As listed on the Help Guide (n.d.) website, the four strategies for becoming an effective communicator, “Become an engaged listener, Pay attention to nonverbal signals, Keep stress in check, and Assert yourself,” (paragraph 10), are all skills that are easily obtainable with practice.

The skills on which I need more practice are maintaining a low or no stress level, and asserting myself.  In my opinion, the ability to keep my stress in check and to assert myself are the two most important communication skills that should be displayed when piloting policy change. 

As suggested on the Help Guide website, remaining in a calm state prevents stress from escalating with those for whom I am conversing.  Calm conversations clearly indicate when to reply and when to remain reserved and quite.  

Being assertive is one of my weakest attributes and one that will take a great deal of work to change.  Although I may express myself, I need to be more clear, direct, and specific the first time, thus not having to repeat my words more than once.  I have always been ‘uncomfortable’ speaking in front of small or  large groups of adults.  On the other hand, in my second grade classroom I am very comfortable as I am modeling for my students particularly the girls. Considering my discomfort, and communication test scores, I am sure that these weaknesses are keeping me from being assertive and raising my stress level.   I have already looked for opportunities and taken steps to improve my communication skills.  In May 2014, I joined the South Cobb Toastmaster’s Club.  Though most recently, the majority of my free time has been spent studying for my online Early Childhood Courses at Walden University.  So, I am not as active in Toastmaster’s now as I was in the beginning.  However, these last few assignments related to communications, have encouraged me to sign up for two speech presentations in October. 

I plan to incorporate all of the skills in written communications.  However, my colleagues and I have had much practice with becoming engaged listeners.  Reading and rereading weekly discussion posts helps to understand what the writer is most passionate about.  In my opinion, the three remaining skills: Pay attention to nonverbal signals, Keep stress in check, and assert yourself, can be incorporated into written communication first by being zealous (without stress) about a specific cause, and then understanding and including all of the facts assertively.  The photo link and videos included in this Blog: (South Cobb Toastmasters Club (n.d), YouTube 2011, Nov 10a, 2011, Nov 8b,and 2014 July 14c) are also examples of how I would use the four communication skills listed above in written communication to push my policy issue. 

South Cobb Toastmaster’s Club Members

References:

Helpguide.org. (n.d.). Effective communication. Retrieved from http://www.helpguide.org/mental/effective_communication_skills.htm

South Cobb Toastmasters Club. (n.d.). Retrieved from http://www.southcobbtoastmasters.com/

YouTube. (2011, Nov 10a). Obama: Head Starts Won't Automatically Get Funding. Retrieved from https://www.youtube.com/watch?v=P80rqzrWWI4

YouTube. (2011, Nov 8b). President Obama Speaks on Holding Head Start Programs Accountable. Retrieved from https://www.youtube.com/watch?v=WS_FlA_kSXo

YouTube. (2014, July 14c). The "Head Start" early childhood education gave me | Loretta Sanchez | TEDxPennsylvaniaAvenue. Retrieved from https://www.youtube.com/watch?v=dmSMQX68Fec

The two social media platforms that I would use for communication purposes with my parents, local/national political representatives, and my community are Twitter and Facebook.  

Education World (2016) suggests using Blogs, Twitter, Facebook, and Virtual Pinboards (Pinterest).  Education World advises that Twitter and Facebook can be used to "post reminders, post news of the day, and to share photos and information with parents," (paragraph 20).

Although Blogging and platforms like Pinterest are also among my favorites, I believe that Twitter reaches a broader audience.  On the other hand, Facebook reaches a variety of people and their friends. The age groups of those who use Facebook for a social outlet also varies.  Many 'young' parents have experience with both Twitter and Facebook.  Both platforms are ideal for contacting local, state, and national representatives on educational issues.  In addition, live videos can be posted on both Twitter and Facebook, thus providing me with creative ways to make funding for my Head Start Policy Change accessible.

