For my research simulation I chose to focus on cognitive development because it is my professional perspective that a child’s cognitive development sets the foundation for academic success in the future which is my professional reason for choosing these three subtopics. If a child is offered the opportunity and resources to build a strong cognitive foundation, then learning basic skills for becoming a healthy, accomplished adult can be achieved. The first of three related subtopics for cognitive development in early learning would be:
1. Ways to foster cognitive development during the prenatal stages.
2. The home environment and how it affects and/or influences cognitive development in toddlers.
3. Cognitive development and parents’ perspective on child development.
So far, with this simulation process, I am aware that conducting "high quality" research for the topic I chose is going to take a considerable amount of time and require me to work on my organization and time management skills in order to have a credible product at the end of this process. I feel so overwhelmed right now because it seems as if this will require a lot of reading and various evaluations of different methods...I am completely new to this area of the early childhood field! But, I am curious as to if I will find an answer to my subtopics in relation to cognitive development. So I guess...here we go!
Saturday, November 8, 2014
Sunday, October 26, 2014
Issues and Trends: Change, Contexts, Consequences, Constants Revisited
In this post, I am supposed to identify three consequences of learning about the international early childhood field for my professional and personal development, but through the research I have conducted from various resources, I haven’t found any “consequences” of learning but more similarities. In my review of an array of articles, journals, and podcasts, I found that my perspective is similar to other early childhood professionals. In the podcast, Early Childhood Education: Balancing Expectations and What Young Learners Really Need, Wendy Ostroff (a cognitive psychology, child development, and metacognition expert and author of the 2012 ASCD book, Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom) comments that developmental scientists have found that " 'formal academic activities' can harm learning in young learners...academic-based early learning programs can harm learning." I had always agreed with a play-based curriculum was more effective than an academic-based one but I had no idea it would hinder overall development. As a parent, you want your child(ren) to have the best from the beginning but from an early childhood professional viewpoint, letting children be children and explore the world as they see fit is the best parenting one can give! In this insight, I cannot see the “consequence of learning” but the similarities.
Another resource I found interesting in regards to the early childhood field is the Topics in Early Childhood Blog. Previously, I explored this link but scanned the information; however, on this particular review of the blog, I read a post entitled, In Touch with a Child's Perspective. This post was about elementary teachers (as a part of their teaching certification coursework) should have extensive exposure to child development training as with early childhood certifications. "Understanding child development, which I think is key to working with children, is essential for all teachers. Just like early development, middle childhood has its own developmental stages, as well, and can help a teacher respond appropriately to all the children she may teach each day." (Funk, 2013) I relate this blog posting as a new insight about issues in the early childhood field that I gained this week because in order to offer children birth - 8 years old high quality, equity, and excellence in early care and education, one must be have extensive knowledge in child development. "I have personally observed over the years how an adult with a strong knowledge about a child’s developmental stages, approaches the child differently. The adult seems to understand that some behaviors, while not necessarily acceptable, are typical for children at that age. That knowledge tempers the responses and helps the adult deal appropriately with any situation. This same principle is true with comments and discussions that occur with young children."
Under the Coordination and Integration tab of the Early Childhood section on the United Nations Education, Scientific, and Cultural Organization website, "Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry." With this new found information, I have a better understanding in knowing that other governments, on a national level, experience difficulties promoting and implementing quality standards among the early childhood field. This, also, highlights the similarities with the international early childhood field and the one we experience here at home.
Through this journey on exploring the international early childhood field, I have found that early learning sectors in other parts of the world experience the same hindrances as we do. With a service as vital as early childhood, how is it that one still cannot figure out how to break the barriers of accessibility, affordability, awareness, and equity and excellence for children, their families, and early childhood professionals? I believe one goal should be to reshape the core of the early childhood field as a whole. Instead of having policymakers make decisions about our early learners, we NEED to have professionals whom have “matured” in this field and can offer invaluable insights about what needs to be done in order to bring light to and put the early childhood field at the forefront of local, state, and national government, making decisions and creating policies for young learners, their families, and other early childhood professionals.
References
The Whole Child Podcast. Early Childhood Education: Balancing Expectations and What
Young Learners Really Need. Retrieved on October 5, 2014 from
http://www.wholechildeducation.org/podcast/early-childhood-education-balancing-
expectations-and-young-learners-needs
United Nations Education, Scientific, and Cultural Organization. Early Childhood Care and Education webpage.
