Perspectives on Diversity and Culture

I have a friend who is African from Cameroon who is culturally different from me in many ways however, in other ways we are culturally similar.  When asked her definition of culture she responded “Culture is what makes each of us different.  It is the things which are not always known to the general public but are special and sacred to individuals and their families.  Diversity is a mixture of various cultures.  Diversity is also the understanding that is it comprised of a variety of differences”.   My friend of Indian decent had a similar definition of culture, “ it is the unique pieces of me that others in my family may share.  Culture is the special characteristics that create individuality and uniqueness among a group of people.  Culture is shared understandings and beliefs.  Diversity is a mixture of cultures”.  I also spoke with a colleague of mine who responded “diversity is a mixture of ethnicity's, races, and cultures.  Culture is what defines who we are as people.  Some of our culture is passed and learned through family and history, other parts of our culture is influenced by media  and other groups”.

            I was encouraged that all three of the responses were similar to the definitions we have learned and expanded through this class.  Culture is unconscious and incorporated perspectives from a variety of places (Laureate Education, 2011).  One of the responses highlighted it perfect when she said “it is not always known to the general public” which is very similar to the understanding Janet Gonzalez-Mena shared as comparing culture to an iceberg, what is not seen is the deep culture (Laureate Education, 2011).   None of these answers omitted aspects of culture as it is comprised of race, ethnicity, and religion, but also of those deep aspects which are unique.  All three definitions of diversity were whole, as they highlighted the need for respect of differences, combining differences and highlighted the intermix of culture and diversity, one which cannot happen without the other.   My understanding of the relationship between culture and diversity was enhanced during this exercise.  Diversity is a mixture of culture but culture is a combination of diverse influences, beliefs, perspectives.

References

Laureate Education Inc., (2011). (DVD) Culture and Diversity.

My Family Culture

If I had to choose three items to take with me that would represent my culture I would take my bible (NKJV), the temptations Christmas album, and a cookbook.  Religion is very important in my culture, as it is the guiding force in my life.  I was raised in the church by my parents and grandparents.  Many summer weeks were spent in vacation bible school and every morning my grandmother had bible study with my sister and I when we visited her for the summer.  I was taught and believe that God is the creator, doer, and maker of all things.  Brining the Bible as one of my three items would allow me to continue to grow in the word.

            A huge part of my culture is family and music, which is why I would bring the Christmas album.  I can remember from being a little girl my parents playing this album during the Christmas holidays, especially Christmas morning.  Whenever I hear songs from it I immediately think of my family, Christmas decorations, and joy.   Food is also a component of my culture.  The cookbook would serve as documentation of popular dishes so that they can be recreated in the future.  I would bring a cookbook that has both traditional soul food meals as well as vegetarian meals which is how I was raised. 

            If I had to choose only one item I would bring the bible because it the one item that would bring me peace.  I had a somewhat difficult time deciding what items to choose because my culture is a combination of many cultures.  I have realized that the most identifying piece of my culture is through memory not artifact.  It does make me think that I should begin to collect or create artifacts that can be shared or passed through generations as memories only last as long the person is alive. 

            

When I Think of Research

This class has been interesting, illuminating (ch. 9 lol), and overwhelming at the same time.  Although I participated in research before, never was I given the opportunity to explore the various aspects of research in such detail. I did not realize that the process of research was so complex.  Every week I learned new vocabulary, which sometimes was difficult to understand and use.  Often times I had to go back, reread and use the tables to better understand.  I realised research was far more than picking an hypothesis, gathering data and analyzing.  Issues of ethics, validity, and design all are key components.  One cannot conduct research without a intensive plan of action to determine feasibility and to work through the method that is best for their case or area of study.

After this class I have a profound respect for other researchers especially in the field of early education. Not only is there the process and design of appropriate research but gathering participants and determining research that is equitable, justice and fair is important to the reputation of our profession and our work at early childhood professionals.   Those participating in ECE have a thirst to learn to improve our profession in the greater good. Its admirable!

I have learned a lot from the feedback of others during this class and I wish all of my colleagues well in future classes and professional endeavors.

Research Around the World

After reviewing many articles in many of European Early Childhood Education Research Journal, I noticed that many of the topics of research were very similar to those being explored in here in the United States.  I saw many articles on the study of language, specifically early language development and adult support, play, and children’s participation in research.  In the latest articles published, many were focused on the immersion of culture in education.  One article, entitled “Preschool Teachers’ View on Learning Preschool in Denmark and Sweden” is about how teachers in both countries understand children’s learning in school (Broström, Johansson, Sandberg & Frøkjær, 2012).  Another article, “What they believe and what they do” focuses on Turkish kindergarten teachers and their beliefs on what they believe and do in regards to teaching (Varol, 2012).  These most recently published articles appear to have a focus on teacher development and education, which is also a huge push in many school districts in the United States.

