Finding America

My grandparents live in Williamsburg, VA and often when I visit them I go to the Jamestown archeological dig as well as see new discoveries that have made in Colonial Williamsburg. The careful work of the archeologists further emphasizes for me how systematic their work, all of anthropology, and truly all of science must be. All those who are involved with anthropology must carefully follow the scientific method to ensure they do not miss anything or fall victim to dogma, or an unquestionable higher belief.

The focus of anthropology most used at the Jamestown site is archeology, the study of a human culture through the recovery and analysis of its material remains. The Jamestown museum traces the history of America's first colony and mentions many of the foundations of evolution we've covered in class. The early colonists were very wary of overcrowding their settlement, so they worked hard to prevent drastic overpopulation. Those colonists who did stay in the new world also had to fight for resources such as food, tools, and shelter.

The arrival of the English settlers occurred in 1607, right in the middle of the Scientific Revolution. No doubt these explorers used many of the new technologies being produced at that time to aid their mission. One such technology was an improved ship design, able to carry more men faster across the Atlantic.

On several of my visits to Jamestown, I have been able to observe archeology in action and the finding of artifacts (portable objects), features (non-portable objects), and ecofacts (organic remains usually used for dating a site). The Jamestown Museum also has a wonderful display on stratigraphy, showing a model of how deep certain objects were found and how layers of earth build up on top of others to create a visible timescale. I have long been fascinated by the work being done at Jamestown, and now I will have some extra background information to take on my next visit that will help me understand what I am seeing.

My Bookshelf

Shelfari: Book reviews on your book blog

A Cross Cultural Classroom

Children exist in all walks of life, and a classroom can serve as an intersection where those who would never ordinarily get to meet, do. Classrooms, and the staff and classes of children that inhabit them, become new communities of their own, offering a “common and predictable cultural experience” that may be the only solid environment a child has to grow in. I really like Bickart, Jablon, and Dodge’s discussion of this idea and think it is a vitally important one to have. With an ever increasing number of children growing up in lower classes or poverty, Schools are one entity that need to step up to serve as a refuge and supportive cushion helping to raise children from all walks of life.

In the era of the Baby Boom, when the parents of most of today’s college students were born, entire neighborhoods were considered safe play-yards for the children who lived there. Neighbors would watch each other’s kids and offer dinner to those who were hungry. Sadly, this is not the normal picture in today’s America. As people become more isolated and protective of personal belongings, and as the gap between social classes grows even within single neighborhoods, parents are increasingly cautious of where their young play. Television has replaced the teen from next door as the babysitter and casual interactions across streets are few and far between.

As a result, schools and classrooms have become the central place for children from varying backgrounds to meet and play. Teachers must use the power of the unique position they hold, and create cohesive, cooperative classroom environments that meet the needs of all in their care. Because of the possible wide rage of backgrounds, the range of these needs is also very wide. Many childhood experts look to Abraham Maslow and his hierarchy of needs to form the very basics of what their classroom will offer. I have always liked this method of describing basic human needs and feel that all of Maslow’s categories, except Self Actualization, fit well into a child’s development.

Part of the role once held by neighborhoods and now relegated to teachers is creating a resilient, collaborative, and self-motivated population. Through a teacher’s style and lesson plans, he or she can create a well-run class that meets all of these desired qualities. I have seen shining examples of this type of teaching; where the genuine love and warmth of the teacher rubs onto her students and the lessons slowly teach the ideas of friendships, sharing, and caring. These same morals taught through rote teaching or through verbal class discussions do not have the same impact on children. Instead, they have to be subtly worked into lessons until they become habits. Teachers must also be accepting and patient, as a smooth and cooperative class will never instantly appear on the first day of school.

A Child's Arrival

Entering the public school system is a big step for young children and new families. It involves leaving the safety of home and familiar adults to create new friendships with peers and explore a much larger world than they previously knew. Fortunately, a thoughtful teacher who respects this difficult transition can help by creating an organized and well-defined first school experience. According to chapter three of Bickart, Jablon, and Dodge’s “Building the Primary Classroom”, a clearly structured environment, as well as a predictable daily routine, can create security and safety for new students. I have personally experienced the importance of regular daily schedule, seeing first hand in my practicum and volunteer placements how any divergence from the routine can cause chaos.

Another important piece of a structured classroom is known rules that are always followed and rarely, if ever, change. However, for rules to be effective in early childhood environments, it helps if children can be directly involved in the rule making process. From this participation, students can take valid ownership of their schooling, which leads to respect for others. I tried to make a list of rules with my camp group this summer, and partially succeeded. However, with an ice rink full of other camp groups and my vocal limits, I quickly lost their attention. I wonder how teachers maintain control early in the year, before rules are established.

Once rules and procedures are created as a group, guided discoveries help with reviewing the concept and physically walking students through the right and wrong actions. Morning meetings and circle times are excellent for this.

While structure, both physical and conceptual, is essential in any classroom, it is important for teachers to remember that structured environments need not revolve around power. If structure is implemented smoothly into a childcare setting, both teachers and students should feel equally powerful and all should have the ability to address issues or problems.

A Life Without Food

ORIGINALLY POSTED 11/16/2009 ON TECHNOBUFFALO.COM

Unable to swallow, my separation from food is uniquely non-genetic. Instead, it is congenital disabilities that make it impossible for me to consume foods enjoyed all around me. My connection with food is purely objective, as I try to discover what makes the food world tick. Eating for me is a chore, requiring all physical movements and no enjoyable component. Thus, I learn about most people’s relation from several sources.Watching the Food Network and reading cookbooks, I am constantly learning how foods go together and what combinations work. I have no sense of what would taste “good” together, so I must externally learn this. While baking and cooking, I get to observe all I have read in action. This is potentially the closest I will get to the food experience, so I savor it as best I can. I watch to see how foods react to each other, and how flavor is added or cut from foods. Cooking is an art that must be mastered, and I admire it greatly. Finally, attending a restaurant is the pinnacle of my food world. This is where all that I have learned so far comes together. It is in the middle of a dining hall that I figure out what food really means to people, and my observations are rarely dull. From incessant requests of an overly busy wait staff, to uniquely positive (or negative) audible responses to food hitting the tongue, communal eating in public brings out previously unseen sides of people.

Online Jeopardy Creator

ORIGINALLY POSTED 11/14/2009 ON TECHNOBUFFALO.COM

I am an Early Childhood Major, and for one of my classes I had to create a presentation about social emotional development in infants and toddlers. This may not sound very techy, but I actually for a pretty cool way to present the information. I wanted to create an interactive presentation, and http://www.jeopardylabs.com let me do this very easily! Without using powerpoint, which admittedly can be a little complicated at times, I was able to create a very professional looking game able to be played by up to ten players or teams.

Once signing in with a password (no endless registration forms!), you are taken to a blank template in which you can create your game. It is a very effective tool, and an easy and exciting way to present information. 5 stars from me! My game can be found at http://socialemotional.notlong.com