What was I thinking?

I’ll tell you. I was thinking of jingles.

Have you ever wondered who writes jingles? Why do they write them? We all write. Probably everyday we write something. Could be a list of groceries needed from the store, email, birthday card, note tucked into your daughter’s lunch box, or to do list. In the past week, how many different things have you written? If you add it all up, I’m guessing it is a lot of words.

I just finished a manuscript where I was writing about writing. My paper is about scholarly writing where I share a rubric I created for giving feedback on papers. I’m hoping to use this paper with my student scholars. This got me thinking… what if our academic papers came with music?

Me smiling with laptop open and writing (while humming jingles) in a coffee shop.

If your academic paper was a jingle, what would it be? Here are some papers I wrote in the past and a 1980s television jingle that I’d like to go with some of my papers.

Paper #1. Jingle: I’d Like to Teach the World to Sing. (Soda)

Coca Cola had this beautiful song with the words, “in perfect harmony.” I wrote a chapter for an edited book on ways the world came together during the COVID-19 crisis. My chapter was about how to connect families during the pandemic to create harmony and services for their children (Macy, 2022). “I’d like to teach the world to sing”…about connecting children to high quality services they have a right to by harmoniously collaborating with their families (sung to the tune of the jingle).

Paper #2. Jingle: B-O-L-O-G-N-A. (Cold cuts)

When I write grants, I usually try to find an acronym that is easy to remember. A paper I wrote with Dr. Stefano Bagnato used a convention that reminds me of a jingle for Oscar Mayer deli meats.

“My bologna has a first name,

It’s O-S-C-A-R.

My bologna has a second name,

It’s M-A-Y-E-R.

Oh I love to eat it everyday,

And if you ask me why I’ll say,

’Cause Oscar Mayer has a way with B-O-L-O-G-N-A.”

We used R-E-A-L to share information about authentic assessment (Macy & Bagnato, 2010). The article is entitled, “Keeping it R-E-A-L.” My husband came up with the idea for the title. I’m always talking to the hubs about my writing, and we have collaborated on many writing projects together. “And if you ask me why I’ll say” authentic assessment is a way to keep it R-E-A-L for kids (sung to the tune of the jingle).

Paper #3. Jingle: I Don’t Wanna Grow Up. (Toys)

Toys R Us had a commercial that was about growing up with toys. The jingle had the words, “There’s a million toys at Toys R Us that I can play with.” It’s hard for me not to smile when this tune gets into my head. I wrote a paper about a toy that uses an online data management tool to assess young children. The interactive assessment tool can be used with play (Macy, 2010). “There’s a million toys”…out there that can make assessment fun for grown-ups and kids (sung to the tune of the jingle). 

Paper #4. Jingle: Give Me A Break. (Chocolate)

The jingle for Kit Kat chocolate bars goes, “Give me a break, give me a break. Break me off a piece of that Kit Kat bar. You can keep it to yourself but it wouldn’t be fair.” This jingle reminds me of the importance of sharing and caring for others. One way we can foster positive interactions with families is by using positive and effective communication strategies (Macy, Bagnato, & Weiszhaupt, 2019). I wrote this with Dr. Stefano Bagnato from the University of Pittsburgh and Dr. Krisztina Weiszhaput who was my doctoral student at the University of Central Florida at the time. My jingle for this paper would go something like, “Break me off a piece of”… your time, attention, and support for our family (sung to the tune of the jingle).

Paper #5. Jingle: The best part of waking up. (Coffee)

The Folgers Coffee jingle features the iconic line, "The best part of waking up is Folgers in your cup." I wake up excited to grab a coffee and start writing. One of my favorite things to write about is authentic assessment. Yes, the environment can be a third teacher, but it can also be considered for how we observe and assess children. The authenticity of spaces can help or hinder an accurate assessment of child development (Macy, 2023). “The best part of waking up”…is creating spaces that are conducive to authentic assessment and learning (sung to the tune of the jingle).

Paper #6. Jingle: Like a good neighbor. (Insurance)

This jingle was written by musician Barry Manilow for State Farm. Being a good neighbor shows up a lot in the things I like to write. I wrote about a way to make community environments more neighborly for children and their families by capturing their dreams. The paper was about a way to create individualized goals for children with their families and professionals (Macy, 2024). “Like a good neighbor,” early childhood educators are there (sung to the tune of the jingle).

Paper #7. Jingle: Give me a Dew! (Soda)

Give me a book and I am a happy camper. Mountain Dew soda pop jingle goes, “Give me a mountain and nothing to do.” The idea of nothing to do but enjoy alpine air and a book sounds great to me. If you are new to academic writing, try writing a book review. It is a fun way to write about a book that moved you in some way. I love Michael Guralnick’s book on the Developmental Systems Approach, and enjoyed reviewing it for a publisher and then writing a book review that got published in a journal (Macy, 2005). “Give me” time to write with a nice smelling candle, Andrea Bocelli singing, and flowers on my desk (sung to the tune of the jingle). And a pretty view of mountains wouldn’t hurt either.  