Retrieved on October 19, 2014 (http://www.unesco.org/new/en/education/themes/strengthening-
education-systems/early-childhood/
Another resource I found interesting in regards to the early childhood field is the Topics in Early Childhood Blog. Previously, I explored this link but scanned the information; however, on this particular review of the blog, I read a post entitled, In Touch with a Child's Perspective. This post was about elementary teachers (as a part of their teaching certification coursework) should have extensive exposure to child development training as with early childhood certifications. "Understanding child development, which I think is key to working with children, is essential for all teachers. Just like early development, middle childhood has its own developmental stages, as well, and can help a teacher respond appropriately to all the children she may teach each day." (Funk, 2013) I relate this blog posting as a new insight about issues in the early childhood field that I gained this week because in order to offer children birth - 8 years old high quality, equity, and excellence in early care and education, one must be have extensive knowledge in child development. "I have personally observed over the years how an adult with a strong knowledge about a child’s developmental stages, approaches the child differently. The adult seems to understand that some behaviors, while not necessarily acceptable, are typical for children at that age. That knowledge tempers the responses and helps the adult deal appropriately with any situation. This same principle is true with comments and discussions that occur with young children."
Under the Coordination and Integration tab of the Early Childhood section on the United Nations Education, Scientific, and Cultural Organization website, "Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry." With this new found information, I have a better understanding in knowing that other governments, on a national level, experience difficulties promoting and implementing quality standards among the early childhood field. This, also, highlights the similarities with the international early childhood field and the one we experience here at home.
Through this journey on exploring the international early childhood field, I have found that early learning sectors in other parts of the world experience the same hindrances as we do. With a service as vital as early childhood, how is it that one still cannot figure out how to break the barriers of accessibility, affordability, awareness, and equity and excellence for children, their families, and early childhood professionals? I believe one goal should be to reshape the core of the early childhood field as a whole. Instead of having policymakers make decisions about our early learners, we NEED to have professionals whom have “matured” in this field and can offer invaluable insights about what needs to be done in order to bring light to and put the early childhood field at the forefront of local, state, and national government, making decisions and creating policies for young learners, their families, and other early childhood professionals.
References
The Whole Child Podcast. Early Childhood Education: Balancing Expectations and What
Young Learners Really Need. Retrieved on October 5, 2014 from
http://www.wholechildeducation.org/podcast/early-childhood-education-balancing-
expectations-and-young-learners-needs
Funk, J. (2013, November 8). In Touch with a Child's Perspective. Retrieved October 12, 2014, from
http://eceducationblog.wordpress.com/page/2/
United Nations Education, Scientific, and Cultural Organization. Early Childhood Care and Education webpage.
Retrieved on October 19, 2014 (http://www.unesco.org/new/en/education/themes/strengthening-
education-systems/early-childhood/
Sunday, October 19, 2014
Getting to Know Your International Contacts--Part 3
The United Nations Education, Scientific, and Cultural Organization:
Under the Quality tab, "Early childhood care and education programmes should emphasise the child’s holistic development and extend beyond assisting the child’s transition to formal schooling...There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction. Where appropriate curricula exist, there can be problems with implementation with the emphasis remaining on early primary education and preparation for formal schooling due to pressure from parents and the fact that it is easier for teachers than child-centred learning...the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling."
I use this extended excerpt because it shows that other early childhood professionals in other countries understand the importance of educating the "whole" child yet experience the same issues including parents and policymakers pushing for more of our young learners to enter a "formal school setting" at earlier and earlier ages. But as we know, this does not better prepare these young students for academic success but hinders overall development (social, cognitive, imaginative, and creative developments) because of the intense academically-structured environment.
Under the Coordination and Integration tab, "Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry." I have a better understanding in knowing that other governments, on a national level, experience difficulties promoting and implementing quality standards among the early childhood field. Is it because this field has an array of sectors to it that local, state, and national governments have a hard time coming with policies that benefit and endorse early childhood, the children, families, professionals, communities, and the economy.
References
United Nations Education, Scientific, and Cultural Organization. Early Childhood Care and Education webpage. Retrieved on October 19, 2014 (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Mission
The mission of the UNESCO Education Sector is to:
- provide international leadership to create learning societies with educational opportunities for all populations.
- provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all.
- work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals.
- facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals.
