2005 has begun on a very sombre note because of the great Tsunami tragedy in Asia . This tragedy has touched many across the world. Although I was not personally traumatized by this great calamity, I know that some of you may be grieving over vacant seats, at dinner tables, at intimate parties and even in your classrooms. On behalf of all at RTRC Asia, I would like to offer our condolences for your loss. As I reflect on this great tragedy, I see many "parallels" in our professional lives. Although minute in comparison to the huge waves that have engulfed so many areas in Asia , the mini "tsunamis" in our lives are no less destructive. They overwhelm us and leave us gasping for air. However, unlike most of the victims who were caught unawares, many of us in this field are aware that there are quite a number of "high" waves that we have to encounter if we wish to venture into the early childhood field, and yet so many have willingly walked onto the seashore to greet the oncoming waves. Let me share two stories with you. The first story is about Mary who joined the early childhood field in the days when being trained was not a requirement. However, Early Childhood Educators in that era were not well regarded. They were paid a meager allowance, (less than a hundred dollars in some cases) and society regarded them as convenient baby-sitters. Mary's parents were aghast at her decision to become a "glorified Ah Ma." Amid ridicule from both friends and family, Mary walked bravely into the path of the first wave that hit her hard. She was inexperienced, had no knowledge about the filed and no support from friends and family. Nonetheless, like the mother who walked bravely towards the path of the Tsunami to save her beloved children, Mary's conviction and passion for her chosen career convinced her that she had made the right decision, although, there were times when the waves would threaten to pull her down into their murky depths. At these times, Mary would reach out for supports that could help bring her back safely to shore. These supports were in the form of books and more knowledgeable peers who were willing to share their experiences with her. After many years of braving squalls and choppy seas, Mary became aware that an approaching wave was climbing higher and if she did not do something or make a decision soon, the walls of the wave would crash down on her. The approaching tidal wave is a MOE policy that mandated that all early childhood teachers must be trained. Mary did not have the required qualifications to apply for a place at the training institute. She was despondent; as she knew that, she would soon be made redundant, and all her dreams would thus be swallowed by the sea. She waded in the shallows in a daze. Surely, she could do something. As she unknowingly waded into deeper waters, she heard shouts from the shore. She woke up from her stupor and knew what she had to do. She turned around and ran for higher ground. She left the field for a while, got her necessary qualifications, and then headed back for the seashore to rebuild her career in the early childhood field. The next story would also be quite familiar to you. Armed with an early childhood teaching diploma, Jane trudged enthusiastically into the early childhood field. Like many new teachers, she was excited and wanted so much to apply the new knowledge that she had gained from her course. Jane had been warned about some of the "high waves" she would be facing in the field, but, being young and earnest, she felt that she would be able to brave and survive the waves that approach her. Although she was ready to face some of the high waves, she was unprepared for the high wall of water that blocked her view of the horizon. Instead of joining her "ideal" early childhood centre, she had ventured into a centre where children had to undergo a more "rigorous" academic program. She made many suggestions and shared her ideas about what a quality early childhood centre should be. She tried to effect a change in the mindset of her colleagues and improve the curriculum. She failed, as all her ideas and suggestions "fell on deaf ears". She felt isolated from her peers because of her differing ideas about what an early childhood centre should be. Moreover, her principal/supervisor began to regard her as a "thorn in the flesh", an anomaly in the scheme of things. Jane fell into the water with her charges. She could not get out of the water, as she could not bring herself to abandon her charges. She loved her charges and was adamant that she should at least finish the year with them; however, she also knew that the encroaching "tsunami" would soon engulf her if she did not get out of the water fast. She was in a dilemma as are many who are presently in the same situation. This story has no closure because the ending needs careful deliberation. If you were Jane, would you leave your charges in the water and run for higher ground, or would you, like many other teachers in the same situation let the waves engulf you as you conform to the "accepted system." Being swept out to sea is definitely not a better option. You may survive, but all your good intentions, values and perhaps even your self-confidence may be swept away by the waves. A worse scenario would be your professional demise in the swirling, churning sea. As you lose all the values that you hold so dear, so to o may you lose your will to go on. Frustration and despondency may even influence your decision to quit the field altogether. As you ponder the conclusion to Jane's story and begin reading the rest of this newsletter, I would like to wish you a "Safe and Blessed New Year". Please feel free to write to me if you have a solution to Jane's dilemma. If you have a similar story to tell, please share your experiences with us. Do you remember the little British girl whose knowledge of tsunamis helped to save hundreds of people? Perhaps, your stories and experiences would help others in similar situations. Anyway, my email address is: belindaseet@rtrc-asia.com and my snail mail address is RTRC ASIA PTE. LTD, NTUC Trade Union House , Singapore 189556. If you do not wish to reveal your identity, we assure you that we will safeguard your anonymity. Just me, Belinda Seet, Editor PROFESSIONAL FOCUS AND RESOURCES "Instilling citizenship", briefly defined, means to inculcate sound moral values that lead one to become responsible adults and loyal citizens. To the preschool teacher, this means to help their children "know what is right, and what is wrong; be comfortable and happy with themselves; have developed