Module 4 Blog

• Whom you observed and interacted with in your setting during this module 
• I observed and interacted with parents and children at drop off and pick up on different days and at different sites.  The first place I observed and interacted was at a preschool/child care.  The parents would bring in their children, some as early 6 am.  The last child came in at 11:00 when he had finished play school at a different location and then joined the preschool group until his 5:00 pm pickup.  In the morning, some parents were very rushed.  They came into the classroom, helped their child take off their jacket, boots, hats, etc. and put their shoes on.  Then they supervised as their child washed their hands.  Most parents exclaimed they were late and needed to hurry.  Gave their child a hug and kiss and ran out the door.  Many children were fine with this schedule.  Others cried and the teacher took them to the window to wave goodbye and comforted the child as the parent pulled out without even waving.  Other parents took their time and talked with their child and teacher.  Some even read a book before leaving and giving ten kisses and hugs.  Pickup was also a mix.  Some parents rushed in and announced they had to go.  Others asked their child about their day and talked with the teacher.  A couple of parents even looked at the work the child had done that day.  
• Any special learning experiences you may have had or an experience that provided you with insight about children and families including advocacy efforts
• I observed the children after the parents left and noticed that those who had a rushed and traumatic drop off had a more difficult time engaging appropriately.  They seemed angry and overreacted to many situations.  I asked the teachers if they make suggestions to parents about making drop off a smooth transition for the child.  They have tried many times with those specific parents but it doesn't appear that the child's stability is a priority for the parents.  One parent told them it wasn't her job to deal with that. 
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• At least two insights gained from your observations of, and interactions and experiences with, children’s families regarding advocacy efforts and needs related to your area of interest within the field of early childhood
• Two insights I gained from my observation are that lack of parent involvement and education have a detrimental affect on the child and even with emotional support provided by the caregiver, the child was still negatively affected by the actions of the parent.  These children suffer the effects of the culture of poverty every day.  We have to find a way out for these children.  We know educating the child is going to be their way out.  I would love to be able to reach parents too so they can be part of helping their child out of poverty.  For my advocacy plan I am thinking I am going to write a grant that would provide parents access to a program that provides them with books and activities they can do with their child.  It is a series of trainings for parents and during the sessions the instructor reads a book and guides them through an activity related to the book.  They do this with several books and the parents get to keep the books and materials to take home to use with their child.  It provides a positive interaction between the child and parents that could encourage the child to want to read because the parent is involved.   

Observing and Interacting with Program Directors

• How will you address advocacy issues with professionals in your setting?  I have talked to two professionals that are working in the school system where I am doing my internship.  One of those people is the supervisor to five other people.  Her program has many systems in place to identify and support families who need support.  She had just returned from meeting with a family who has a child who was suspended from using the bus.  The family has a car but no gas money to transport the child to school.  The person obtained permission to purchase a gas card with the understanding that the child was to make it to school every day that week.  The reason the supervisor knew about the issue was communication and knowledge among those who work with the family.  They keep each other informed and have the attitude that they will all do what they can to support the child and family.  The other professional I met with has the opportunity to work one-on-one with children who are reading below grade level.  She spends a half hour with each student and is currently serving 15 students.  She feels she provides a valuable service to the students but was recently notified that the school was discussing cutting her program because nobody knew what she was actually doing with the students.  This proves how important it is for others to know what you are doing and having a team mentality that will provide a stronger basis for advocacy.
• How might you find out more about or possibly become in involved with current advocacy programs in your setting?  Everybody feels they have more to do than they can possibly handle.  If I walked into the principals office and asked what I could do to help others with advocacy, I would have more offers than I could choose from.  I have also met with many professionals and know what they are working on.  I could offer my services to them and the help would be appreciated.  It could be as simple as calling parents to invite them to the student of the month award that is coming up.  My mentor is also a good resources because she is very involved in advocacy.
• What kind of difference would you like to make in your setting, your community, or your field?  I am researching breaking the cycle of poverty.  Being part of the community makes me vested in the best interests of the community.  Years from now I am going to want to see that these children have become adults who are also vested in the community and strive to make it a good place to live and work.  I want to know that their children will be raised with more opportunities and a promising future.