Under the Quality tab, "Early childhood care and education programmes should emphasise the child’s holistic development and extend beyond assisting the child’s transition to formal schooling...There are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction. Where appropriate curricula exist, there can be problems with implementation with the emphasis remaining on early primary education and preparation for formal schooling due to pressure from parents and the fact that it is easier for teachers than child-centred learning...the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling."
I use this extended excerpt because it shows that other early childhood professionals in other countries understand the importance of educating the "whole" child yet experience the same issues including parents and policymakers pushing for more of our young learners to enter a "formal school setting" at earlier and earlier ages. But as we know, this does not better prepare these young students for academic success but hinders overall development (social, cognitive, imaginative, and creative developments) because of the intense academically-structured environment.
Under the Coordination and Integration tab, "Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry." I have a better understanding in knowing that other governments, on a national level, experience difficulties promoting and implementing quality standards among the early childhood field. Is it because this field has an array of sectors to it that local, state, and national governments have a hard time coming with policies that benefit and endorse early childhood, the children, families, professionals, communities, and the economy.
References
United Nations Education, Scientific, and Cultural Organization. Early Childhood Care and Education webpage. Retrieved on October 19, 2014 (http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Sunday, October 12, 2014
Sharing Web Resources
On the website earlychildhoodnews.com, I explored different links outside of the "Articles" section (which I normally go to)! On my journey, I found additional information pertaining to the equity and excellence in early care and education. One link that I was particularly found interesting is the Topics in Early Childhood Blog. Previously, I explored this link but scanned the information; however, on this particular review of the blog, I read a post entitled, In Touch with a Child's Perspective.
This post was about elementary teachers (as a part of their teaching certification coursework) should have extensive exposure to child development training as with early childhood certifications. "Understanding child development, which I think is key to working with children, is essential for all teachers. Just like early development, middle childhood has its own developmental stages, as well, and can help a teacher respond appropriately to all the children she may teach each day." (Funk, 2013) I relate this blog posting as a new insight about issues in the early childhood field that I gained this week because in order to offer children birth - 8 years old high quality, equity, and excellence in early care and education, one must be have extensive knowledge in child development. "I have personally observed over the years how an adult with a strong knowledge about a child’s developmental stages, approaches the child differently. The adult seems to understand that some behaviors, while not necessarily acceptable, are typical for children at that age. That knowledge tempers the responses and helps the adult deal appropriately with any situation. This same principle is true with comments and discussions that occur with young children."
References
Funk, J. (2013, November 8). In Touch with a Child's Perspective. Retrieved October 12, 2014, from http://eceducationblog.wordpress.com/page/2/
This post was about elementary teachers (as a part of their teaching certification coursework) should have extensive exposure to child development training as with early childhood certifications. "Understanding child development, which I think is key to working with children, is essential for all teachers. Just like early development, middle childhood has its own developmental stages, as well, and can help a teacher respond appropriately to all the children she may teach each day." (Funk, 2013) I relate this blog posting as a new insight about issues in the early childhood field that I gained this week because in order to offer children birth - 8 years old high quality, equity, and excellence in early care and education, one must be have extensive knowledge in child development. "I have personally observed over the years how an adult with a strong knowledge about a child’s developmental stages, approaches the child differently. The adult seems to understand that some behaviors, while not necessarily acceptable, are typical for children at that age. That knowledge tempers the responses and helps the adult deal appropriately with any situation. This same principle is true with comments and discussions that occur with young children."
References
Funk, J. (2013, November 8). In Touch with a Child's Perspective. Retrieved October 12, 2014, from http://eceducationblog.wordpress.com/page/2/
Sunday, October 5, 2014
Getting to Know Your International Contacts--Part 2
"Learning to children is as natural as breathing" Wendy Ostroff
The the podcast, Early Childhood Education: Balancing Expectations and What Young Learners Really Need, outlined various reasons why play is so vital to the overall academic success of young children and how to incorporate what is expected and what children really need to learn into the classroom. The podcast opened with a question, "What does education and school mean for young learners?" Thomas Armstrong (an award-winning author and speaker with more than 40 years of teaching experience from the primary through the doctoral level) responded with the importance of play and having access to concrete learning materials (wooden blocks, playing with sand and the dramatic play area) allows the child "to take the contents of the outer world and mix it with the inner world of their imagination." Laura Bornfreund (a senior policy analyst for the New America Foundation's Early Education Initiative) added to the conversation that building children's multiple domains of learning as well as their curiosity is what education means to young learners. Wendy Ostroff (a cognitive psychology, child development, and metacognition expert and author of the 2012 ASCD book, Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom) "piggybacked" on Ms. Bornfreund's reply by stating "Play is how children learn...providing role models, opportunities to explore, experiment, be creative, and to collaborate with others is what establishes the learning process."
