Time Well Spent

I can't believe that the end of my masters program is here. This is a bitter sweet time. As excited as I am to be done I will really miss so many things about the program. Working with colleagues, discussing important ECE issues and researching past information.

Although there were many great things I learned from my program my top three are:

1. The importance of diversity and the role it plays in early childhood education.

2. The importance of working with colleagues and understanding that the different perspectives on one issue are what aides in social change.

3. Strive to understand, know and do better in our field. I have learned the importance of keeping track of what is happening in out industry and learning of new research that is coming out all the time.

As I leave this program and continue on I have one long term goal that I hope for myself and my colleagues. I hope that we remember the passion we feel now, the compassion for families, the urgency to fix the issues in our field and the understanding that we can't do it alone. I hope to use my degree in this capacity working for an agency that advocates for children and their education.

To my colleagues: I wish you all the best. I am proud to have worked with you the past few years and look forward to collaborating with you all in the near future. I know we will all make strides in our field, advocate for children and continue to do great things on the behalf of those little people.

To my instructors: Thank you for a great inspiring, educational supportive journey. I'm not sure if you know but before attending Walden I began a masters program at a traditional college. Although I attended classes at the University, I never felt as strong as a connection to the field of ECE nor the subjects presented as I have at Walden. For all you have taught me, encouraged me to do, supported me in writing and discussing I thank you!

I would love to keep in contact with everyone. Feel free to email me at shaylajwb@gmail.com

Jobs/Roles in the ECE Community: Internationally

This weeks assignment is to list three international organizations or communities of practice that appealed to me.

1. Association for Childhood Education International (ACEI): www.acei.org - The mission of ACEI is to promote and support the optimal education and development of children worldwide, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society. It seems that the ACEI does great advocacy work for children. However, I was unable to find open positions with the organization.

2. Council for Exceptional Children (CEC), Division for Early Childhood (DEC): www.dec-sped.org - The Division for Early Childhood promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities. DEC seems to do a great job in mainly offering fact based information to support families. That is a major area that seems to lack assistance from professionals. The division for EC has a post doctoral position available, but no other jobs were listed.

3. World Organization for Early Childhood Education (OMEP): www.omep.org - OMEP is an international, non-governmental and non-profit organisation concerned with all aspects of early childhood education and care. OMEP promotes and studies ECE. In addition, the organization encourages training and family education. No job opportunities were currently available.

National & Federal Roles in the ECE Field

This weeks assignment was to obtain three websites that would be helpful to Early Childhood Education professionals.

1. The Consultative Group on Early Childhood Care and Development - they focus on supporting young children's development. This includes health, nutrition, education, social science, economics, child protection and social welfare. The ECCD field strives to ensure young children’s overall well-being during the early years, providing also the foundation for the development of adults who are healthy, socially and environmentally responsible, intellectually competent, and economically productive. They have no current job opportunities listed.

http://www.ecdgroup.com/

2. U. S. Department of Health and Human Services; Administration for Children and Families - this agency focuses on providing resources to families, on various things children related from education, health and development. More information an be obtained by region, area etc. There were no job opportunities available.

http://www.acf.hhs.gov/

3. The Division for Early Childhood - this agency is apart of a division of the Council for Exceptional Children. There focus is to promote policies and practices that support families and enhance the optimal development of young children.The only job opportunity listed was for a post-doctoral researcher in Kansas City.

http://www.dec-sped.org/

Exploring Roles in the ECE Community: Local and State Levels

This week we are to look for local and state ECE organizations that appeal to us and why.

1. Quality Care for Children (QCC)- this organization serves as a resource for child care providers, families and those in between. If you care for children, have an interest in providing quality care and education for children in Georgia this is the place. QCC doesn't have any job openings currently but in the past they've had openings for an ECE specialist. This would entail someone going into the field and assisting those who care for children between the ages of birth - 5yrs. This person may help provide educational tools or consult on set up of an in home child care program. I believe a person would need to have the experience and a great deal of education in the field of ECE prior to being able to successfully perform this job and many related with this organization. www.qualitycareforchildren.org

2. Bright from the Start (BFTS)- this organization is a state wide agency that has information about most things ECE related. This is also the organization that provides licenses for child care providers in Georgia, while also providing consultation, funding, support and all things related for the Georgia Pre-k classrooms. They also provide resources for families seeking care or schooling for their children. BFTS currently has an opening for a Program Evaluator/Pre-K Education Specialist. This person would assess prek program classrooms and offer support to teachers. A BA or Masters in ECE is recommended for this position as well as Georgia prek experience. This is the only open position with this agency. http://decal.ga.gov/

3. Georgia Department of Human Services (DHS) (DFACS) - this statewide organization is the command center for all things human service related in Georgia. This includes health insurance for children, food stamps for needy families. The Division of Family and Children Services is a part of the DHS agency that does much more. Their website reads that they:

investigates child abuse; finds foster homes for abused and neglected children; helps low income, out-of-work parents get back on their feet; assists with childcare costs for low income parents who are working or in job training; and provides numerous support services and innovative programs to help troubled families.

The DFACS agency looks to hire many people who already benefit from their services and those who do not. Although they have many positions available right now many of those include clerical jobs all the way to director of various divisions. The educational requirements vary based on position. http://dfcs.dhs.georgia.gov/

Reflecting on Learning...

I will truly miss this class. Of all the courses I've taken with Walden, I believe this is the one that has had the biggest immediate impact on my day to day interactions with families.

My most passionate hope for the future as an early childhood professional is to have a positive impact on the students I work with by providing a meaningful learning experience. My goal would be to instill in each child the passion and urgency to pass along what I've taught them to all those they meet. I would love to instill the value of differences and pride within themselves for all students. I hope that each family will also find value in the anti-bias education I present and honor those same ideas at home.

I have had a great experience learning with my colleagues here at Walden. I would have never thought that I would enjoy an online school and find a bond as much as I have since attending Walden. I love the fact that many of us share the same values toward education, we seem to have the same passion and urgency to take what we've been taught and use it in our daily quest of educating children. I wish all my colleagues nothing but the best as we all continue this journey of completing our masters. I would also like to thank our professor for laying such a great foundation and providing great resources for a topic that has not been easily discussed in the past. I wish everyone the best of luck in all future endeavors!

Impacts on Early Emotional Development

I decided to focus this assignment on the children of Rwanda. I first became interested after watching the movie Hotel Rwanda many years ago. Although children were not the focus, being an early childhood educator my main focus was and has always been the children in most settings. This was no different. Children were like many people in the movie, victims. We watched as they were tortured, abused and scared. Many of them eventually became orphans.

As I researched the UNICEF website I found that the children of Rwanda have continued to suffer from many things depicted in the movie - HIV and malnutrition. Many of the children who's suffering began in 1994 during the genocide has continued. Although for many it has gotten better for others it has remained the same. There are many organizations reaching out to children of Rwanda to aid those with HIV, orphans and many who are malnutrition.

Many children who undergo these circumstance began to suffer emotional problems. The toll that many of these stresses put on adults is unbearable and children are no different. As the children grow older, their development too begins to suffer and as a result their overall health declines.

I can't help but to think about these children and some things I would do to help. As an educator my first thought is their education. I look at education as a tool that can get you far and can never be taken away from you. I believe by providing this tool to children in similar situations it would be beneficial. I understand that there are major factors that may stand in the way of this including basic necessities such as access to food.

While reading through the UNICEF site I noticed detailed information of many of the organizations aimed at helping the children of Rwanda. I'm glad to know I'm not alone in my thought process of continuing education despite the circumstances. It seems that many organizations have worked together to tackle many of the factors that hinder these children from developing and moving on. I will continue to check the UNICEF site for updates about the children of Rwanda.

The Sexualization of Early Childhood

When I think of sexualization of early childhood education my mind instantly turns to a particular controversial show Toddler and Tiaras. I've watched the show in awe a few times myself. Girls are, in my opinion shown and given a stage to showcase what they've learned as "sexy". The topic in itself is quite alarming to me as it seems that children in this age group and sexualization should not go together.

This weeks reading resources discuss the issue of sexaualization and the the affects the media play on that. According to Levin and Kilbourne, children are bombarded from a very early age with graphic messages about sexiness from the media (2009). As a mother to 2 young girls I constantly check what my girls are watching and exposed to from the media. Its unfortunate but many of the shoes on Disney channel (which my 7 year old loves) are infiltrated with sexually graphic messages. From flirting to actual kissing.

As an educator and mom I believe watching what children are exposed to is important. I believe it will be hard as educators to take away all the negative exposure children endure from various media outlets. I think opening up the dialogue and talking to children about it can be helpful. I feel sexualization in ECE has not been a big topic but as it becomes more apparent and evident in media outlets I believe it will be a topic that must be addressed.

Resources

Levin, D. E., & Kilbourne, J. (2009). So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1–8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

As an owner of an in home preschool I often get many parents who love the fact that our school is much like a center in the details and activities but has the small child-teacher ratio of an expensive private school. My class of 6 students over the year has been pretty diverse usually predominantly comprised of African American children but usually 2 children are Caucasian or bi-racial. This has always appealed to non-African American families.

A few months back I received a call from a parent who's child recently graduated my school. This family, a Caucasian family had been with my school for almost 3 years so I knew them pretty well....or so I thought. The mom explained that the local elementary school only had a few kindergarten classes and that none of them had Caucasian children in them. The mom was extremely worried about how this would affect her child. She said once she gets to kindergarten she would see other children that looked like her but until then it would be hard for her. I explained to her that while her daughter attended my school she was the only Caucasian child during that time and she was ok. The mom thought because the class size was so small it may have not been an issue for her child then. The mom mentioned during the conversation that she thought it was fair that she speak with my current 2 Caucasian preschool families about their options after leaving my school. I explained to her that I thought that would be inappropriate - she didn't care to hear that. After hanging up the phone I was really upset. I was upset because through the entire conversation each time I asked the mom how her daughter felt about being in the class she ignored it. She would just mention that she didn't like the idea of her being in class with families whose background she knew nothing about. She said she felt that most African American families in our neighborhood were very different than myself and the families I enroll in my school. I asked her what she meant by that. She kept saying you know what I mean.

This whole conversation took me by surprise. I thought I knew her. I had let my own African American child stay the night at her house. I had done favors for her as she had done for me. I felt like all this time she looked at me a bit different opposed to me looking at her without the view of starring at her skin color. I believe as a result of her prejudice toward African Americans her child will also inherit this -ism. Its unfair that her child has grown in a school (my preschool) where differences were celebrated and all cultures and races were valued. No child was ever singled out or made to feel uncomfortable. It seems like all the values I tried to incorporate and teach went unnoticed by this mom. As a result I think this child will eventually inherit the same prejudice toward other races.

Observing Communication

My observation was conducted in a preschool setting. A preschool teacher sat with a little boy as she practiced writing his name with him. She sat in a chair next to him so that their eye level met. She explained that she would be working only with him to assist him in practicing his name. Although in the beginning the boy was very hesitant and seemed nervous to even hold the pencil, the preschool teacher continued to coach him and praise him through the process. The student seemed excited about being able to work one on one with the teacher and you could see his confidence building. The teacher continued to praise him and even illustrate on paper how to write certain letters. When he wrote something correctly she praised him by clapping or giving him a high five. When they were done working she stopped him before he ran to play and explained how proud of him she was. She explained that he had done very well and even pointed out examples on his paper.

I think this teacher communicated great with the student. She sat down and met him at his level. Her tone never changed and she kept true and consistent throughout the whole lesson by supporting him and showing encouragement. I believe her positive attitude and encouraging words made him feel confident enough to complete the task. I can’t think of any thing else she could have done.

When I communicate with children I try to do many of the same things. I get down on each child’s level and I offer encouragement. I will say I don’t offer as much encouragement as this teacher did which makes me wonder if my lack of encouragement stopped a child from progressing in some way. I believe I could definitely improve in this area. I look forward to implementing this change in my communication with young students.

Creating Affirming Environments

This week we were assigned to describe our own family childcare center that reflects that of an anti-bias education environment. I currently own a family childcare center so most of what I discuss is a true representation of what I currently do. There are many aspects of anti-bias education that I am still trying to incorporate into my center.

My environment would boost the feel of a culturally acceptable welcoming place. It would illustrate respect, acceptance and equality. I would make sure that all cultures of the classroom were represented throughout not only our environment but also our curriculum.