Paper #8. Jingle: Be a pepper. (Soda)

Musician, Randy Newman, wrote the jingle for Dr. Pepper soda pop. The earworm is, “Be a pepper. Drink Dr. Pepper.” I am a professor and have the fantastic job of preparing university students for careers. Adult learners gain competencies in our university programs that will probably translate into careers for them. A paper I wrote with two of my graduate students (Maria Spinetti Rincón and Melissa Hogan Ault) was based on a study we did related to electronic communication and writing emails for parents (Macy, Spinetti Rincón, & Hogan, 2020). The jingle I’d write is, “Be a teacher. Be a GOOD teacher” (sung to the tune of the jingle).

Paper #9. Jingle: Plop plop, fizz fizz. (Antacid)

Alka-Seltzer has a jingle that goes, “Plop plop, fizz fizz, oh what a relief it is.” As a doctoral student, I felt relieved when Dr. Kristie Pretti-Frontczak invited me to write a paper with her and two other doctoral students. It was my first published paper and it was about activity-based intervention resources (Pretti-Frontczak, Barr, Macy, & Carter, 2003). I worried that I’d never get anything published, and it was such a relief when it happened one year before I graduated with a Ph.D. in special education. Thank you for teaching me about writing a journal article for publication, Kristie! (sung to the tune of the jingle).

Paper #10. Jingle: Stuck on. (Band aids)

How do theoretical perspectives stick? I have spent many hours thinking about child development theories. I teach classes at the university about theoretical foundations. It is no wonder I was thrilled to write a paper about the underlying theories that make up the activity-based intervention approach (Macy, 2007). Johnson & Johnson hired the magnificent musician Barry Manilow to write this jingle with the following words, “I am stuck on Band-Aid brand, 'cause Band-Aid's stuck on me. I am stuck on Band-Aid brand, 'cause Band-Aid's stuck on me. 'Cause they hold on tight no matter what on fingers, toes and knees… I am stuck on Band-Aid brand, 'cause Band-Aid helps heal me!” My jingle would go: I am stuck on theories that help to better understand growth and development in humans (sung to the tune of the jingle).

What was I thinking when I wrote or co-wrote these 10 papers? I was probably thinking how could I write something that would be useful for teachers, families, and their children. I was probably humming while my fingers tapped their way across the keyword, or scribbled words on scratch paper. Jingle all the way.

It makes comparisons between the environment and teaching in the Reggio Emilia approach to early childhood education, where the classroom setting is like a third teacher. Growing up, the television was a third teacher in our house. I had three categories of “teachers” in my home. Number one was my family. Number two were the ladies who visited our home to get their hair done in my mom’s beauty shop that was in our house next to the garage. Number three was the ever-present hum of the television set. Early teachers were Fred Rogers on Mr. Rogers’ Neighborhood and the people on Sesame Street.

Our television was like wallpaper in a room-- always there in the background. With only four choices for ABC, NBC, PBS, and CBS stations, our television was on for most of our waking hours. You could determine what time of day it was by the temperature on the TV. Our 1980s television was hot by the end of the day. If it was cold, it was morning. If your hand burned by touching the television, then it was nighttime.

Maybe one of the benefits of growing up with the television set on for major portions of the day is that I have an emotional response for commercial jingles. It’s a connection to tunes and lyrics. Some people dislike commercials. Not me. I love when the commercials interrupt television shows.

Entertain yourself with writing about a topic you care deeply about, and with the kind of epic passion found on television soap operas! Say what you need to say with your writing and your heart wide open.

What the heck was I thinking? Well, now I’m thinking about writing a new book… perhaps it will be about jingles. What do you think? I guess I should stick with my day job and leave jingle writing to someone else.

References

1.     Macy, M. (2005). The developmental systems approach to early intervention. Topics in Early Childhood Special Education, 25(2), 119-121. https://doi.org/10.1177/02711214050250020201

2.     Macy, M. (2007). Theory and theory-driven practices of activity-based intervention. Journal of Early Intensive Behavior Intervention, 4(3), 561-585. https://doi.org/10.1037/h0100392

3.     Macy, M. (2010). Interactive online assessment options: A review of the AEPSi. International Journal of Early Childhood Special Education, 2(3), 254-257. https://doi.org/10.20489/intjecse.107973

4.     Macy, M. (2022). Early identification of risk, developmental delay, or disability in young children: Connecting families with services during a global health crisis. In Pattnaik, J. & Jalongo, M. (Eds.), Educating the Young Child special series issue, The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. (pp. 237-252).  Springer Nature Publishing. https://doi.org/10.1007/978-3-030-96977-6.

5.     Macy, M. (2023). Authenticity of assessment in inclusive spaces. Head Start Dialog: The Research-to-Practice Journal for the Early Childhood Field, 26(2), 100-106. https://doi.org/10.55370/hsdialog.v26i2.1632.