I knew this was the perfect podcast to listen to in relation to this week's coursework when the hostess asked, "How should we reconcile the beliefs that children need academic-oriented opportunities to prepare them for school and the research that says the best learning comes from play?" I found it intriguing that Mr. Armstrong would respond, "...it is a flawed understanding to think that young children should be exposed to early academic learning in order to be successful in academics later." So many "policymakers" feel the only way for our early learners to achieve academic success in school and in return become an asset to enhancing workforce development, is to expose them to "academically-structured" learning at younger and younger ages. Jennifer Orr (a National Board Certified Teacher in middle childhood and a 1st-grade teacher at Annandale Terrace Elementary School in Fairfax County, Va.) stated, "For teachers in the classroom, it is a struggle to make the things that need to happen happen but also give children the chance to play...teachers are now trying to balance what is expected versus what is needed for children really learn." So not only does this way of thinking put pressure on teachers, but parents and especially the children. How is this beneficial to the growth of the whole child?
One new insight that I gained from this podcast was the structure of the early learning classroom can negatively affect overall development of young children. Ms. Ostroff comments that developmental scientists have found that " 'formal academic activities' can harm learning in young learners...academic-based early learning programs can harm learning." I had always agreed with a play-based curriculum was more effective than an academic-based one but I had no idea it would hinder overall development. As a parent, you want your child(ren) to have the best from the beginning but from an early childhood professional viewpoint, letting children be children and explore the world as they see fit is the best parenting one can give! If you think about it from an adult's perspective, "How many of us actually learn and absorb the world around us in a formal, structured environment?" Definitely not me!!!!
References
The Whole Child Podcast. Early Childhood Education: Balancing Expectations and What
Young Learners Really Need. Retrieved on October 5, 2014 from
http://www.wholechildeducation.org/podcast/early-childhood-education-balancing-
expectations-and-young-learners-needs
Saturday, September 27, 2014
Sharing Web Resources cont...
On the earlychildhoodnews.com website, I read an article entitled Does Parent Involvement make Your Job Easier or More Challenging? This week, I had parent-teacher conferences with my oldest and middle daughters' teachers (one daughter in Kindergarten and one daughter in middle school). This article intrigued me because as an early childhood professional, I have asked myself this question many times! But, from a parent point of view, I gladly accept the offer to volunteer at my daughters' schools! In the parent-teacher conference for my kindergartner, her teacher seemed timid in a sense. But, sense I was able to observe her teaching ability through various occasions of volunteering in the classroom, I could openly compliment her on her teaching style and her interaction with the students. It surprised me when she said she was grateful for my compliments and that as teachers, "you never hear you're doing a good job; only complaints about what you're doing wrong". When she said this, it made me reflect on my experiences dealing with parents and it made me realize that because I had the opportunity to be involved in my child's learning environment and to informally observe the teacher, I had a better understanding of her teaching personality. To bridge the gap between home and school as well as establish a solid line of communication between the parent and you, the early childhood professional, I feel parent involvement is a must! When parents enter the classroom, even if it's for a few minutes, they have a chance to see the other side of the center (outside of paying fees and signing papers)! "Parents develop positive attitudes toward school and better understand the schooling process, which eventually builds more effective programs with higher community awareness and support." (Beery, n.d., p. 1)
There was a section in the article that talked about how beneficial parent involvement is for the overall success of the center's program. "Parents who understand and provide input often complain less and offer more support to staff and teachers. This in turn strengthens staff morale and stress management—ultimately causing less staff turnover." (Beery, n.d, p. 1) I thought this was interesting because I never considered that simply inviting a parent to read a story or do a puppet show for the students could possibly cause less staff turnover!
As early childhood professionals, especially those who are in the classroom, some of us dread having parents and their "ideas" come into "our" learning environment. But, from what I have read in this article, such involvement and support greatly enhances both the educational experience of the students as well as eases some of the stress for the teachers.
Reference
Beery, M. (2014, September 27). Earlychildhood NEWS. