised of very diverse agencies who are committed to working together it improve outcomes for children and families from birth through age 5.   I learn about new resources each time I attend one of these meetings.

3.  Mid America Association for the Education of Young Children   http://www.mid-americaaeyc.org/

A third organization that I chose is the Mid America AEYC.  This group is the local affiliate for NAEYC.  One of the reasons that I chose this group is that each year they offer a high quality curriculum conference.  They also offer scholarships for early childhood professionals pursuing a higher level of education. 

Reference

University of Kansas. (n.d.). KUCCP Projects. Retrieved from

http://www2.ku.edu/~kucdd/projects.html

Job Opportunities

One job that I would like to have is teaching a class at a local  community college in the Early Childhood Department.  Finishing this Master’s program would help meet the educational requirements but I lack any direct experience of working in a formal setting with adult learners that would likely be required.

While this job is in California, it would still be a dream job for me to work for WestEd.  I would also be interested in a position like that listed on the WestEd website for an Infant/Toddler Professional Development Specialist.  The one requirement that I do not meet for this position is that I am not PITC certified.  I have attended the PITC trainings in the past did not pursue certification.  The requirements have most likely changed and so in order to be qualified for this position, I would need to take the PITC trainings and then become certified.

Week 8 Final Reflection and Thanks

Thanks to all of you who have made the journey through this class so meaningful.  I learned so much from each of you.  Each of you brought a unique perspective to the topic of communication and collaboration.  I appreciate the honest and sincere discussions and responses that everyone shared.  I hope that I will have the chance to continue to work with some of you as we move to the next class and our specializations.  I wish each of you the best of luck.

I can be contacted at geralyn.sosinski@waldenu.edu or

tsosinski@sbcglobal.net

WEEK 6 -Adjourning

According to Abudi (2010), Adjourning is the final stage of team development that includes the opportunity to celebrate success, say goodbye, and wish each other luck.  Some of the groups that I have been part of meet for a few weeks or months to plan a specific event. This type of group is not difficult to leave because you depart with the understanding that you will be working with this group again within a few months.  Some of the more difficult departures from groups that I have been part of are those that have been more long-term.  Several years ago, I was a member of a cohort that was part of a pilot project that offered an online Infant-Toddler Certification program.  The cohort included 5 people who worked at the same agency that I did.  The group included people from various departments within the agency and people at various levels. While this was an on-line program, we met each week over lunch to discuss and share ideas.  There were many interesting and stimulating discussions. Each of us was very passionate about our jobs and about the field of early education.  While we were all relieved when the classes ended, it was difficult to see this group end. Despite several attempts, we found it impossible to continue our lunchtime meetings once the classes were done.  Despite the fact that there was much discord and animosity, it was also difficult to see the Early Reading First group end.  Like the study group, there were many opportunities for exciting discussions that fueled my passion.  This group also offered many opportunities for exploration, discovery and growth.

My experience has been that it is more difficult to leave high-performing groups and those with clearly established norms. Abudi (2010) states that norming occurs when members “respect each other’s opinions and value their differences” (para 8).  I have also found that it is difficult to leave a group in which I felt that I was given many opportunities to grow, learn and take on new responsibilities.  I have also found that the departure from a group leaving a group is sometimes related to the purpose of the group.  Some of the informal groups that tended to be more social are sometimes harder to leave than professional groups.  The relationships formed in the informal/social groups are sometimes stronger and more meaningful than professional relationships.  For most of the groups that I have been part of, there has been no special process for adjourning.  Lack of time and other commitments always seemed to prevent any celebration from taking place.  In retrospect, it would have been nice to have found a way to celebrate even if it was something very simple. 

I know that adjourning from the group of people who I have gotten to know as part of this program will be difficult.  I took 5 classes but then lost my job and had to quit for almost a year.  Saying goodbye to those I started this program with was difficult.  I do think, however that since this has been a virtual community, it will be easier than if we were working together in person.  Adjourning is an essential part of the team development process.  A team that has worked well together has developed strong and meaningful relationships that will make parting difficult. 