6.     Macy, M. (2024). Equitable practices in early learning environments: Designing dreams with individualized education plans. Literacy Today of the International Literacy Association, 41(3), 54-55. https://publuu.com/flip-book/24429/811271/page/56

7.     Macy, M., & Bagnato, S. (2010). Keeping it “R-E-A-L” with authentic assessment. National Head Start Association Dialog, 13(1), 1-21. https://doi.org/10.1080/15240750903458105

8.     Macy, M., Bagnato, S., & Weiszhaupt, K. (2019). Family-friendly communication via authentic assessment for early childhood intervention programs. ZERO to THREE, 40(2), 45-51. https://www.zerotothree.org/resource/journal/family-friendly-communication-via-authentic-assessment-for-early-childhood-intervention-programs/

9.     Macy, M., Spinetti Rincón, M. P., & Hogan, M. (2020). What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents? Journal of Early Childhood Teacher Education, 42(1), 110-120. https://doi.org/10.1080/10901027.2020.1852345 

10. Pretti-Frontczak, K., Barr, D., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: Annotated bibliography. Topics in Early Childhood Special Education,23(1),29-39. https://doi.org/10.1177/027112140302300104


Caring for Others

I wrote a blog about belonging in May. Feeling like we belong and are included can help us feel connected with the people in our lives. Quickest way I know to help someone feel like they belong is to show you care about them. Caring can be expressed with a gesture like a smile, words, and/or actions.

“To plant a garden is to dream of tomorrow.” ~Audrey Hepburn

When we were on our holiday travels with my parents, they turned their cell phones off on the ship during our polka cruise. Nobody could reach them for a week when we were on the Atlantic ocean. Their neighbor in Seattle and I are friends. She reached out to me out of concern for them. She forgot they were on a cruise. She had visited their house multiple times and called them with no replies. Very unusual behavior from my parents that had her worried. Her kindness in connecting with me to check on them showed how she cares for them. I love her for doing that for my parents and our family.

Caring is an important element in the early childhood profession. We need to care and be cared for by others.

Good for the soul is spending time with those who make us feel loved.

La Dolce Vita

Flowers have always made me smile. Fresh flowers bring the sweet life, or la dolce vita, to my spirit. Marlene hired me to work in her flower gardens. Along with the other gardeners, I worked landscaping. My job was to deadhead the spent blossoms on the Rhododendron trees. If you’ve ever removed Rhododendron blossoms from branches, you probably got all sticky from the sap. I loved working among the flower gardens, but gardening was not my calling. I was dreaming of becoming a teacher for as long as I can remember.

Teacher! Proud to become a teacher. In addition to teaching, I’ve worked food service in our family Italian restaurant, as a flagger on construction sites, and I was a bank teller for 3 years to pay for college.

Exactly 20 years ago, I graduated with a Ph.D. in special education at the University of Oregon. Since graduation from the doctoral program I’ve had the following jobs in university settings: part time teaching, soft money temporary research grants, lecturer, supervisor, research associate, visiting assistant professor for one year, tenure track (untenured), and tenured positions. Not yet at the rank of full professor.

Becoming a full professor has been a longtime dream of mine. I’m starting a new position as a full professor with tenure at the University of Wyoming as the John P. Ellbogen Professor of Early Childhood Education. Dreams come true.

Mentors have helped me throughout my life starting with my parents and family. She had parents and siblings who also played a role in her becoming who she is. On episode 61 of the BUTTERCUP podcast (click here for access to video podcast), New York Times bestselling author, Anne Hillerman, shared wonderful insights into mentorships. One of the things she shared was how a mentor changed her life when she was an intern at a news service job for 90 days as a copy editor, and then later a reporter at the New Mexican newspaper. There are many mentors who have helped me navigate my professional life. Here are some of those magnificent people who have changed my life:

  • Washington ~ my principal Gary Benedetti, my mentor teacher Becky Hamm, and paraprofessional Jan Clark (White River School District)

  • Oregon ~ my professors Drs. Diane Bricker, Jane Squires, and Hill Walker (University of Oregon)

  • Pennsylvania ~ Drs. Stefano Bagnato (University of Pittsburgh) and Frank Rusch (Penn State University)

  • New Mexico ~ Cheryl Fallstead (New Mexico Press Women)

  • Florida ~ Dr. Judy Levin (University of Central Florida)

  • Nebraska ~ Drs. Dena Harshbarger (University of Nebraska Kearney), Kate Gallagher, Sam Meisels, and Walter Gilliam (Buffett Early Childhood Institute)

Mentorships matter. I am so grateful to these mentors who I admire and look up to, as well as others who have been part of my journey. Thank you to everyone who has helped me discover la dolce vita.

“The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves.” ~ Steven Spielberg

Doctorate in Special Education 2004 with emphasis in Early Childhood Special Education (preschoolers) and Early Intervention (infants & toddlers)

University of Oregon summer commencement August 2004.

“The Night Before…A New Job”

“Twas the night before Christmas, when all through the house,” starts a classic poem.

“A Visit from St. Nicholas,” written by Clement Clarke Moore, is narrated by a parent who experiences wonder when something special happens in anticipation of an event. The night before a big adventure evokes all kinds of emotions. The night before a new school year, for example, can cause children (and parents too) to feel nervous and have jitters. This is the time of year when there are a lot of people starting new adventures.

I am thrilled about a new adventure in my life. I’m starting a new job.

Soon, I’ll be going to bed the night before my new job starts. I’m excited, but also have some jitters. Have you ever had jitters before starting a new job? What was it like? Did you go to bed worried about what to expect?