Upon walking into the doors of the preschool you would first see the Parent Information area. This area is used as a main portal of communication between the families and I. Posted here is the menu of the week, newsletter, field trip information, calendar and other correspondence. Parents also sign their student’s in-and- out here. In addition, there would be a small table to the side of the parent area for children who are able, to also sign their names in and out daily. This area is very much the welcome area. I greet families and students here. Children have his or her cubby with their names and pictures on the front.

My classroom setting would include many things. The class would be divided into centers. In the dramatic play center I would incorporate dolls from various cultures and pretend food representative of various cultures also. In our block area the pretend people would be inclusive and representative of the various families served in the classroom amongst many others. The reading area would house books of various titles, subjects, family structures and cultural traditions. Also throughout the class would be pictures of each child’s family amongst other families to illustrate the differences our classroom represents.

This description depicts much of what is happening currently in my preschool. However, if I had the space I would add an extra small room near the entrance of the preschool as a quiet area for students reluctantly entering an already active classroom. It seems for some students between the age of 2.5 and 3 they really struggle with leaving their parents sometimes and that extra few minutes with mom, dad, teacher or alone before entering the classroom often makes a world of difference.

This week readings really helped understand how to incorporate the anti-bias education approach in your classroom and why it’s important. However, even more inspiring was this week’s video of Adriana Castillo who provided a tour of her family childcare home. Her warmth, comforting spirit and inviting environment that seemed to foster the growth of each child and their family was great to see.

Seeing Diversity...Creating Art

During this class I have had the chance to really evaluate my biases and gain a deeper meaning as to why I feel or felt the way I did. I've examined the way my biases and discomforts have had an affect on me and the way I teach and model these discomforts to my children. Over the course of these few weeks of class I realized that my bias was toward immigrants from other countries. I realized my bias was made based on what most of the media fed us about others. As a result my art work below reflects my bias and how I've come to learn about immigrants, their struggle and what they endure. Although I will never truly know how it feels, or what immigrants have to go through I have realized that my shameful bias was one I am truly sorry for but very thankful to have been able to stop, educate myself and move forward in a more positive direction.

Start Seeing Diversity: "We Don't Say Those Words in Class!"

This week our assignment is to write about a time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., “That lady talks funny,” “That man only has one leg!” “Why is that man so pretty!”). Include what the child said and what the adult did or said in response.

What messages might have been communicated to this child by the adult’s response

An example of how an anti-bias educator might have responded to support the child’s (or classroom’s) understanding

Once while on a vacation in Las Vegas as my husband and I walked down the main street "the strip" we saw many people performing and such. We saw a man in a wheelchair who was disabled with a sign that sat on his lap next to a bucket - which asked for money to eat. He had one hand that was able to control the wheelchair while the other hand was paralyzed. He didn't say anything but made eye contact with everyone he passed. As we passed a little girl stood staring at him while her parents looked inside the window of a store. The little girl yelled out, "Ahhh...scary monster man on wheels! - ahhhh....mommy what's wrong with him?" The mom quickly rushed over when she heard her child yelling and said "oh he's a drunk or on drugs sweetie, stop looking at him." As the disabled man passed, the back of his wheelchair had a sticker that read "War Vet".

It's unfortunate that children deal with these situations and experiences daily and are provided the wrong guidance. This child may now grow thinking that most disabled people in wheelchairs are on drugs or drunk.

An anti-bias educator may have said to the little girl that some people are disabled for various reasons and each with difference circumstances. This does not mean this man doesn't have feelings and doesn't want to be treated equally and respectfully like everyone else. Its not nice to yell and call anyone names and in this case the rule remains - be respectful.

EDUC-6357-6 Diversity, Development, and Learning

This is our first blog for the new Walden Univ. masters ECE course. This course, EDUC-6357-6 Diversity, Development, and Learning has been a great eye opener for me thus far. Over the past few weeks I've really had to dig deep and learn to understand myself, who I am, how I feel and what I represent. This weeks assignment continues that pattern and ask some important questions in regards to gender, gender identity, and sexual orientation. We were asked the following questions.