Our school has a Facebook community for all staff and colleagues.  Likewise, our county keep teachers up-to-date and informed with the help of Twitter.  For example, each Sunday evening, teachers respond to topics related to special events or political issues which are taking place in our county. At a recent Parent Teacher Association (PTA) event in Athens Georgia, many of the attendees were able to respond and/or converse via Twitter to our speaker, Kim Bearden, Co-founder of the Ron Clark Academy, (YouTube, 2016).

https://www.youtube.com/watch?v=G0DZkh_L99A

Reference:

Education World . (2016). Retrieved from Parent Communication: Using Social Media: http://www.educationworld.com/a_curr/stenhouse/classroom-communication-social-media-tips.shtml

YouTube. (2016). Retrieved from Kim Bearden: https://www.youtube.com/watch?v=G0DZkh_L99A

Goals 

Greetings and welcome to my blog.  I realize that as a practitioner, I should continue to set goals and reflect often.  Now that I am at the beginning of a new course entitled which is Dynamics of Early Childhood Policies and Systems, my first impression of this course is somewhat challenging.  However, I have already set forth several goals to not only accomplish the assignments successfully, but to put into practice new ideas gained from my experience.  Below are a few insights and ideas gained from reading Kagan and Kauerz (2015)

Although I have taken only a few Spanish courses recently, I am still not proficient enough to speak the language with my students and their families comfortably.  Becoming a bilingual teacher is one of my long term goals and is beneficial those students who speak very little English at home.  A more obtainable short term goal to put into practice at the start of the new school year, will be to become more knowledgeable about the Hispanic culture.  A large percentage of the students that attend my school are from the Hispanic background.  In addition, I am looking forward to creating an atmosphere surrounded with artifacts from each culture and community, whether they attend our school are not.  I have learned that children can come to appreciate and respect others when presented with the similarities and differences of cultures different from their own.  Likewise, my parents must feel welcomed and invited to participate in all of the activities that take place in our school.

Furthermore, I would like to learn more about the Classroom Assessment Scoring System (CLASS).  After reading a brief description of the program, I predict that I will become an instant fan because it suggests the way teachers interact with children is key to high performance expectations.  The Class program also suggests that it is important for teachers to support children both academically and emotionally.  Finally, teachers gain through personal development and through observation.  Teacher have an opportunity to make corrections, adjustments, and necessary changes through feedback from analyzing one another’s observations. 

Finally, my ultimate goal is to learn of more ways to educate the families in ways that may be beneficial to the children.  In my experience as an educator, all parents have demonstrated concern for their children’s academic progress.  Parents would like to help but are unsure how.  I am an advocate for more parent centers, whereby parents to learn how read, write, and do math in order to better help their children during homework and to help themselves with job opportunities.  We have a parent center in our county, however we need either an in house (in school) parent center or one that is easily accessible to the members of our school’s community for stronger participation.   

      

References:

Kagan, L. Kauerz, K. (2015). Early childhood systems: Transforming early learning (1st ed.). Retrieved from mbsdirect.vitalsource.com/#/books/9780807771754/

Teachstone .(2016). Retrieved from: teachstone.com

Final Thoughts

As I think back to the ways that I have engaged with my colleagues, I can distinctly recall four avenues (class discussion/blogs, videos, Residency, email, Google Hangouts and phone/text).  The class discussion and Google Hangouts has been the most useful and most relied upon.  I look forward to maintaining contact with my colleagues at least twice per week for clarification, and inspiration.

I engage with the professions in the field of education on a daily bases.  For example, the professionals in my school and I usually meet face to face in staff or committee meetings, and via email.  We work collaborative to enhance student learning.

I have shared common literature with both my Walden Colleagues and my Cobb County School District Colleagues through higher learning and professional development classes/workshops.  

The experiences which has contributed most to my development as an early childhood professional, is the way we interact through internet activity via post discussions, resources, (videos)  and face-to-face conversations (Skype and Residency).  For example, included within each discussion are original and reply post, with our opinions, research facts, and references formatted in APA Style.  The original and feedback post are highly important and often used as prompts when responding to discussion post questions.  The discussion post are in my opinion, a support system, where student voices are heard, and for those reasons, it is undoubtedly the most memorable way to engage with my colleges. 

Reflecting on my experiences in this course, the materials I connected with the most was the microaggression media video presentations, (Laureate Education, (2011).  I connected with that presentation because I am from the African American Culture and have often felt direct microagresion from the dominate culture. 

The material that I found to be the most surprising was found in the reading of The Spirit Catches and You Fall Down, Fadiman, (2012).  I was surprised at the reactions of the hospital staff towards the family in the story.  I could not believe the staff had not been trained to work with people from other cultures/beliefs.  I will investigate more into the internment camps of the past and the future, meaning watching to see how our country handles the Muslim Americans in the day/age of terrorist.  If the Muslims are treated like the Japanese were in the past, it will be detrimental.  

Cases like the Shaun-Adrian Chofla directly relate to my future aspirations, in that I am serving economically, under privileged children who will need much one-on-one help from teachers.  These children needs someone to meet them where they are and help to give them several opportunities for success.

The text readings and list of articles (literature) might motivate me the most in my teaching profession.  I gained so much insight from reading the chapters from Derman-Sparks and Edwards (2010), Fadiman (2012), and Hanson and Lynch (2013).  All three text has motivated me to invest the time to get to know each child and their family background well enough to help provide resources to meet their needs.  Understanding the strengths/weaknesses and meeting the needs of each family is beneficial for the children and also sets the stage for social change.

My research project challenge was on Mental Illness:  Attention Deficit Hyperactivity Disorder, for which I have gain so much insight about how stress, and trauma may affect children suffering from ADHD.  I have learned many strategies such as taking deep breaths, and self-management skills to help children cope with ADHD and continue to focus while in class.  

References:

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and
ourselves. National Association for the Education of Young Children.

Fadiman, A. (2012 ). The spirit catches you and you fall down: A Hmong child, her American 
doctors, and the collision of two cultures. New York, NY: Farrar, Straus, and Giroux .

Hanson, M. J., & Lynch, E. W. (2013). Understanding families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes Publishing Co.

Laureate Education. (Producer). (2011). Microaggressions in Everyday Life [Video]. Retrieved from https://class.waldenu.edu

Laureate Education. (Producer). (2013). Introducing Marsha Hawley [Video]. Retrieved from https://class.waldenu.edu

Laureate Education. (Producer). (2013). Introducing Shaun-Adrian Cholfa [Video]. Retrieved from https://class.waldenu.edu

Judge Mablean episode on Sandra Johnson

https://www.youtube.com/watch?v=p1iz_JyCWp8

This is an episode from Judge Mablean.  The young lady has denied her race, and her mother.  Unfortunately, she does not like the skin that she is in and has decided to live a lie.  This is a tear jerkier!

https://www.youtube.com/watch?v=p1iz_JyCWp8

Interviewees and Course Project

Please allow me to introduce to you the two interviewees.  First, Dr. Florence Williams is the principle at Clay Elementary School, in Mableton Georgia.  After working over 40 years as an educator, she has decided to retire at the end of this year. 

Next, Dr. Elbonie Metcalfe, a Special Education Teacher, is also a valued educator at Clay Elementary School.  I have always been so impressed by Dr. Metcalfe.  When I met her, she was perusing her goal of obtaining a Ph.D.  Her main focus is on the children!  She is not distracted by gossiping teachers, troubled parents, or circumstances that are beyond her control.  In fact, I have never known her to complain or give up on a child.  But rather, she is more concerned with providing equal opportunities for success for each child that she come into contact with.

I am so grateful that Dr. Williams and Dr. Metcalfe carved out time from their busy schedules to help me with this interview assignment.  Dr. Williams has always supported my needs in my quest for Professional Development in Early Childhood Education.  In return, I have always strived to give the students at Clay Elementary School my personal best.  On the other hand, Dr. Metcalfe is much younger than I, and she helps me to stay in tune and up to date with technology and all of the 21 Century devices used to benefit our students.  I consider the opportunity to bond with these two busy practitioners a success.

I am happy to report that my interviews are completed.  I selected the suggested list of questions from our assignment.  The only challenge that I faced was selecting five of those superb questions to ask my interviewees.  For example, my original plan was to ask each interviewee a different set of questions.  Finally, I decided to allow the interviewees select which ones they felt more comfortable with.  Ironically, both interviewees selected the first five:

1.     What have you learned about yourself and your own influences (cultural, social, or environmental) in working with these families?

2.     Could you share case in which you saw positive change in a child’s life as a result of your work (or your community’s work)?

3.     What challenges and triumphs have your experienced in your position?

4.     What does an average day consist of for you?

5.     How have you seen children influenced by their families, culture, and society?

One thing that I connected with most was Dr. Metcalfe’s response to the last part of question number 5.  She stated that she have seen students pressured by their peers, television, and their home environment, which is in turn connected with the society in which they live.  I can relate to this as a teacher, but more so as a mother.  For instance, I have seen positive influences of our church home and a relationship with God work in my children’s lives.  However, it saddens me when I see how my children are heavily influenced by social media.  For instance, I purchased a laptop for my daughter to help her learn how to type and to use as needed for her education.  I was alarmed and shocked to learn how she and her friends used laptops post videos that I may consider shameful, to bring them popularity and fame via media.  As an educator, I have seen my second and fourth graders attempt to bring negative influences from their older siblings into our classroom.  Whenever my student have access to the internet, without a doubt, I have to monitor their activities closely.  I am taking any suggestions from my colleagues at Clay Elementary School and Walden, of ways to provide closely monitored internet access to my students.   

The topic of my Course Project (Major Assessment) is Mental Illness:  Attention Deficit Hyperactivity Disorder (ADHD).  With the help of the Walden Library, I have been successful in locating the articles that are specifically related to stress, trauma, and risk for example.  Moreover, Kim et al. (2014) a Korean researcher, links attention-deficit hyperactivity disorder with obesity in children.  The authors demonstrate how the economic status and the dietary behaviors of a child could promote issues with ADHD. 

Also, I have found the Walden Writing Center to be helpful with reviewing my annotative bibliography papers for correct response to instructions, format, and APA Style.  In addition, the articles that I have selected have provide interesting and in depth information.  Some of the strategies that I gleaned from these articles are useful in my classroom.  For example, if a child should bring an unhealthy snack into my classroom for lunch or snack, I make sure that both the child and the parents understand positive benefits of consuming fruit for snacks.  I feel quite confident that my Course Project (Major Assessment) will be on target as I strive to increase my knowledge on the issues surrounding ADHD.  I can certainly benefit from additional successful testimonies and strategies from which teachers, students, parents/families have benefited from recently. 

Reference:

Kim, E. J., Kwon, H. J., Ha, M., Lim, M. H., Oh, S. Y., Kim, J. H., & Paik, K. C. (2014). Relationship among attention-deficit hyperactivity disorder, dietary behaviors and obesity. Child: Care, Health & Development(40), 698-705. doi:10.1111/cch.12129

https://www.youtube.com/watch?v=95ovIJ3dsNk

Course Project

https://www.youtube.com/watch?v=95ovIJ3dsNk

                                                                    Mental Illness

            I am very interested childhood mental illness.  My second grade teammates and I have been informed by our administration of what to expect from the rising first graders.  The first grade teachers has asked that a large percent of the students are being retained.  Also, the first grade teachers has spent most of the year using Response to Intervention Strategies (RTI) with their students.  Many of those students are presently being tested for mental illness, or special needs. 

            With that in mind, I would benefit greatly from research on this topic.  For example, becoming familiar with the terminology linked to childhood mental illness would help me to understand what is being discussed concerning each situation.  As it stands now, I am simply unskilled with the terminology and the acronyms in this area. 

            In addition, selecting childhood mental illness for my coarse project will give parent the necessary assurance and confidence needed to place their children into my presences as a general education teacher.  I would like for the parents I serve to know that I am using the best strategies to help their children.

            Finally, the staff members on my school’s (RTI) Team are very knowledgeable and take their roles seriously.  They have evaluated students, as a last resort after assigning academic and behavioral strategies.  As a general education teacher, I would like to become a valued member of the team in working with students with mental illness and special needs.  As Dogra (2014) suggested.  It is my hope to be able to recognize a child’s mental status and support their needs by providing the necessary strategies needed for (RTI).  Fischer, Anthony, Lalich, and Blue (2014) suggests that leaving children’s mental health untreated may be detrimental to their development.  Also, I want to learn how adults are effected as a result of early childhood mental health.  Hopefully, this will motivate me to work diligently with the youth and gain a better knowledge of their abilities and disabilities.  As Delany and Smith (2012) suggests, data to track the effects childhood mental health on adults, are limited and more research is required.

            Again, completing this course project will be beneficial to me, the families I serve, and my staff members at school.  I feel that understanding more about mental illness will help me to have more compassion for those children in need.  Finally, it is quite possible that my research will in turn become an ongoing exploration.