The author, Natasha Wing, has taken this first line of “The night before” poem and she has created a series of books for children. Natasha was a guest on our podcast (back in 2017 before we started doing video) where she shared information about writing for children. Click on the bold here for a link to her audio podcast.

I used her books with my little one before she started preschool, kindergarten, first, and second grades. They were a great way to have a conversation about the transitions. Children and families can talk through big feelings, and use books as a way to have conversations about topics.

In addition to being a guest on the BUTTERCUP podcast, Natasha also wrote a guest blog for BUTTERCUP entitled, “Don’t Sweat the Holidays.” In the blog, she talked about how the holidays can cause people stress. “I’ve gotta make special cards. I gotta write a newsletter. I gotta decorate like Martha Stewart. And…. All these gottas creates a lot of pressure on people,” said Natasha when we talked about where she came up with the idea for the blog. She reminds us to do the best we can. She reassures the reader. A reminder that things will be okay when we are “enjoying the time” we have with the people in our lives.

Thank you for your uplifting words, Natasha. The night before I start my new job will be a joyous occasion and I can’t wait. I am thrilled to meet my new students. I am thrilled to meet my new colleagues. I am thrilled for all the new adventures that await. I’ll take Natasha’s good advice and not sweat the “gottas” and just focus on enjoying the journey.

If you are starting a new adventure, good luck to you. I’m cheering for you ~ “Happy New Adventure to all, and to all a good night!”

Check out Natasha Wing’s website for more information: http://natashawing.com/.

Photo credit: Erika Pritchard

How Many?

If you went to work today, thank an early childhood educator! I want to make this sentence into bumper stickers, billboards, commercials, tweets that go viral, songs, and more to get the word out about the importance of the early childhood workforce for our communities. Professionals who work with young children allow our communities to prosper because of the solutions and supports offered to working parents. As a working mother, I am grateful to professionals who have poured their love and expertise into serving my child and our family. Their work allows me to go to work. Our community depends on early childhood educators and professionals. The Early Childhood (EC) workforce is the foundation for a prosperous community.

Yet, at the moment, the EC workforce is struggling with many challenges (e.g., pay, respect, adequate healthcare, their own childcare needs, food insecurity, and many more). Who can help us solve the EC workforce challenges? Maybe students can. Yesterday my university held a competition for students to come up with innovative solutions to problems. We had 137 students participate in the event. It was so cool to observe students use their creativity to solve issues that we all face. It reminded me of a game I play with children called, “How Many?” Did you ever play the “How Many” game? The game goes like this by asking the question, “How many ways can you get to _____?”

We play this game with my little one and she loves using mental math to answer the question. Our little one likes to say, for example, how can you get to 10 and then answer her own question by saying 5 plus 5 is a way to get to 10. Then, 7 plus 3 is 10. And… 2 plus 8 is 10. And… 14 minus 4 is 10. And so on. There are many ways to get to ten!

Maybe we can have community-wide brainstorming sessions where we play a version of the “How Many” game. How many ways can we get to better pay for our EC workforce? How many ways can we get to better resources for our EC workforce? How many ways can we get to better ______ for our EC workforce? Our neighborhoods can determine solutions to problems unique to our community. Honoring the people who serve children and families with better pay, conditions, and respect is needed. Innovations and creativity in solving childcare and teacher shortages are encouraged at this time. Our communities must unite to generate and try solutions that can make our neighborhoods stronger for all of us. How many ways can we thank our EC workforce?

If you went to work today, THANK an early childhood educator!

Motivation

Is there a sense of community and commitment to accomplish goal(s) for the organization? Workplace engagement is worthy of examination. Knowing ourselves is a building block for guiding and supporting organizational purpose.  In the movie “Stand and Deliver,” real life educator Mr. Jaime Escalante tells his students that in order to succeed we all need GANAS.

What is “ganas?” Motivation. Ganas is translated from Spanish to mean a desire to succeed. We need to stay motivated and be intentional in our commitment and purpose.

Questions we can ask ourselves are: do I know my organization’s purpose as well as my own, do I believe the work I do makes a difference, and can I grow and continue to learn new things (Jenkins & Quinn). When we know ourselves we can better connect with our purpose.

Reference:  Jenkins, J., & Quinn, T. (n.d.). Connecting people + purpose. Steelcase. Retrieved from https://www.steelcase.com/research/articles/topics/brand-culture/connecting-people-purpose/

Cruise, WA, etc. 010.jpg

Shaping Norms by Creating an Adaptive Culture

We can shape norms by creating an adaptive culture. Shared leadership can transform and promote advances in our practices (Fitzsimmons, 2016). Explicit or implicit norms exist in early childhood education settings.

Take curriculum for example. An explicit norm may exist where early childhood professionals may be required to follow a specific curriculum that was chosen by someone else. An implicit norm may exist where early childhood professionals are freely using their resources, activities, and materials to enhance the curriculum as they meet external guidelines and standards.

The curriculum example is a form of normalizing risk-taking as early childhood professionals adapt to shaping professional norms. Medvic (2017) states that we want organizations that encourage, “innovation and empowers its people to make decisions.” How we support people to take risks is by creating a culture that fosters exploration and experimentation (Derler, 2017; Gibbs & Irons, 2011). Transformation starts now! Now get out there and go be amazing!