• If you have ever used or heard homophobic terms such as "fag," “gay,” “homo,” "sissy," "tom boy," or “lesbo” as an insult by a child toward another child? Or, by an adult toward a child? Describe what occurred. How might these types of comments influence all children? (Note: if you have not had a personal experience ask a family member, friend, or colleague)

Unfortunately I have heard another child address another child as being a “fag”. I serve on the PTA board at my child’s elementary school and one day while walking the halls a young boy in 2^nd grade told his peer he was a “fag” because he wouldn’t share his snack. The recipient of the word looked puzzled unsure of what had been said and what it meant. The name caller explained, “it means you like boys!” The recipient still looking a bit puzzled yelled, “no I don’t! You do! Get away from me.” When I reflect on this situation it makes me wonder how this word was introduced to the first child and how the recipient will be affected. The recipient of the word had never heard the word and now he has learned a new word with a bad experience to go along with it.

• Any other related situations, thoughts, concerns, questions, and/or areas of discomfort you would like to share related to children, gender, and sexual orientation

I have a sibling who is gay. Our family has not embraced him and unfortunately many of them will not talk to him. Last year at a family event one of our uncles yelled across the room to a younger cousin “stay away from him (my sibling), he’s a fag and I don’t want you to catch it! Ha ha.” I couldn’t believe what I had just heard, and from someone who was in my family nonetheless. I feel that its people like this who are uneducated about the topic or just mean are the ones we have to worry about. They are the ones we need to teach students to be careful around. My cousin who was standing next to my sibling stood still as she had no idea what the word meant. She later asked her mom if my sibling was sick because she didn’t want to catch what he had. It’s so hard to hear how children have to learn about these degrading words and in this case by someone you love.

The End...for now

As we are in our final week of Communicating and Collaborating in the Early Childhood Field I would like to take a minute and just thank all my peers who are on this journey with me. This has been one of the most enlightening courses in my program thus far. I wish you all nothing but the best as we continue on this journey to completing our degree.

Team Building and Collaboration

This week we are talking all about team building. This is so appropriate to where I am in my life right now and serves as great advisement on what I need and should be doing with the various groups I am working with.

The group I always think about is my child care center staff I served as director to. It took me well over a year to build up a staff of 26 women. We went through many trials and in the end that only made us stronger. When reflecting on all the stages of team development the adjourning is always the hardest for me. I reflect on what has happened, what obstacles were overcome and the fun times that were had. This situation was extremely hard to leave. In another group where I served as team mom for my daughters soccer team and the other parents on the team were required to assist me and failed, I was extremely happy to be done and adjournment was not an issue but more of a relief. In the case with my child care center position we had a huge party where we all cried about me leaving and talked about the good times. In the case with the soccer team parents were so uninvolved that many didn't shop up to the party at McDonald's that I planned for the players.

I think I've made many connections in my program here at Walden University but I'm not sure those connections are strong enough that I would be extremely emotional over adjourning. I imagine its because I transferred in and didn't start with majority of the students I attend class with.

I agree adjourning is important for any team relationship. It provides a sense of closure which is important in any relationship.

Nonviolent Communication

This week we needed to think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective.

For example, could you suggest a compromise? Could you look for a broader range of solutions to your disagreement? Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict.

As a PTA board member for my daughters school I am always approached by teachers and parents who offer suggestions or their opinions. I was approached recently by a teacher who demanded that her class be in charge of the concession stand for the fall festival happening in the coming weeks. At the time of the disagreement I went back and forth with her on why it wouldn't be fair for her class to take the entire stand over and other issues which she was aware of. Thinking back on what happen and what we've been studying regarding non-violent communication I can think of many ways I could have resolved the issue before it began.

My Strategies

1. I could have listened more rather than trying to determine an immediate resolution and arguing back and forth about the problem. Perhaps if I would have actually stepped back and tried to internalize the problem and frustration the teacher was feeling I would have had a better end result.

2. I could have provided a compromise rather than just saying no. I could have asked the teacher to list out her plans and explain that I would meet with the board regarding the matter. I think pulling from the 3 r's of respect, reciprocate and resolve I could have done better at reciprocating the information the teacher was trying to give in addition to being better at resolving the issue.

Who Am I As A Communicator?

For the blog this week, we were asked to think about the similarities and differences between how we evaluated ourselves as a communicator and how others evaluated us.

My evaluation of myself reflects exactly how I see myself. My listening style is reflective of being a people-oriented person who listens and cares. My verbal aggressiveness score reflected that of being a good balance between both viewpoints and my communication score was also listed in the moderate area. I see myself pretty neutral all the time. I am the one who stays in the midpoint during discussions and arguments. I have always thought of myself as more of a peacemaker. However, these quizzes show and reflect exactly who I am.