  

                                                                 Reference

Delaney, L., & Smith, J. P. (2012). Childhood health: Trends and consequences over the life course. Future of Children, 22(1), 43-63.

Dogra, N. (2014). Childhood mental illness. Diversity & Equality in Health & Care, 11(1), 81-83.

Fischer, R. L., Anthony, E. R., Lalich, N., & Blue, M. (2014). Addressing the early childhood mental health needs of young children: Evaluating child and family outcomes. Journal of Social Service Research, 40(5). doi:10.1080/01488376.2014.930947

http://www.news.cornell.edu/stories/2005/09/head-start-founder-urie-bronfenbrenner-dies-88

Urie Bronfenbrenner, father of Head Start program and pre-eminent 'human ecologist,' dies at age 88

Fun with Phonemes

What We Do | Global Partnership for Education

What We Do | Global Partnership for Education



Message from Tina:
My goal and vision is to get more involved with educational programs which promote childhood development throughout the world.  The Global Partnership for Education supports children and families all over the world.  I like this site because its members collaborate to help provide an education for children who have had a difficult time in life.  For example, this organization invites the public to get involved or invest in children who have be abused, violated, homeless, and living in poverty. With help from The (GPE) and other organizations, all children who are in need, now have a better opportunity to obtain to a quality education.  I am also interested in this site, because it offers me an opportunity to become a member and join in to become an agent for social change.  Members of The Global Partnership for Education have been activity involved with engaging stakeholders and policy makers to make decisions which positively affect children and families everywhere, especially in the rural areas of underdeveloped countries.  n Please click on the link to learn more from articles and videos sharing more information about the (GPE).  Have you ever considered joining aorganization which promotes social change.  What visions do you share with the (GPE)?  
Thanks, Tina
  




The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. /

Global Partnership for Education. (2015). Retrieved from http://www.globalpartnership.org/partners

The Word Bank Group. (2015). Retrieved from http://www.worldbank.org/

Multimedia Archives - Center on the Developing Child at Harvard University

Multimedia Archives - Center on the Developing Child at Harvard University

Please use this link to review interesting topics related to childhood development.  Here you will find short videos that give you visual of new innovative child related ideas in education, science, and more.  I posted this resource simply because it provides inspiring information which can help to promote children and families.

Simpson's Geometric Craft Challenge

I posted this video simply because there were parents involved with their children's geometric task assignment.  So often, parents really need to hear something positive about their children in order to be supportive to the teachers throughout the year.

Part 2 - High-Quality Kindergarten Today - The Classroom Environment

The children in this center are actively engaged in learning through play.  I am impressed with the teachers who provide the children with so many valuable ways and opportunities to learn.  The small group centers also provide teachers an opportunity to work with each child on a one-to-one bases, in order to see how each child learns through differentiated instruction.

Healing Trauma, Building resilience: SITCAP in Action

Steele, W., & Kuban, C. (2014). Healing trauma, building resilience: sitcap in action. Reclaiming Children And Youth, 22(4), 18-20.

I just read that one of the most important factors that educators can do is to provide a safe environment and relationship for children dealing with trauma.  One way to do this is not to pry and get children to talk about an area that they simply are not ready to talk about yet.  If a child says “No,” then that will empower them to feel safe around the educator who accepts the child’s answer.  In addition, allowing children to draw pictures about their feelings is also empowering, in that when needed, children can draw in a positive picture, or perhaps gain more from a detail added to the picture, (Steele, & Kuban 2014, p 19).


How can adults become more caring, supportive, and useful in the lives of children who suffers from trauma?  

When Home Is Tough, Making Students Feel Better At School

News, N. (2015, September 12). When home is tough making students feel good at school. Retrieved from Newscast Weekend Addition : http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=439155605&m=439727459&live=1

This is a news cast from NPR News Saturday Edition.  It offers insight as to how professional development helps teachers when working with children dealing with trauma.  Do you think that all positions where children are involved, should require this type of professional development?

In a classroom in the Bronx borough of New York City on a recent school day, a little boy in a green shirt got very frustrated. He was sitting on the floor with his fellow second-graders as they were going over a math problem with their teacher, when he suddenly turned away from the group and stamped his feet. It seemed like he was mad that she had called on another student. But instead of reprimanding him, the teacher asked him to chime in.

"You agree?" she asked him. "Do you want to take a look at it?"