Transformational Practices

Transformational Practices

Adapting to Change

Change is inevitable. How we manage changes can set a course for success (Kislick, 2018). An adaptive challenge that may occur in an early childhood setting is learning that the organization will be adopting a new assessment. “UGGHHH” might be the first emotion we are feeling as we think about all the new and different things we will be required to take on because of this new mandate.

This challenge has adaptive elements, because how we choose to react is up to us.

For example, adaptive components to the challenge may be to: gather information, use a growth mindset, remain calm, be positive, work with team to support one another (Bryan, Matson, & Weiss, 2007), and jump into professional development moving forward to implement new assessment with fidelity and confidence.

It is important to address the challenge because change will occur whether we accept it or not (Goodwin, 2015). Accept the challenge and it will turn into an opportunity not a problem (Duncan, 2012). If interested, below are further readings on adapting to change in the workplace.

References

Bryan, L. L., Matson, E., &  Weiss, L. M. (2007). Harnessing the power of informal employee networks. McKinsey Quarterly. Retrieved https://www.mckinsey.com/business-functions/organization/our-insights/harnessing-the-power-of-informal-employee-networks 

 Duncan, R. D. (2012). In times of change, “What’s in it for me?” Is the question you need to answer. Fast Company. Retrieved from: https://www.fastcompany.com/3001250/times-change-whats-it-me-question-you-need-answer 

 Goodwin, B. (2015). Getting unstuck. Educational Leadership, 72. Retrieved from www.ascd.org/publications/educational-leadership/jun15/vol72/num09/Getting-Unstuck.aspx

 Kislik, Liz (2018). How to tell your team that organizational change is coming. Harvard Business Review. Retrieved from https://hbr.org/2018/08/how-to-tell-your-team-that-organizational-change-is-coming

Me during big changes in my life.

Me during big changes in my life.

Pandemic-style Graduation

As I sit here at my laptop to write this, I am filled with so much hope for the future. You see last night we had our university graduation for summer 2020 graduates. It was virtual. It was a pandemic-style graduation. Of course (I hate you, COVID-19). Students did not gather in a big facility with their friends and families to celebrate their big accomplishments. Nope. They did not get to walk across the stage, shake our Dean’s hand, and hear many people wish them “Congratulations.” Nope. In this age of the Coronavirus, a graduate is more likely to see their name scroll across a screen as they squint to see acknowledgment of their achievement on an electronic device. It saddens my heart. But still I’m hopeful for the future.

“Oh the places you will go.” (with photoshop)

“Oh the places you will go.” (with photoshop)

Picture it (yes I’m channeling Sofia from Golden Girls) late spring 2020 and you have one more semester left before you can graduate with your degree. As of spring break your university has moved fully online and virtual. You had plans to do your summer Practicum and graduate in August 2020. Your professor calls you on the phone (how 1998 of her). She says she has good news and bad news. Good news first: “we are approved to do summer Practicum.” Yay! You can still graduate in August you might be thinking. But WAIT. Bad news is, “Practicum is fully online and virtual.” Huh? That doesn’t fit with what I’ve been planning or envisioning for my final field experience. What about the children? What about families? What about learning from my on-site supervisor and other professionals? What about all the things I was hoping to do?

So many disappointments. I hate you, COVID-19!

Okay, the show must go on. Practicum is different from what was planned, but look at the new things that I got to do as a result of this unexpected turn of events. I’m learning about children’s needs during a global pandemic. I’m learning how to connect with parents and other professionals in new ways. I’m learning that I am a strong and resilient person who is capable of taking what life throws at me and not only survive but THRIVE!

As I take a sip of cold tea and look down at my dry chapped hands (20 seconds people!), I realize how happy I am thinking about this summer semester with my students. I sit here inspired by ALL of their accomplishments. Each student overcame a lot to be waking up on this cloudy and windy Florida Sunday morning after their pandemic-style graduation waiting for what might be a visit from hurricane Isaias (okay, COVID-19 has nothing to do with Isaias but I still hate you anyway COVID-19). They have earned a college degree! They did it! Wow! Inspirational. Yesterday, 16 of my undergraduate students earned a Bachelor of Science degree in Early Childhood Development & Education (ECDE), and 4 graduate students earned a Master’s of Science degree in ECDE. Many of these amazing college students even graduated with honors (minus the cords and other recognition - I hate you, COVID-19!). One of my students said, “A global pandemic could NOT stop my education.” Take that, COVID-19! Charge on!

“Oh the places you will go.” (with photoshop)

“Oh the places you will go.” (with photoshop)

“Oh the places you will go.” (with photoshop)

“Oh the places you will go.” (with photoshop)

Grad 2020.jpg

Things to Consider as a Result of COVID-19

The vice provost of our university’s digital learning program, Dr. Thomas Cavanagh, wrote on Twitter that one of the lessons he has learned recently from this national experiment in remote teaching is that it is impossible to over-communicate.

I’m reminded of this lesson daily about communication. Effective communication is imperative even though we are physically distant from one another as we move our work to a virtual/remote format. The world has changed so much since the last time I wrote a blog entry. It feels like 327 years ago…but it was only about a month ago on March 1, 2020 when I was writing about bulletin boards.