physical coordination and healthy habits; love their families, friends, teachers and kindergarten"; delineated by MOE as desired outcomes for preschool education. Many communities of people hold music in high esteem for its functional life-guiding properties. Values such as honesty, loyalty, helpfulness and kindness can be learnt through music activities. Songs about right and wrong behaviour could be used to initiate conversations and discussions about acceptable and appropriate social behaviours. These activities may be further extended to story- or song writing and dramatisation in which children choose and perform simple roles. When children are allowed to interpret musical styles and moods themselves in whatever way they think or prefer - movement or improvising with musical instrument - they often experience satisfaction and feel happy about themselves. Movement is often a great source of pleasure to young children. Their eagerness to move at will and respond physically to music shows that they enjoy movement for its own sake and are at ease with themselves. Children also enjoy and feel comfortable singing silly songs (e.g. random vowel sounds, or nonsense words made up of a combination of vowel sounds) as they are allowed to make mistakes without feeling bad about it. This sense of self-satisfaction and achievement, in turn, promotes confidence and self-esteem, which are qualities that an individual needs in order to be an independent and continual learner. Background music pieces that are soothing have been proven to have calming effect on children. They are able to put them at ease and help them feel comfortable in environments that are new to them. "Most children function very well with music in the background, and . the right music at the right time can make them less stressed, more relaxed, happier, and more productive" (Giles, 1991, 44.) Moving to music help develop both fine and gross motor skills and muscle co-ordination. This culminates in children's well-being and independence in caring for themselves. Unless they are self-reliant and able, they will neither be able to care for others nor the country. When children are required to move in response to the timbre or mood of a piece of music, they make decisions on how they are going to express their ideas in ways that are most comfortable to them. This allows them to develop at their own pace and readiness. Physical co-ordination is therefore not forced upon them. They do not need to be afraid of failing, as the environment gives room for self-correction. Fine motor skills that are required for manipulation of writing implements, and feeding and dressing oneself, can also be developed through musical activities. Such activities may come in the form of dramatisation and playing simple ostinati patterns on percussion instruments. Finally, to nurture individuals who can "live, work, contend and co-operate in a civilised way", "loyal and patriotic", "filial, respectful to elders, law-abiding and responsible", and "tolerant of Singaporeans of different races and religions", the young must first learn to "love their family, friends, teachers and kindergarten." This is especially critical as young Singaporeans, age 15 and above, appear to have very little knowledge of nationhood. Relevant songs can be used to stimulate sharing and conversation about their role as part of a family, a friend and a pupil. It is hoped that this love for the people they encounter in their immediate environment will ultimately expand to loyalty and patriotism to the country. National education can also be introduced through community singing and special music programmes that focus on music from the different ethnic groups. Music can be a vehicle for the communication of information about an ethnic group. Information about the history, social context, or cultural context of songs and musical performances' can also lead to expanded understanding of one's political and cultural heritage. Music education also introduces and reinforces skills such as learning how to work with others co-operatively toward shared goals, teamwork abilities and conflict-resolution skills, all of which are required for success in this new-age, competition-dominated workplace which values employees who are not only industrious but are team players. Music lessons should employ strategies that were pupil-centred and children given a variety of tasks to sustain interest and attention. With some creativity and innovation on the teachers' part, music can be used in the early childhood classroom building a nation of good citizens. Written by: ACADEMIC COURSES UPCOMING COURSES YOU ASK, WE ANSWER My husband and I were in Prince Rupert, Northern Canada when we heard about the tsunami disaster in Asia. The earthquake had decided to strike on the 26th of December 2004, a very significant date for the both of us because it marked our 12th wedding anniversary and my in-laws 40th wedding anniversary. What should have been a joyous celebration turned into a somber mood as we watched with disbelief the images on television. The tsunami had come like a thief in the night; without warning and unleashed a trail of ultimate destruction. How could so many lives perish so quickly? We couldn't take ourselves away from the television set which had become centre stage for the next few days. One news report that moved me close to tears was the story of how a mother had to make the difficult decision to physically let go of her 6 year-old son, in order to save his 20-month old brother (the older boy was later saved by a stranger). Being an educator in the field of early childhood education, it was unthinkable! Isn't it every parent's responsibility to protect his/her children? What were some thoughts the mother had as she made that conscious decision? Staring blankly into space, a yellow piece of paper with a poem that I had taken with me (on my family holiday) caught my eye. it read; Letting Go.
(Abstract from Richard J. Leider (1994) Life Skills, Taking Charge of Your Personal and Professional Growth. New Jersey , U.S.A. Prentice Hall) I will never know what it took for that mother to make that heart-breaking decision. Perhaps there were others who had to make similar decisions as well. What I do know is that for those of us who were spared, we are here for a purpose. Let us be thankful for all our blessings and, let us look forward to 2005 by making each moment count because we will not know what tomorrow may bring. (The tsunami waves did reach Canadian shores on the 28 th of December but it was only 8 cm high.) |