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Our Vision (Excerpted from candidates’ written responses to questions submitted by the SECA Nominating Committee) What do you see as the major challenges facing SECA during the next few years? Cheshire: The current economic conditions will impact SECA membership numbers, conference attendance, and state affiliate operations. The implementation of universal pre-K programs in Southern states can bring positive or negative outcomes, but we can take steps to promote best practices for our children and early childhood professionals. The issues relating to assessment of young children continue to be a challenge to our profession. Professionalism within the early childhood community must be strengthened if we are to be recognized for the important role we play in the lives of children and families. Increases in the numbers of families living in poverty, as well as increased numbers of homeless and hungry children, will continue to be challenges for our society and our profession. At the same time, the epidemic of childhood obesity must continue to be addressed. The SECA leadership must meet these and other challenges of the next 4 years with hope, confidence, and commitment. Peden: I would say because of the struggling economy and the effect it has had on every individual, the budget is the major concern for SECA in the next 4 years. Since SECA depends on the annual conference as the major income source for the organization, I believe we must be sure we choose locations that are desirable and easily accessible to possible attendees. I’m referring to locations with airports that are major hubs such as Nashville and Atlanta as well as a lot of choices of things to do. With many public and private schools unable to pay for travel, teachers have to be willing and able to come at their own expense. We need to consider that when choosing locations. We have noticed that the major attendees lately have been those in higher education. While that is good, we don’t want to lose our appeal to those who actually teach young children both in the public and private sectors. What issue/issues would you like to address if you are elected President? Cheshire: As SECA President I will continue positive practices that have been successful in the past. I will continue strengthening the relationship between SECA and state affiliates, as well as with NAEYC and other professional organizations. I believe a marketing plan can be implemented to provide name recognition of SECA at both the state and local levels within our affiliate states. To improve quality of care and education, professionalism must be supported. I would like to encourage family and child care providers, and others caring for young children, to see themselves as “teachers” who have an important impact on children’s lives. I will encourage the building of future early childhood leaders and will support college and university early childhood groups and other leadership initiatives. Peden: I think SECA needs to address legal issues that affect child care centers and public schools. Locally a parent is suing the school district because her son was moved to the alternative school when he threw something at the bus driver. A local child care center’s director was arrested when a school-aged child (who was a known bully) enrolled at the center was hit by another child in self-defense. This is not an isolated case. SECA can help by providing speakers who deal with this every day such as Ron McGuckin, a lawyer who only handles cases like this and is a wonderful speaker. SECA can also provide more speakers on discipline. SECA can also provide parent education training that teachers and schools can use to educate parents. Our center worked hard to educate parents early on these things to help them help their children develop selfhelp and self-regulation skills. How will your leadership help SECA to address its current weaknesses and how will you build on the current strengths of the organization? Cheshire: Margaret Mead said, “Never underestimate the power of a small group of thoughtfully committed people to change the world. Indeed it’s the only thing that ever has.” SECA began as a small group of dedicated and committed individuals. SECA is built on a firm foundation of welcoming all individuals and working with them to improve the wellbeing of children, families, and early childhood professionals in the South. Our affiliates share common problems and concerns. By working together, we can build a stronger association, known throughout the South as the leader of our profession. Peden: I am a proven leader. For example, I trained seven of my employees to be dynamic presenters at conferences. Some have become active on the board at our local affiliate. My leadership style is one of collaboration, which is so important in being able to get everyone involved. I would work on our customer service skills so that conference attendees feel included and glad to be there. 20 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010
Early educators and families can teach hearing, pre-verbal children to use sign language in order to facilitate their ability to communicate, but is it a good idea? It may be easier for babies to use a manual mode of communication than an oral one, but does it really make a difference in the long run? Sign Language With Babies: What Difference Does It Make? Susan Kubic Barnes Teachers and families of babies and toddlers know how frustrating it can be to be unable to understand what their youngest children are thinking. Often gestures and whining can be clearly interpreted, as when toddlers reach up both of their arms. Adults and even older children assume that a toddler with arms in the air wants to be picked up. But what if the baby is actually reaching toward a toy on a shelf or is calling attention to something interesting outside the window? Teaching sign language—to deaf or other children with special needs or to hearing children with hard-of-hearing family members—is not new. Researchers found one study done by Gallaudet in 1910 (Johnstone, Durieux-Smith, & Bloom, 2005). Teaching sign language to typically developing children has become increasingly popular since the publication of Baby Signs® (Goodwyn & Acredolo, 1996), now in its third edition. Attention to signing with babies has received much publicity. • Numerous programs have been introduced to help families and teachers learn to better communicate with children as young as 6 months old. • In the popular 2005 film “Meet the Fockers,” Jack talks to his grandson using sign language. • Hundreds of magazine and newspaper articles, and numerous television shows, have featured stories on programs that teach infant and toddler sign language. There is no reliable estimate of the number of families who sign with their children, but Amazon.com reported sales of Baby Signs to be in the top 300 of all books sold in 2004 and 2005. Even in 2006, when many other babysigning books became available, the book remained in the top 600 (Pizer, Walter, & Meier, 2007). The third edition is available on Kindle, Amazon’s wireless reading device. Some of these programs claim that using baby sign language will speed verbal development (Baby Signs, 2008) and some claim to enhance early brain development (Baby BumbleBee, 2008). However, a search for scholarly research and empirical studies to support these claims finds that there is conflicting evidence. Language development is so important to success in school and in life that accurate information for families, caregivers, and other educators is crucial. This article begins with a brief history of sign language and a review of normal language development. It then reviews the research on the effects of sign language on hearing children’s language development and the overall benefits of signing with babies. Sign Language: How It Started Thomas Hopkins Gallaudet, who co-founded the American School for the Deaf (ASD) in 1817, promoted the policy of teaching sign language to the hearing brothers and sisters of his deaf students for two reasons. First, the deaf child would have a way to communicate, and secondly, the hearing children would increase their own language proficiency (ASD, 2008). Susan Kubic Barnes, M. Ed., is an Instructor in the Department of Early, Elementary and Reading Education, James Madison University, Harrisonburg, Virginia. She previously taught preschool at the University of Michigan and kindergarten in the public schools. Her JMU faculty responsibilities include supervision in public and private preschool and kindergarten classrooms with children of diverse backgrounds and varied abilities. Her research interests include using media and technology to support children’s learning and assessing the effectiveness of adult-child interactions. Winter 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 1 21
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