A global pandemic has changed all of our lives. For me, I’m healthy and safe at home with my family. Yay! I am extremely grateful. The quarantine has been going well. I get to work from home teaching adults who are working on their undergraduate and graduate degrees in Child Development and Early Education. COVID-19 has changed how I interact and teach my students. I’m lucky to have the support and resources of my university to teach online.

In addition to the physical space, another thing that has changed for me is my work attire. I’ve added a new accessory to my work-from-home wardrobe. Virtual classroom teaching and virtual office hours attire for me now includes mouse ears. Yup, that’s me….

Marisa Macy

Marisa Macy

I love my students and I love Disney so I’ve tried to stay positive by signaling happiness with the way I dress for virtual teaching. Luckily I have several sets of ears between my Disney wardrobe and my family’s wardrobe that they have agreed to share with me. Thank you, fam! Here’s a picture I took a while back at a store in Disney Springs where I shop for mouse ears. I am looking forward to the day I can go back there and shop.

Mouse Ears.jpeg

Another lesson that I’ve learned during this move to a virtual/remote format is how valuable it is to connect with people. Some ways I’ve been staying connected with others is through electronic communication, video conferencing, and phone calls. I haven’t talked this much on the phone since I was a teenager.

This global pandemic has been challenging for everyone. For my college students it has been rough on them in many ways. Students may not have the equipment and/or resources at home to fully function in an online capacity. Many students have had their final field experience disrupted and moved to a virtual/remote format. Several of my students did not even get a chance to say goodbye to the children they had been working with all semester which has been heartbreaking for them. Graduation celebrations have been postponed or canceled. I feel terrible that students may not get to experience the joy of walking across the stage at graduation and shaking our Dean’s hand at commencement. I’m so sorry for these and other things that are being missed out on as a result of the quarantine.

With so many things that have changed as a result of moving to remote/virtual format, we may find ourselves using time differently. Quarantine time may be an opportunity to add some professional activities that were hard to find time for before the global pandemic. I created this list with the help of my spring 2020 practicum students (thank you CB, JC, NF, EK, EP, KT, and JV … you guys have been such a pleasure getting to know better this semester!).

Here are things to consider if you are looking for ways to experience gratitude,  learn, and grow during COVID-19.

1.   Make a smile file. A recipe box with index cards are where I add things that happen I want to remember that make me happy. Here is an example of something that happened to me that is on an index card in my Smile File. What would you add to your file?

2.   Create a parent newsletter.

3.   Develop or revise program/agency handbook.

4.   Find ways to communicate with children and/or parents using other modalities. Learn or work on proficiency in other languages to include sign language.

5.  Create a resource list or binder.

6.  Work on curriculum or curricular enhancements.

7.   Attend virtual meetings, workshops, and/or trainings.

8.  Write reflection paper. Storyboard your ideas and experiences.

9.  Make a virtual bulletin board or design your future spaces.

10. Watch video clips on skills like positive behavior supports and other topics that enrich professional development.

11. Communicate with parents. Share tips and/or activities they can do with their child during quarantine.

12. Collaborate with related specialists (e.g., speech language pathologist, therapists, other), if applicable.

13. Set up a time to check in with others on a regular basis.

14. Participate in webinars that pertain to Early Education. I’ll be doing one on authentic assessment in May for Brookes Publishing. Stay tuned….

15. Make a parent letter/video/song/other of what parents can do at home with their children while they are away from school.

16. Look up different ideas and hands on activities to do with children. Here is an example of an art activity I love to do with my daughter.

17. Research and make program brochure.

18. Learn and use tools to implement developmental activities.

19. Create developmentally appropriate resources for parents to use during the COVID-19 quarantine.

This historical time in our lives is an opportunity for us to grow together. Right before the quarantine, I interviewed Mr. Bill Isler for the Buttercup iTunes show. Mr. Isler ran the Fred Rogers Productions Company and contributed and appears in the Tom Hanks movie about Mr. Rogers entitled, “A Beautiful Day in the Neighborhood” (2019).

Mr. Bill Isler

Mr. Bill Isler

Mr. Isler shared some wonderful stories about his time with Mr. Rogers. One thing Mr. Rogers encouraged children to do is talk about their feelings and look for the helpers. Children and adults could all benefit by remembering kindness during these times and look for ways to not only survive but thrive during this difficult time. We will get through this together. Stay safe, stay connected, and look for the helpers, and/or become a helper. Wishing you good health!  

See ya real soon. Charge on!

I LOVE Bulletin Boards

I LOVE bulletin boards. There. I said it.

Some people collect objects. I collect pictures of bulletin boards. My students and friends send me pictures of bulletin boards to add to my collection. If you’re reading this and thinking, “Marisa Macy sure is strange” then you are 100% correct, my friend!

Bulletin boards are more than just the visual version of background noise in a busy school, classroom, hallway, or on a door.  To me bulletin boards are sources of beauty and inspiration. A masterpiece is created with just some paper, scissors, tape, push pins, and glue. Bulletin boards are gorgeous works of art that hang in an educational setting for a short time before they are torn down and replaced with a new one. Unlike Leonardo Da Vinci’s “Mona Lisa” with a permanent placement hanging in the Louvre, bulletin boards are only here for a short time. Maybe that is part of what makes them so special to me…the temporary nature of this art form. Beauty is found in the impermanence.

