Reflection

I have gained great experiences and insights throughout this course. I have learned a lot of valuable information regarding advocacy and my area of interest (social-emotional development). My field experiences have given me a deeper look into the needs for social-emotional development in the field of early childhood and the related issues that child care centers are facing. The research I conducted provided me useful information regarding current advocacy programs and how to promote children’s growth and development. I have also learned that as an early childhood professional I have the responsibility and the power to advocate for young children and to ensure they gain the positive experiences and relationships needed for healthy social-emotional development. The knowledge I have gained throughout this course will greatly help me as I continue my educational and professional career.

Observing and Interacting with Families

          I’m currently conducting my field experience at a child care center. For Module 4, I had the opportunity to conduct my interviews with two parents. During my time there, I had the chance to interview a mother of a 4 year old (Parent A) and a mother of a 5 year old (Parent B) regarding social-emotional development. Both children have been attending this center since they were infants. I was able to ask both mothers to share with me their opinions on my area of interest. I asked the following questions regarding my topics: What are your thoughts on young children’s social-emotional development? How do you expect your child’s teachers to promote his/her social-emotional development? I was also able to observe their interactions with their children and with the teachers during pick-up time. 

          Throughout my observation and interviews, I was able to gain a number of insights regarding social-emotional development during the preschool years. One insight I gained is the importance that parents place on their children’s social-emotional development. Parent B stated, “It’s important for me to know that my son is learning how to play with other children, take turns, talk with his teachers and friends, participate during activities, and follow the rules of the classroom. Sometimes he can be a little shy and withdraw from the group. I want him to feel comfortable around others and gain social skills.” Both of the parents I interviewed place a high value on their children’s ability to be sociable, interact with the other children around them, be well-mannered, and express their ideas and feelings appropriately. A second insight I gained is how parents expect their child’s teachers to support their social-emotional development. Both of the parents expect the teachers to create a classroom environment that welcomes their children, treat them with care and respect, and create a variety of social learning opportunities. Parent A stated, “I expect my child’s teachers to make my child feel welcome and valued in their classroom, have activities that will teach him social skills, and always encourage him to express himself”. Teachers have the responsibility of creating social learning experiences that will develop social-emotional skills. Children greatly learn from their environment and the social interactions they have with the people around them. Teachers also serve as role models that show children how to treat others with respect, how to behave in a social context, and how to appropriately express feelings and ideas. Early childhood educators need to keep open communication with parents and always respect their needs, expectations, and concerns regarding their child’s development. Positive ongoing communication can help early childhood professionals support children and their families, provide the care they need, and connect them to resources/programs which can be of great assistance to them.

Module 3: Interviews with Administrative Staff

          I’m currently conducting my field experience at a child care center. For Module 3, I had the opportunity to conduct my interviews with the center’s administrative staff. During my time there, I had the chance to interview the director and assistant director regarding social-emotional development. The director has been working at this center for 23 years. The assistant director has been working at this particular center for 10 years. Both staff members were able to give me their opinions on my area of interest. I asked the following questions regarding my topics: How do teachers influence children’s social-emotional development? What benefits do high quality centers have on social-emotional development? What factors impede proper social-emotional development? I was also able to observe a number of their daily activities and their interactions with the teachers, children, and parents.