The boy said yes and continued taking part in the lesson.

Like a lot of his classmates at Mott Haven Academy Charter school, this 7-year-old boy is in foster care. Two-thirds of the school's 330 or so elementary students are in the child welfare system, meaning they're in foster care or getting preventive services to keep them at home.

These are kids who have witnessed domestic violence or experienced abuse. Principal Jessica Nauiokas says her teachers know the cases and receive training in trauma to watch for any signs of behavioral or psychological problems.

"We try to respond in a way that keeps the kids engaged and keeps them in the classroom," she explains. "Where in other schools, if a student got up and walked away from the circle, pouted or stamped their feet and kind of acted defiant, those teachers might escalate that" and send the child to the principal's office or to detention.

A New School For Underserved Kids

There are roughly 400,000 children in foster care in the United States. Because they move around so much and lead such unstable lives, these kids are the very definition of students at risk. Studies have found they have lower test scores and graduation rates.

Haven Academy's approach is shaped by its partnership with The New York Foundling, one of the country's oldest agencies for children and families. CEO Bill Baccaglini said he wanted to build a new school for the type of kids served by his agency, because their academic outcomes are so bleak.

"Kids in the system, so to speak, usually by grade eight or nine are three grade levels behind their general community counterparts," he explains.

The entire setting at Haven Academy is geared toward making kids feel safe enough to learn. The schools is housed in a bright and colorful new building, every classroom has two teachers, and classes never have more than 26 students. Art, music or dance is offered every day. There are two social workers — a behavioral specialist and an outreach worker.

Social worker Gabriella Cassandra teaches a weekly class on social and emotional skills. She says it's about "how to focus, how to recognize how they're feeling, what to do when they're having what we call 'big feelings,' how to calm down, how to self-regulate."

Cassandra works with the teachers and students. She said she also spends an hour or more each day at the beginning of the school year dealing with the city's various social service agencies.

In some ways, Haven Academy is a more intensive version of what's called a community school. Upstairs from the school, in the offices of New York Foundling, there's a clinic for students and the neighborhood that provides physical and mental health services. The agency can host meetings there with biological and foster families so the kids don't have to travel.

The cost per student is slightly less than the citywide average at $18,000, according to New York Foundling. Baccaglini says that the charter is able to provide more services by limiting its overhead, and that it doesn't have unionized teachers.

Stability For The Homeless

The school is used to working with homeless students, too. This year about 20 percent of its kids are either doubled up with other families or living in a shelter. Child homelessness is rising in New York City — and around the country.

A recent study found that approximately 8 percent of city public school students are homeless, but only about 5 percent of charter students are. Experts believe it's harder for such students to get into charter schools because the lotteries for entry and application processes are more onerous for families in crisis. But Haven Academy is already in contact with the agencies that serve these children.

One fifth-grader living in a shelter, whose family doesn't want us using her name, says she was worried about telling other kids about her situation. But she says she loves coming to Haven Academy.

"When I come to school, I'm always ready to learn — and learn new things," she says. "I feel free when I'm at school."

Feeling good at school seems to have also contributed to good academics. Despite the stress these kids are going through, they've been scoring higher than the citywide average on their state math and reading tests.

Nauiokas, who helped launch the school, attributes that to high-quality teaching — but she also credits her partner, New York Foundling.

"I think opportunities to help develop a young person's character and develop a young person's coping skills and perseverance abilities, and their habits of mind — that to me is the responsibility of a school environment," she says.

This fall Nauiokas will get to share her experience with the U.S. education secretary and his team: She is one of four principal ambassadors to the Department of Education, and she wants to help schools throughout the country learn more about working with at-risk children.

It all adds up: Learning early math through play and games: EBSCOhost

It all adds up: Learning early math through play and games: EBSCOhost

The Best Kindergarten You've Ever Seen!

PLAY!
I have never seen anything like this playground / kindergarten classroom.  What a great place for children to grow and learn mentally and physically.  The  architect Takaharu Tezuka, suggested that although the nose level is high, children in this center show great concentration.  Every child seemed to be engaged and happy.

How will these kindergartner's learning be affected by not having walls (boundaries), desk and chairs, or traditional playground equipment?  

Listen:  NPR News Educational Topics 

I love listening to NPR News on my ride to and from work.  NPR as several interesting topics for educators to listen to.