Here are some bulletin boards that I adore. Thank you to these bulletin board artists. Enjoy!

Tips for Practicum

I have the privilege and pleasure of coordinating fieldwork for students in Early Childhood Development and Education at our university. What students do (and in some cases don’t do) before the first week of field placement sets the tone for the rest of the term. I’ve compiled a list of tips to consider.

Prior to Field Work

·       Start communicating with your on-site supervisor and university supervisor as soon as you can. Keep the conversations and communication ongoing. The relationship you create with these two people on your team are important for your success, as well as your future. Contact your On-site Supervisor by phone and email.

·       Have all your required paperwork and clearances in order.

·       Make all arrangements for transportation ahead of time. Get the address and map ready so that you don’t have to fumble on your first day.

·       Go online and learn who the people are at your field placement. 

·       If applicable, do research on your placement. Learn about the mission and goals of the organization. Find out what the expectations and/or rules are ahead of time.. For example, many schools do not allow gum chewing. So you will want to make sure to spit out your Bubble Yum™ before you go. If available, become familiar and read the field placement handbook.

Getting Started

·       Wear your name badge, or other self-identification.

·       Check in and out at the field placement main office. You will most likely be required to sign your name, date, time of arrival and departure, and purpose of your visit. Some schools have you wear a name tag in the building. Ask the office personnel if there is anything you might have forgotten for check in/out procedures. *Remember to follow these important safety precautions. Programs serving young children need to know who is in their building. These procedures are in place to protect children and personnel.

·       Introduce yourself to the office personnel. If possible, ask to introduce yourself to the school principal and/or leadership personnel. Here are a few hints for an introduction (Post, 2004):

o   If you are sitting, rise to greet the person who has entered the room. It is a sign of respect.

o   You may want to shake the person’s hand.

o   Tell them your first and last names. Speak clearly.

o   Address the person by his/her title (e.g., Mr., Ms., or Dr.). It is better to err on the side of formal.

o   Example, “Hello Dr. Smith! my name is Marisa Macy. I am an undergraduate student at the University of Central Florida, and I will be doing my practicum here for the next 15 weeks. My university supervisor will be <fill in the blank> and coming out to observe me during the semester. I look forward to doing my field work here. Thanks for the opportunity.”

·       Find out where you will be spending your time during your field placement. You may also want to find out where the bathroom, exits, and other necessary landmarks are located. Some programs have a map available to guests. Ask for one if you want it.

·       If you drove, determine that where you have parked your car is okay with them. Sometimes, programs have designated parking and/or information about transportation that will be useful to you.

While You Are There

Remember you are a guest at this placement, and a representative of the university. Be polite and respectful. Every interaction you have is an opportunity for you to make a good impression, and apply what you have been learning. Use your best judgment, have fun, and good luck! I hope these tips help you with practicum.

Source:

Post, P. (2004). Emily Post’s etiquette: The definitive guide to manners, completely revised and updated (17th ed.). New York: HarperCollins. 

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Professional Development

by guest blogger Melissa Hogan

Over the past two years, I have researched and studied at one of the finest institutions in our country that offer the Bachelors of Science in Early Childhood Development and Education. My goal was to discover better ways to support early childhood educators, directors, owners and staff. I discovered that this industry is still young in its development (Dr. Sharon Carnahan, Rollins College, 2019, Personal Conversation.) According to NAEYC (2018), the industry is equivocally educated. In my own seventeen plus years, I have found this to be true.

When I first opened a preschool with a popular local franchise, I interviewed applicants with no training, basic forty-five hour trainings, CDAs, and bachelor degrees. In addition to the varying types of education there were the factors of experience, personality, work ethic and professionalism to take into account. My eyes began to open to the fact that each person that I interviewed was valuable and special because they wanted to work with the fastest developing brains in the community, young children. The questions of how to solve this varying educational puzzle began to circle in my head, so I decided to go back to college and earn my doctorate in early childhood.

I am now in the practicum stage of the bachelor’s degree. I have at my practicum placement for one week and already I am applying what I have learned in my coursework at my prestigious college. I am excited to say that there are a whole team of professionals at this placement that are committed to assessing, coaching and supporting ECEs on a daily basis.

Using assessments, I have been given the opportunity to go into the early childhood classrooms and witness how Provider Services Specialists are helping early educators to provide the best teacher-child interactions possible. These teachers have many different educational backgrounds, yes even bachelor degrees, yet still needed the support and guidance of outside sources. This showed me that as the early childhood field strives to get all teachers on an even playing field educationally, the professional development piece is vital because applying all that is learned on an everyday basis can be difficult without the right kind of quality support for all staff involved, including directors.

I am excited to watch the early education field grow and evolve over time, but the biggest take away for me so far has been the value of supporting each other in the field with research-based practices. What we learn in college can be applied, but our education doesn’t stop there. Mentorship, professional development and collaborating with each other on a consistent basis are the keys to providing the best possible start for young children everywhere.