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

WEEK 5-Conflict Resolution

Fortunately, I am not currently experiencing any conflicts or disagreements with anyone. While it is not yet to that point, I think it is possible that there could be a conflict brewing.  I have recently taken a position as a director at a preschool program.  While the assistant director and I work well together and she has been very helpful with assisting me in learning the ropes, it is obvious that she is used to working independently rather than as a team.  I am often left out of the decision making process and important information often does not get communicated to me. So far, I have just dismissed these concerns as part of the process of transitioning into a new agency and program. If the situation continues, I could see the need to use “I” statements to express my concerns. It would be important for me to not make assumptions about her motives because true communication occurs when we focus on “clarifying what is being observed, felt, needed, and wanted, rather than on diagnosing and judging” (Center for Nonviolent Communication, 2013, para 5).  The 3Rs would also be an effective strategy for developing a meaningful and respectful relationship with the assistant director.  As O’Hair & Wiemann (2012) also remind us  “relationships depend on good communication to thrive” (p. 167). Good relationships also prevent conflict which can have a negative impact on communication. NVC also suggests that compassion and cooperation are important factors that act to facilitate meaningful and satisfying relationships. I am hopeful that developing a relationship with the assistant director and giving the situation some time will help me avoid any conflict.

Reference

O'Hair, D. & Wiemann, M. (2012). Real communication: An introduction. New York, New York: Bedford/St. Martin’s

The Center for Nonviolent Communication. (2013). Foundations of NVC.  Retrieved from http://www.cnvc.org/learn/nvc-foundations

Week 4 Blog: Who Am I as a Communicator

Surprises

 There were few surprises about the similarities and differences between how I evaluated myself as a communicator and how my husband and a friend evaluated me.  The results of all of the assessments done by my friend were also the same as mine. The fact that my score for the Listening Styles Profile was the same despite who completed the survey seemed to indicate that I am a People-Oriented listener, however, I thought the definition of the Action-Oriented listener was a better fit. I think that the thing that surprised me the most was that the results were so similar despite who completed the inventory.  I really expected that my own perspective of my communication skills would have been different from the perspective of that of my husband and friend. 

Insights

One insight about communication that I gained this week is that while the inventory assigned a specific score based on how others and I answered the questions, I feel that I could see myself across the entire range of possibilities depending on the situation.  A second insight is that I have made progress in becoming a better communicator by improving my listening skills.   This is something that I have made a concerted effort to do.  O’Hair & Wiemann (2012) tell us that an empathetic listening style is associated with showing care and avoiding judgment.  The results of the Listening Styles Profile validate that I have made progress in this area.  Had I completed these scales several years ago, I think the results would have been very different.

Professional & Personal

As a result of the Application assignment, I have a better insight into and deeper awareness of my own communication strengths and weaknesses in both professional and personal settings.  I discovered that I need to make the same kind effort in personal communications that I do when I am in a professional setting.

Reference

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York New York: Bedford/St. Martin’s

Week 3 Blog

I do find that I communicate differently with people from different groups and cultures.  If is someone that I know well I am more comfortable and am more likely to use slang and tease and joke more.  Professionally, I communicate differently based on the audience.  In a large group of other early childhood professionals, I am more likely to use acronyms and jargon that I know others in the group will be familiar with.   I work at a bilingual preschool program. Several of the teachers and many of the parents speak Spanish.  I speak more slowly, use simpler words and listen very carefully.  We have a Spanish-speaking cook at the program where I work.  My Spanish is very limited and so I find that I must rely on lots of gestures to communicate effectively with her. 

The first strategy that I could use to help me communicate more effectively is to improve my listening skills.   When talking with Spanish speaking parents, I tend to be nervous about my limited ability to speak Spanish and so it is sometimes difficult to stay focused on listening.  I also tend to be very businesslike and so I have found that I need to stop, listen carefully and give all of my attention to the person who is speaking. 

The second strategy that I could use would be becoming more other-oriented.  As Bebee, Bebee & Redmond (2011) point out, “focusing on others rather than yourself… is an important way to enhance your interpersonal competence” (p. 111).  According to Bebee, et al. (2011), becoming other-oriented involves taking into account “the other person’s thoughts, values, background, and overall perspective” and to “put yourself into someone else’s place emotionally and consider what that person is feeling” (p. 112).  As Gonzalez-Mena (2010) reminds us, “it’s uncomfortable to begin questioning what we already know, but it’s important to do so when working in an early childhood setting that includes diverse families you don’t see eye to eye with” (p. 36). 