          Throughout my observation and interviews, I was able to gain a number of insights regarding social-emotional development during the preschool years. One of the main insights I gained is the important role that teachers play in children’s social emotional development. The director explained, “I feel it’s important to let children interact with others and express their emotions in a social atmosphere but teach them how to do it in an appropriate way.”  Teachers have the responsibility of creating social learning experiences that will develop these skills. Children greatly learn from their environment and the social interactions they have with the people around them. Teachers also serve as role models that show children how to treat others with respect, how to behave in a social context, and how to appropriately express feelings and ideas. A second insight I gained is that high quality centers set higher standards for their early childhood educators. The assistant director explained, “In a quality daycare we expect more from our teachers. It is not just about watching children and interacting with them when needed. We expect teachers to use their early childhood education background to maintain a positive and caring learning atmosphere for all children”. By setting high standards and expecting more out of their teachers, high quality day care centers ensure that young children receive the social learning experiences necessary for proper social-emotional development. A third insight I gained is that there are a number of factors that impede proper social-emotional development. Some of these factors include the following: unsafe school and home environments, uneducated teachers and assistants, high turnover rates, and negative interactions between teachers and children.  According to the assistant director, “Having a safe, healthy, and clean environment and hiring well educated/trained teachers positively impact young children’s ability to succeed socially and emotionally”. High quality centers and well educated early childhood teachers are essential for young children’s social-emotional development.

Module 2 Interviews/Observation

          I’m currently conducting my field experience at a child care center. For Module 2, I had the opportunity to observe and conduct my interviews in the 4 year old classroom. During my time there, I had the chance to interview the two early childhood teachers of the classroom regarding social-emotional development. One of the teachers has been working at this particular center for 7 years. The other teacher is fairly new to the center, but has been working with young children for almost 10 years. Both of the teachers were able to give me their opinions on my three topics. I asked the following questions regarding my topics: How do teachers and parents influence children’s social-emotional development? What benefits do high quality centers have on social-emotional development? I was also able to observe a number of their daily activities and the interactions amongst the students and the teachers. I was present for snack time, free play time, outside play time, quiet activity time, and parent pick up.

          Throughout my observation and interviews, I was able to gain a number of insights regarding social-emotional development during the preschool years. One of the main insights I gained is that every activity/transition of the daily routine creates an opportunity for supporting social and emotional skills. Daily activities such as snack time and play time are filled with social aspects. Children are constantly interacting with teachers and with other students.  Teachers need to take advantage of these activities to model proper social behaviors and encourage positive interactions. One of the early childhood professionals stated, “Parents and teachers are very influential on children’s social skills and behaviors. For example, routines/schedules followed at home and school help children know what they have to do and how they are expected to behave. This in turn teaches young children the social skills needed to develop self-control and to interact in a social group.” Parents and teachers need to teach young children the rules and skills needed in order to be part of the society in which they live. A second insight I gained is the importance of creating nurturing and trusting relationships with children. The other teacher I interviewed stated, “High quality day care centers encourage children to interact with those around them. They help children learn about relationships, how to treat others, and to how respect themselves. Starting at an early age, children need to learn how relationships form and how to care for others.” In order to promote young children’s social-emotional development, teachers need to have warm and caring relationships with the children in their classrooms.

Interviews

I interviewed two Early Childhood Professionals, a child care director and a preschool teacher, to complete my first blog journal. I gained great insights regarding current advocacy efforts and needs for social-emotional development in the field of early childhood. A few of these current advocacy efforts include: family support programs, early intervention programs, early screenings, and high quality child care programs. All these programs serve as advocates by providing services to families and young children that will help promote healthy social-emotional development. 

According to the two professionals I interviewed, the most predominant need in social-emotional development is high quality teachers. The child care director explained that there is “an increasing need for highly trained early childhood teachers who know how to support children’s social-emotional development”. In addition, the preschool teacher explained that there’s also “a need to educate families about the critical role that social-emotional development plays in their children’s lives”. 

These interviews positively influenced my decision to focus on the area of social-emotional development for my research paper. The professionals I interviewed gave me a more in depth look by giving me their perspectives and experiences in this area. Through my conversations with these professionals, I was able to narrow down on three topics for my research paper.

My three topics are:
1. How do teachers and parents influence children’s social-emotional development?
2. The benefits that high quality centers have on social-emotional development.
3. The factors that impede proper social-emotional development.   

I have a couple of questions for my colleagues regarding my area of interest:
1.What are your thoughts on social-emotional development?
2. If you are currently working with children or have children of your own, how do you support their development in this area?

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