Of the top four read articles published in the journal, three of them focused on play.  This indicates the understanding and focus on play for young children is a battle being fought in countries all over the world.  Of the many articles on the site, the sections dedicated to the aims and scope of the website was the most interesting.  In the aims and scope, the journal identifies its principal purpose, “provide a forum for publication of original research in early childhood education” (Aims and Scope, 2011).  This section identified the target areas of study, birth through age eight, and states the intentions of publication.  This stood out to me as I have rarely seen a site to specifically detail its aims, purpose, and intentions.  I will be visiting this site in the future to increase my personal knowledge or current research in ECE worldwide.

References

Aims and Scope. (2011). European Early Childhood Education Research Association. Retrieved from http://www.tandfonline.com/action/aboutThisJournal?show=aimsScope&journalCode=recr20

Broström, S., Johansson, I., Sandberg, A., & Frøkjær, A. (2012). Preschool teachers’ view on learning in preschool in Sweden and Denmark. European Early Childhood Education Research Association, 1-14. doi: 10.1080/1350293X.2012.746199

Varol, Filliz. (2012). What they believe and what they do. European Early Childhood Education Research Association. Retrieved from http://www.tandfonline.com/doi/full/10.1080/1350293X.2012.677309

Research that benefits children and their families- Omega 3 fatty acids and Autism

During my years of teaching I have often seen children misdiagnosed, improperly treated, and over treated for disorders.  I noticed in my pervious school, parents were quick to put their children on medication and were hesitant to explore some of the natural alternatives and supplements.  Personally, I have begun to look at natural supplements, fruits, grains, etc. to cure my own aliments and sicknesses instead of over the counter and prescription medicine.  Due to my own curiosity I began searching for studies that supported the use of natural alternatives.  I found many studies supported by National Institute of Health on the use of omega-3 fatty acids and how it could reduce behaviors in autistic children. 

One study done at the University of San Francisco in conjunction with Autism Speaks studied 24 children ages 3 to 8, over the course of 12 weeks.  They found that an increase in omega 3 fatty acids decreased the symptoms of hyperactivity in children based on the Aberrant Behavior Checklist (Clinicaltrials.gov, 2012). 

After looking at more research and trials, I found an interesting study that reviewed 6 studies, which found limited evidence to support the efficiency of using omega 3 fatty acids with autistic children.  Many of the studies were had too small sizes, were too short in duration of study, and only looked at outcomes of aberrant behavior (Bent, Bertoglio, Hendren, 2009).   It was concluded although most studies were inconsistent; one study did prove that omega 3 fatty acids had a positive outcome for supporting hyperactivity.  Therefore, more studies should be conducted focusing on reduced hyperactivity as the outcome with larger sample sizes and for a longer duration of study (Bent et all, 2009).

I found these studies to be very interesting as children were at a minimal risk for the studies.  It is my hope that future studies will eventually reveal positive and conclusive outcomes for natural alternatives to support autistic children and their families.

References

Clinicaltrials.gov, (2012). Omega 3 fatty acids for autism treatments. Retrieved from http://www.clinicaltrials.gov/ct2/show/study/NCT00786799?term=children+with+autism&recr=Completed&rslt=With&rank=4&sect=X73601

Brent, S., Bertoglio, K., Hendren, R. (2009). Omega-3 fatty acids for autistic spectrum disorder: a systematic review. Journal of Autism Developmental Disorders, 39(8): 1145–1154. doi: 10.1007/s10803-009-0724-5

My Research Journey

I have chosen to research the social achievements of children living in single parent homes.  I have chosen this topic because I have taught many children living in single parent homes and have notices similar social behaviors and pattens of those in single family homes.   If families and educators become aware of social patterns and achievements we can better support children and their development.   It  is ambitious to believe we can change the rate of single parenthood however, we can control how we support children and we can advocate for what is best for children and future outcomes.

Thus far in this journey I have learned the importance of checking and double checking the quality of references in addition to the accuracy of my APA in-text and reference citation.  I found it extremely helpful to look at a topic from a larger picture and then narrow it down into subtopics.   I am exited about supporting you all, my classmates, by providing possible references or an editing eye!

If anyone was any articles on child outcomes of children living in single parent household please pass them along!