The third strategy that I can use is related to body language. Since taking this class, I have become much more aware of my body language.  I am careful to ensure that my body language is communicating my interest in what the other person is saying.  I turn towards the other person, am careful not cross my arms, nod, smile and watch carefully to use the amount of direct eye contact that the speaker is comfortable with. 

Reference:

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Chapter 4, "Interpersonal Communication and Diversity: Adapting to Others" (pp. 85–114)


Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201420_02/MS_MECS/EDUC_6165/Week%203/Resources/Resources/embedded/beebe_ch4.pdf

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

"Understanding and Appreciating Cultural Differences" (pp. 36–38)

Watching Days of Our Lives

I had to watch several shows before finding one that would work for this class.  I tried watching a show Nickelodeon, which seemed to be geared toward preteens, but found that it was just too predictable.  I also tried That 70s Show, but also found it to be very predictable.  It was very easy to tell what was going even without listening to the sound.  I decided to try watching a soap opera Days of Our Lives.  When watching the show without listening to the sound, it seemed that a priest was having an affair with a woman.  It also seemed that a young woman was either plotting with an older man or that the older man was counseling her.  Most of the other relationships were par for the course for soap operas.  There were 2 girls who were plotting against another girl over a boy.  There was also an estranged mother and son.  There were a wide variety of emotions and feeling displayed by the characters that were easy to read even without the sound.  Emotions and feelings the characters displayed included:  happiness, sadness, anger, disappointment, sympathy, and concern.

When watching the show with the sound, I found that for the most part, I had correctly interpreted the relationships and emotions. There were 2 relationships that I had misinterpreted.   The first was the relationship between the priest and the woman.  As it turned out, the woman was the mother of the priest and that was why they were kissing and hugging.  The other relationship that I had misunderstood was the one between the young woman and the older man.  The man was the woman’s father who was helping her with a problem she was having. 

This assignment gave me the opportunity to see how well I could interpret communication without actually hearing the words that people were using.  It was much easier to correctly interpret the emotions displayed than it was to accurately “read” the relationships between the characters.  Based on this experience, I have a better understanding of the limitations of only using nonverbal communication to make assumptions.  As O’Hair & Wiemann (2012) pointed out, “nonverbal communication is often ambiguous (p. 129) and so advise us to “regard nonverbal behavior as cues to be checked out rather than as facts” (p. 130). 

Reference

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York New York: Bedford/St. Martin’s

Communication & Collaborating in the Early Childhood Field -WEEK 1

For me, the person who comes to mind as someone who demonstrates competent communication is a former supervisor and the specific context is when we met for supervision meetings.   According to O’Hair & Wiemann (2012), competent communication “ is more concerned with process, which measures the success of communication by considering the methods by which an outcome is accomplished” (p. 14). My former supervisor exemplified that ability to focus on the process.  One of the most effective behaviors that this person exhibited during these meetings was the ability to really listen to what I said.  She was truly present and it was obvious that I had her full attention.  Her body language, reflective questions and thoughtful answers all created an environment that made me feel safe, valued and heard. As O’Hair & Wiemann (2012) point out, “From the process perspective, it is better to optimize outcomes for both partners than to fulfill the specific goals of either one:  mutual satisfaction is used as the gauge of success” (p. 16).   My former supervisor was careful about the pacing of the conversation.   She was able to sense when to move on to another topic. She was gifted at asking questions and was careful about how and when she offered information or opinions.  She also did a good job of following the National Communication Association Credo for Ethical Communication principle that states “we strive to understand and respect other communicators before evaluating and responding to their messages” (p.  15).  This principle is closely related to the statement made by O’Hair  & Wiemann (2012) “Successful communicators usually have a high degree of cognitive complexity.   This refers to the ability to consider multiple scenarios, formulate multiple theories, and make multiple interpretations when encoding and decoding messages” (p. 24).  This person could easily be considered a successful communicator using the information from O’Hair & Wiemann and the principles outlined in the National Communication Association Credo for Ethical Communication.

