Words of Inspiration and Motivation

Collaborating with my peers throughout this course has been an amazing experience. I feel like I have gained so much new knowledge and a deeper understanding of how early childhood systems work. I also feel like a stronger advocate, as I now understand where these systems fall short and how important increased funding is. Prior to this course, I was unaware of how many services are provided through programs like Early Head Start and Head Start. Learning how much these programs provide to children and their families was truly eye opening. I was surprised to learn about prenatal services, as well as services for indigenous and rural children.

This experience makes me a better advocate because I understand what children and families need to be provided with a comprehensive system. I can identify services they might need and recognize when services are falling short. My understanding was initially very broad, with general knowledge of each area, but now I understand how each piece works together. I can narrow in on each individual component and relay information about early childhood systems better. I definitely more prepared as an early childhood professional.

The Political Will to Improve Early Childhood Systems (Week 6)

In my hypothetical family, I am married and adopting a child with Attention Deficit Hyperactivity Disorder (ADHD). We are a middle class family, English is our first language, and we have no family or in-home childcare. My husband and I are both employed, and I am also in school.

ADHD can be diagnosed in children as young as 3 years-old. Children with ADHD are impulsive, extremely active, and fail to obey commands, often making them difficult to manage. Treatment can help children focus in school, and get along better with their families and peers (Miller, n.d.).

Regarding the three sectors of comprehensive systems, the child we are adopting can be helped in the following ways:

• Health: Behavioral therapy, not medication, is the recommended treatment for children under five. Preschool therapy is ideal, as evidence has shown this is when therapy can be the most effective. Programs such as Parent-Child Therapy (PCIT), Parent Management Training (PMT), Positive Parenting Program (Triple P), and The Incredible Years have all shown evidence of effectiveness. Medication can be prescribed if behavioral therapy is not available or has not worked, or if the child or family is at risk for serious harm (Miller, n.d.).

• Early Learning and Development: Early intervention by childcare professionals can help children with ADHD in their early learning and development. Preschool First Step (PFS), a targeted intervention program, is geared towards children 3-5 years of age with behavior problems. PFS also addresses prevention goals and objectives. It has been found to produce significantly higher social skills and significantly fewer behavioral problems for children with ADHD (Feil, et al., 2016). Teachers can also employ a few strategies when working with children with ADHD. Teachers should clarify rules and use multiple ways to explain them (words and pictures), help with organization so children understand what needs to go home each day, arrange the classroom to clearly separate play and work spaces, limit words to keep their attention, emphasize large motor skills, use visual measurement tools, and adapt the environment to create routines (Wonderlick, n.d.).

• Family Leadership and Support: Parent training in specialist clinics has been found to decrease ADHD symptoms in children, while also decreasing parent strain and increasing parental self-esteem levels (Aarhus University, 2018). Parent training is the recommended treatment for preschoolers with ADHD, as it teaches parents how to shape the behavior of young children. Parents learn how to use praise and positive reinforcement to encourage behaviors, and are taught how to consistently deliver consequences when commands are not complied with. As a result, children learn to adjust their behavior to meet expectations (Miller, n.d.). Children with ADHD are also covered under the Individuals with Disabilities Education Act (IDEA) Part B, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). Due to this coverage, children qualify for an Individuals Education Program (IEP) or a 504 Plan to help their teachers and families develop education plans that will provide them with a Free Appropriate Public Education (FAPE) that is tailored to meet their needs (Appalachia Education Laboratory, 1994).

For my family situation, I could perhaps provide more information on how ADHD is diagnosed in young children, what symptoms to look for, etc. I think this situation is fairly realistic. I am beginning my own journey in this area and have followed a colleagues journey with her son who has ADHD. I should definitely be reviewing federal websites regarding my child's rights, as well as local websites and our school district's website. That being said, I welcome any thoughts or ideas my peers may have about how my specific family situation and how it will affect the early childhood system I am creating.

References

Appalachia Education Laboratory. (1994). ADHD - New legal responsibilities for schools. Retrieved from http://www.ldonline.org/article/5975/

Feil, E. G., Small, J. W., Seeley, J. R., Walker, H. M., Golly, A., Frey, A., & Forness, S. R. (2016). Early intervention for preschoolers at risk for attention-deficit/hyperactivity disorder: Preschool first step to success. Behavioral Disorders, 41(2), 95-106. doi:10.17988/0198-7429-41.2.95

Miller, C. (n.d.) Preschoolers and ADHD. Retrieved from https://childmind.org/article/preschoolers-and-adhd/

Wonderlick, M. (n.d.) Starting with preschool, strive for kids who thrive. Retrieved from https://www.additudemag.com/adhd-children-preschool-parent-teacher-help/

The Political Will to Improve Early Childhood Systems (Week 5)

Politicians play a key role in determining policies in early childhood education. As a result, services offered and program quality are dependent upon the policies these politicians set. Advocates of early childhood care and education can employ various techniques to help influence the decisions that are made. One strategy is the use of media to influence public opinion, which can in turn influence policies. While politicians have their own personal beliefs, they are also concerned with how they are viewed by voters. Politicians may tailor policy decisions and how those policies are presented to the public (Bown, Sumison, & Press, 2009).

Utilizing the media, politicians may use key words and phrases to appeal to the public. They may also use strong imagery to appeal to the public's emotions. This is done to enhance their message and strike a nerve among listeners and viewers. Politicians may also focus on critical periods, such as the early years of a child's life, to rope in members of the public who feel especially concerned about care givers, teachers, and young children (Bown, Sumison, & Press, 2009).

Advocates and organizations can use the media to reform early childhood education by using these same tactics to influence public opinion. Advocates can raise public awareness through the use of media and then push for policy change. Advocacy can be done through social media, traditional media, film, or websites. The more platforms used, the more people that can be reached. Advocates can also use the media to create a sense of community within their target audience and to maintain a relationship with members of this community. This can encourage dialogue and increased engagement. This concept of community engagements is especially useful via social media (Whelpton, 2015).

Overall, utilizing media platforms is an excellent way for advocates and organizations to advance their goals, influence public opinion, and indirectly influence policy making. The sense of community is what appeals to me the most. I like the idea of bringing likeminded people together to advocate for change and using media to reach others who share similar advocacy interests.

References

Bown, K., Sumison, J., & Press, F. (2009). Influences on politicians' decision making for early childhood education care and policy: What do we know? What don't we know? Contemporary Issues in Early Childhood, 10(3), 194-217. doi:10.2304/ciec.2009.10.3.194

Whelpton, S. (2015). Why investing in media is critical to successful advocacy. Arabella Advisors. Retrieved from https://www.arabellaadvisors.com/2015/07/28/how-investing-in-media-is-critical-to-successful-advocacy/