For this assignment, my husband and my assistant of 3 years evaluated me. Both my husband and assistant evaluated my listening style as people-oriented. They weren’t surprised from that score and neither was I. My assistant scored my communication anxiety also as moderate as I did myself, however I was surprised to see that my husbands answers placed me in the elevated area. I usually don’t find myself unsure in many communication situations so I’m unsure as to why this score was reflected. The verbal aggressiveness score was in the moderate box from all of us. I was happy to see that I am reflected as having a good balance between respect and consideration.

Through this weeks assignment I gained great insight and perception. I’ve learned a lot about how I perceive others and how my assumptions about others affect many of the relationships I have with others. I have realized that I do a lot of assuming prior to actually knowing a person – it may not be a stereotype but it is still an assumption, which isn’t something I should do. I’ve also learned how others reflect me. Although my husband and I live together his score of me didn’t reflect my exact score, however my assistant who has been working with me for 3 years could verbal give examples of each score and how it pertains to me.

Cultural Diversity and Communication

This week we have discussed communication and diversity. Included in this is how we as early childhood professionals communicate with others. This week we are to reflect on the ways we communicate with others.

As I reflected on my communication and reading of course materials I realized that I do communicate differently with people from different groups. I don't communicate with my mom the same way I do with my daughter. I also don't communicate with my preschool parents as I do my husband. With people who are closer to me such as my daughters and husband my communication is more relaxed whereas communication with my peers is more professional.

Three strategies that I believe I could use to help me communicate more effectively are:

1. I need to make sure I am more open-minded and open to others opinions

2. I need to make sure to treat others how I want to be treated. This includes when communicating think about how I am making others feel.

3. I need to work on not making assumptions or stereotypes

Communication Skills: Language, Nonverbal, Listening

This week we have discussed communication skills and its various styles. For this assignment we were told to record an episode of a television show you do not normally watch. Watch the show with the sound turned off and then on.

I chose the show Seinfeld. I've heard how funny it was and decided to watch an episode. I first watched with the sound off.

Based upon how the characters are communicating it seems they're gestures are portrayed it looks like they are all trying to get things out of each other. It seems they are trying to get each other to do things the other does not want to do. No one is laughing or smiling much so I'm not sure what type of comedy this is.

Much of the show it seems they are expressing confusion toward one another. It seems during conversation one persons face always shows signs of confusion while the other of explanation. The characters use great communication skills to emphasis their points. There are lots of hand gestures, head movements and various facial expressions.

Here is what I determined after watching with the show with the sound on...

I assumed that the plot was based on money or at least something more serious than the actual problem. In this episode the main female character was arguing with her boyfriend over his name, and the main character Seinfeld wanted his girlfriend to provide him with a massage. Now that the sound is on I can see the comedy in the show however you rarely see any of the characters laugh or smile.

I believe if I had been watching a show I was more familiar with I would have been able to guess just about everything that happened because I would be more familiar with the characters and how they communicate. I would have been able to watch their gestures, hand movements and facial expressions.

Communicating and Collaborating in the Early Childhood Field - Competent Communication

This new class is all about communication and I am super excited about what I'll be learning. Our first post assignment is about competent communication. We have to think of someone (e.g., family member, celebrity, politician, friend, or professor) who demonstrates competent communication within a particular context. What behaviors does this person exhibit that make him or her effective? Would you want to model some of your own communication behaviors after this person? Why or why not?

I have a friend who is a teacher and teaches preschoolers ages 2- 4. She is great at her job! I think a lot of that stems from the way she communicates with her small group. She is always sure to get down on their level, look them in their eyes and use a welcoming positive tone. When telling a story she is very animated for the children and when explaining directions she makes sure to calm her voice so they can understand and get the cue of how important it is to listen. When she speaks with adults she can turn off the preschool teacher switch and turn on the regular speaking adult switch just like that! I love the way it seems that her students are so responsive to her voice and pay such close attention to her cues and tone. I am also a preschool teacher and have used many of her techniques to communicate with my class with great success. These techniques seem to help the day progress more smoothly with the students.