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Resources for Early Childhood Program Transcript RENATTA
VIDEO: FIVE EARLY CHILDHOOD PROFESSIONALS DISCUSS PREFERRED AND TRUSTED RESOURCES (18:04)
Laureate Education (Producer). (2010). The resources for early childhood [Video file]. Baltimore, MD: Author.
The Resources for Early Childhood” Program Transcript RENATTA M. COOPER: I read professional publications. I read lay books on the issues of children, child development, families. It’s a wide range that I look at. I’m not just looking for early childhood education. I’m looking for early childhood education. I’m looking for cultural things. I’m looking for economic issues as they pertain to young children. There’s just a wide lens of things. And a lot of biographies, a lot of memoirs, looking for adults who have kind of come through challenging things, and how did they do it? Because a lot of times there are life lessons there in relationship to their own development. So those are the kinds of things– that’s where it begins, but it doesn’t end there. There’s endless magazines. It’s just constant. And every time you read something, it references you to two or three other things. And now the good thing about the Internet is you can pull them right up. And the bad thing about the Internet is you can pull them right up, and they’re all there. They’re all on your desk, and they’re all looking at you, going read me, read me, read me. And you do have to read it, because you do have to stay current. That’s one of the tremendous responsibilities of being a professional. When other people are looking to you for leadership, you’ve got to know what you’re talking about. And so you’ve got to say current, and there’s a lot of information that’s generated. But that’s not the only place I get information from. I have people in my life, mentors, colleagues, who I touch bases with regularly. They are resource people that are not here all the time. I think about people like Asa Hilliard, who has been dead three years now. He was a professor at Georgia State University. And Magda Gerber, our baby guru. She died a couple years ago. And I try to think about Magda and Asa every day. Asa always pushed me to know more, to learn more, and to just never get comfortable with what you know, because there’s always something else coming at you that you’ve got to learn. And then Magda, who always reminded me just how difficult it was to parent effectively. And talked about how, so eloquently, how parenting was really the most impossible of tasks, because armed only with knowledge of the past, we had to prepare children for a future that we more and more we can’t really imagine what our children are going to be confronted with. And it’s a really important challenge, and it’s important that we consider it and all of its manifestations. So I think about them every day, and about what they would say to me on a specific issue, or something that they did say to me that might be relevant and useful. So there are people like that that are no longer here that I can’t access anymore that are part of my resource list. I also think that every meeting you go to, you should try to come away with a person that you seem likeminded that you could call back and talk to about some issues, because that’s the issue of currency. That’s how you make it all work. So I’m a collector of people, of books, of many papers, of magazine articles, and it just all goes into the work that I do. RAYMOND HERNANDEZ: I keep myself involved with a lot of different organizations, community organizations, so that I make myself aware of those resources. Not only do I do it, but I also make sure that my staff know that they have a responsibility to know what resources are out there, to be actively involved in the community. Because they’re the ones who are referring the families, so they’re the ones who need to develop the relationships with the resources that are in the community. For example, our school, school of dentistry, they work very well with us in terms of providing the dental screenings, any follow up treatment that we need for our children. So as the executive director, I make sure © Laureate Education, Inc. that I maintain a positive working relationship with them. I make sure that they have access to our children in helping us to do the screenings, so that they know that we’re here to work. We have the same goal in mind in terms of serving these children, so I make sure that we both stay focused on that. The school of pharmacy, I work with them in terms of they develop these photo novellas, which are informative on different health topics such as childhood diabetes, obesity, those kinds of things. We work with them in terms of what we do is, we use the insert where we insert our information about recruiting services for our program. But we also, what I did last year and I’m doing this year, is we help publish 10,000 of them. And what we did is distributed to all the different high schools, elementary and middle schools in the area to not only get the word out about childhood diabetes, but also about informing them about our program. So those kinds of partnerships are really important to me, and we make sure that we keep in contact. And if there’s anybody that one of my staff members may be having a hard time dealing with, I will sometimes get involved to make sure, how do we make sure that we’re working together? But a lot of times, I keep myself very, very much up to date in terms of what’s different, and what’s new in our field by working with state organizations and national organizations. Currently, I work with the Child Development Policy Institute that focuses on the public policy around early childhood education, and what’s happening in Sacramento and how it can impact our field. With California Head Start Association, I’m actively involved. I’m actively involved with our clusters, so that I look at bringing resources to the table myself, too. Right now, we’re working on a fatherhood initiative in LA County that I’ve kind of decided that we’re taking the lead on it in terms of working with different– there’s about 40 different Head Start programs in LA County, so what I’m trying to do is work on developing a network where we look at those Head Start programs that are interested in developing fatherhood initiatives in their program. Some of them do it. Some of them are just interested in it. Some of them are doing it very well, so we want to be able to use each other’s resources. It’s always been important to me to be a resource for other people in my field. And I realize that even more so as I’ve gotten older, and I’ve been in my field for so long that now it’s time for me to give back to young people that I see entering my field. And looking at what is my job to motivating them, and seeing the benefits that they can get from being in our field. LETICIA LARA: I think resources are very important, and we need to draw on both our internal and external resources. And when I think about my internal resources, again, they’re shaped by so many events. They’re shaped by my family in encouragement. They’re shaped by friends. Friends that say, yes, you can do and you can make change. We need to look to inspiration of people around us when we talk about internal resources. But we also need to, as professionals, develop our internal resources to have the set of skills that we need. We need to foster our collaborative skills. We need to foster critical thinking skills or advocacy skills, so that we can share with people why it’s important, that early intervention, why it’s important to know the research and to develop quality based programs. We need to know our information so that we can help convince an influence others. Those are internal resources. Education is an internal resource in we invest. We talk about external resources as well, but what we want to do is, we want to partner with different folks. We want to partner with universities in accessing the most important research in early childhood, but we also want to partner