The behavior that I would most like to emulate is her ability to truly listen.  This ability has many positive outcomes.  This ability to truly listening builds trust by conveying the message that what is being said is valued and understood.  It also offers the chance to show respect for the speaker and the opportunity to develop the high degree of cognitive complexity both of which are traits of an effective communicator.  So often, I find that I am thinking about what I am going to say rather than being truly present in the moment and really listening to the other person.  

Reference:

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York New York: Bedford/St. Martin’s

Week 8-Diversity, Equity, and Social Justice

When I think about working with children and families from diverse backgrounds, one hope that I have is that I can always welcome and respect the differences that they bring.  As Derman-Sparks & Edwards (2010) pointed out, “In a society as diverse as ours, maneuvering through its multiple cultures can be complex and confusing, as well as rich and delightful” (p. 55).  

One goal that I would like to set for the early childhood field related to the issues of diversity, equity, and social justice is that all early childhood professionals be exposed to the anti-bias curriculum.  Exposure to the anti-bias curriculum would ensure that professionals have the opportunity to learn about others and about themselves with regards to diversity, equity, and culture.

I would like to thank each of you for your honest and candid personal stories that you shared.  While information from the resources and videos can be very moving and pertinent to the topic, it is the personal stories of classmates that give a face to the theories, data, facts and research.   

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Welcoming Families from Around the World

The country that I chose for this assignment is the Central African Republic.  To prepare for this family’s arrival, I would learn as much as I could about the country.  Below are some basic facts about the Central African Republic

According to Wikipedia (Wikipedia, 2013), in the Central African Republic, there are over 80 ethnic groups.   I found that in this country, the main language is French with a dialect called Central African French as well as lots of indigenous languages. The language spoken by most is Sango. While French is the official language few people speak French and almost no one speaks English. There is great civil unrest in the Central African Republic, there are major human rights violations and the rates of HIV are high.  The per capita income is $300.00/year. More than 50% of the population is affiliated with a Christian religion.  Exporting food is the major source of revenue in the country.  The life expectancy for both men and women is under 50 years old.    

In order to prepare myself to be culturally responsive to the family I would take the following steps.

1.  The first thing that I would do is find out what language or languages the family might speak.  I would also try to learn something about the literacy rates in the country.  Once I had information about the language and literacy rates, I would learn a few basic words and phrases that I could use to greet the family.  I would also contact agencies that offer translation/interpretation services so that I could have someone available to assist with communicating with the family. 

2.  The second thing that I would do in order to be culturally responsive would be to learn what I could about traditions and customs in the Central African Republic.

After learning about the traditions, I would try to learn more about the beliefs and values that underlie the traditions.

3.  The third thing that I would do would be to learn something about the food that is traditionally eaten.  After learning about traditional foods, I would try to find out if there are local stores that stock the ingredients the family might need.

4.  The fourth thing that I would do is learn about the political, economic and social climate in the country.  This would help me be sensitive to possible fears or trauma that the family might have experienced.  This would also help as I gather information about resources that the families may need.

5.  The fifth thing that I would do is gather some pictures or artifacts from the Central African Republic.   I would make a small book to place in the library area, or display the photos in various places in the classroom. 

I think these steps would beneficial for the family and myself.  Gathering information about all aspects of the Central African Republic would help me be knowledgeable and would give me a deeper sense of what the family might have experienced.  Following these steps would also help me gather resources that I could share with the family about local resources, and social and religious groups that might help the family get established.  Being able to say a few words/phrases would let the family know that I was making an effort to connect with them.  It would also be necessary for me to reflect on any stereotypes or preconceived ideas that I might have about people living in very poor African countries.  As Derman-Sparks & Edwards (2010) point out “ongoing learning about yourself and well as about the children and families you serve, makes it possible to effectively decide what to say, what to do, when to wait, ad when to act in many different kinds of settings” (p. 21). 

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and

ourselves. Washington, DC: NAEYC.

Wikipedia. (2013, August 14).  Central African Republic.  Retrieved from http://en.wikipedia.org/wiki/Central_African_Republic