Reference: National Association for the Education of Young Children (2018). DRAFT: Professional Standards and Competencies for Early Childhood Educators. Retrieved from: https://www.naeyc.org/resources/position-statements/draft-professional-standardscompetencies

Message from today’s guest blogger:

My name is Melissa Hogan and the education of young children has been my whole adult life’s work. I knew since I was young that I wanted to be a teacher. I never imagined my passion would include the youngest of children and those that mean to serve them. I have had the honor to be a part of many experiences in the early childhood field including assisting, lead teaching, managing, facilitating community partnerships, and mentoring. It was opening a preschool franchise from the remodel phase to 100% enrollment that I realized my dream of supporting early childhood teachers, their careers and the teacher-child interactions that are vital to any successful early education experience. Motherhood has only strengthened my perspectives of the need for quality early childhood experiences and as I pursue a graduate degree at the University of Central Florida, I am inspired by my own sweet boys daily. I am proud to be a part of an evolving early educational system and hope to implement change for young children globally.

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Bringing the Ivory Tower into Homes

Access to higher education is made possible when educators and administrators incorporate strategies to support all students in inclusive learning environments. More than ever, students with disabilities are seeking alternative options to traditional classroom experiences. Students with diverse areas of abilities are seeking online learning for various reasons. In a study of university faculty, over half did not know if they had training or resources to ensure accommodations (Phillips et al., 2012). Many online educators are unaware of legal, practical, and/or ethical responsibilities for students with disabilities.

An article that offers information about how to create an accessible online learning environment is, “Bringing the Ivory Tower into Students’ Homes: Promoting Accessibility in Online Courses.” The article shares information about: professional development, modeling diversity, assignment choice, universal design for learning, and the use of authentic assessment to measure student learning and determine outcomes. Appropriate accommodations for individual learners with disabilities, as well as universal design concepts for the entire class can lead to an accessible online learning environment that meets legal requirements and recommended practice standards. Seven categories of accessible features fall into: images, tables, page content, multimedia, color, and auto-testing tools. When the ivory tower goes into students homes in the form of online courses, accessibility is the key to unlock learning and development.  

Drawing courtesy of Adriana Macy age 6

Drawing courtesy of Adriana Macy age 6

 

Sources:

Macy, M., Macy, R., & Shaw, M., (2018). Bringing the ivory tower into students’ homes: Promoting accessibility in online courses. Ubiquitous Learning: An International Journal, 11(1), 13-21. doi:10.18848/1835-9795/CGP/v11i01/13-21.  This paper won the International Award for Excellence.

Phillips, A., Terras, K., Swinney, L., & Schneweis, C. (2012). Online disability accommodations: Faculty experiences at one public university. Journal of Postsecondary Education & Disability, 25(4), 331-344.

Access to Higher Education

Higher education should be accessible. President Abraham Lincoln believed in access to higher education. One of the things he did was create a land grant system that would have a mission of creating higher education opportunities for the public in every state.

My public university is located in the central part of my state which makes it a good location in the middle. Easy access. The other attractive feature is that this location is sought after by people from around the world who come here for their vacations and/or work experiences—Orlando, Florida. At the end of October, early childhood professionals and parents of young children came to Orlando for the Division of Early Childhood international conference.  My Early Childhood Development and Education (ECDE) program at the University of Central Florida (UCF) had a booth in the Exhibit Hall. Our goal was to get the word out about three different opportunities for people who would like to pursue higher education at our public access institution. I had the opportunity to share with others what makes UCF an outstanding place to come to school. I talked with people about our ECDE undergraduate degree, ECDE master’s degree, and ECDE doctoral degree programs. Our ECDE master’s students, Ms. Toni-Ann Rusiana and Ms. Kim Nassoiy, were there to share valuable information with participants about higher education and their experiences as students in the ECDE program at UCF.

President Lincoln said, “Whatever you are, be a good one.” Higher education can help prepare you to become a good one. Like Lincoln, I believe in the power of education. There is no better way than through education to level the playing field and create opportunities for everyone who seeks to improve themselves, improve their communities, and improve society.

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Teaching is Like Making Chocolate Chip Cookies

“Change lanes when conveeeeeeeeenient,” Mr. McDonald would say. I’m not sure the best way to teach driver’s education. I’m pretty sure one of the main ingredients is staying calm behind the wheel. Mr. Bruce McDonald taught me driver’s education when I took it the summer before I turned sixteen, and his calming presence in the car (and use of vowel stretching) helped me feel safe. He also had a brake on his side of the car. I knew he was on my side and would help me if I had a problem.

School is out now for summer. It is time for those of us in the business of education to reflect on the past year, rest, play, and start thinking of the upcoming year. My reflection centers most on gratitude. I was fortunate this year to have taught smart and hardworking undergraduate and graduate students at a university in a border town between the United States and Mexico. Many of my students cross a border every day to gain access to higher education. Just like Mr. McDonald did for me, it was my responsibility to support my students when needed. It was a pleasure! A guest on my iTunes show recently talked about teaching methods on our podcast. She said that teaching is like making chocolate chip cookies and that there are many ways to do it. Dr. Jean Feldman was making a good point that there are unlimited strategies for effective teaching. As I get ready to change lanes and move into a new school year, I will take happy classroom memories with me. The best part of making chocolate chip cookies is savoring every morsel.