with parents. © Laureate Education, Inc. Parents are a wonderful resource, and we have a lot to learn from their challenges. And I think that the more we partner with parents, the more we will have the heartbeat of the profession to be able to understand how to change and be responsive in programming policy making. Resources in terms of also, hearing the children. I know we talk about the early childhood, and we think that children don’t have much to say, but they’re wonderful. How do we go into the classroom and see what works? Because there are resources that sometimes we can’t always translate, but if we experience it, then we know. So walking into a classroom to learn about what’s happening, to talk to the teacher, those are external resources that we could have a better understanding as professionals to help fine tune. What is it that we’re advocating for? What do we support folks with? In addition to that, when we think about external resources, we need to be creative. We need to partner with the media, for example, as we are today. You’re transmitting my vision of being a leader to others. But we also need to partner with child care resource centers, in which, again, families come to for support and services. We need to partner with the medical profession, health care professionals. Doctors are a wonderful resource to be able to influence families, to encourage them, to support them, to talk to them about child development, to share literacy resources. Our libraries, they’re wonderful resources for families. Most recently, I partnered with the California State Libraries program. And what we did, is we did a simultaneous video cast, and we helped the librarians understand what was so important about child development. And how did they transform their environments from putting the strollers next to the front desk, so that the other families wouldn’t be bothered by them? But, again, how do we transform our current environments to be responsive to young children? I think that there’s a world of opportunities out there. When we think about external resources, too, I want us to think about how do we also think about big issues? How do we think about public policy issues? So resources, we need to be thinking about sort of this ecosystem, about where do we draw from, where do we create new partnerships? So as we mentioned, or as I’ve mentioned, in terms of highlighting my internal resources and external resources, there are many. And they complement each other. The internal resources have been shaped throughout my lifetime bring forth who I am for my family and my values and belief systems. But my external resources also contribute to who I am, and I draw from both of those to be able to carry out my role. SANDY ESCOBIDO: Resources that are important to me, and that I check on a regular basis include the Harvard Family Research Project, as well as, brain development research coming out of Harvard. I believe it’s called their neuroscience department. And the reason why those resources are important to me, two reasons. Number one, on the family spectrum, they actually have science and data backing up the importance of family involvement in a child’s life. And how there’s a correlation between a family’s involvement and future academic success. In terms of voices that are important to me, again, it’s the family’s voice, it’s the child’s voice. I believe that we need to have a combination of resources, not just on the academic end of the spectrum, but also viewing each other community members as resources. And so, while Harvard may be able to document certain things with scientific data, we mustn’t forget our own personal stories, as well, to complement those numbers. LOUISE DERMAN-SPARKS: Well, I think the question about what resources both get you started and keep you learning and growing and supported, is really critical. Because none of us works alone in any kind of work that works with other human beings It means you have to have other human beings. © Laureate Education, Inc. So I think there’s several one or other people, other people who are doing work in diversity and equity, both with young children and with adults, both in this country and in many other countries in the world, have been a constant source of growth and support for me. And one of the wonderful opportunities for myself in this work, has been to speak and meet people in many parts of the United States and in many countries in Europe and in South Africa, and Australia, and Canada, and Japan. And there’s a network of teachers, educators, all around the world, really, who are interested in the same things that I am. And who are learning what diversity and equity work means with young children and with teachers in their own particular countries. So being able to talk with them, to email with them, to go to conferences that they have set up and meet people that way, and talk with them, and read their work, has been probably the most important one. Even being able to call up and say, I just had this experience, and it was really hard, and I think I bombed, help, has been enormously important. Because I think all education work requires a constant journey of our own growing and learning. I think reading what people write is very, very important, both practical experiences and research work, and theoretical work, and autobiographies, because we have to constantly be in touch and engaged with the ideas of other people, whether we agree with them or not. I think the third resource is self-reflection, because, especially, if you choose to work in the area of diversity and equity, you’re always learning something new about yourself in terms of your own discomfort levels or your areas that you really don’t know. And I suppose, in a way, this is true for any work with young children, because you’re always working with new families and families who are going to be coming from different cultural backgrounds, and language backgrounds, and socioeconomic class backgrounds and yourself. So we have to learn to be self-reflective about what things are hard for me or making me uncomfortable. And if I can give one example, I was asked to come to Germany to work with people who were doing antibias work with young children there, and I’m Jewish. And at first, I refused. I thought I just could not cope with going to Germany and dealing with the ghosts of the Holocaust past. And people here said, but these are people who are trying to make a change just like you are, and how can you say no because they’re German? And I had to realize that this was an area I had not explored in my own life and really needed. It was a rowing place, and I’ve been back several times, actually. It turned out to be one of the most transformative experiences in my life. And wonderful people who, when they heard I was Jewish, immediately said, what can we do to support you? What do you need from us? And what I needed from them was to learn about the resistance movement in Germany, which we know so little about, and which there was one. And there’s been some work in Berlin where I was working with this group called Kinderwelten. They took me to places where uncovering of the resistance of ordinary people was happening, and with stories of ordinary people’s resistance was being discovered and written about. And it made an enormous difference for me. But probably most important, I faced my fears, and I faced my prejudices. And I know that’s not going to be an opportunity of that particular climate everyone will have in terms of traveling outside the country. But everyone’s going to have opportunities to meet with people whose background makes them uncomfortable. And then, not running away from it, and reflecting on it, I think we do our most growth. So I guess it’s networking with people, keeping informed about what other people are thinking, either through reading and also through going to conferences as much as you can, and reflecting on what you’re learning, are the three sources. © Laureate Education,
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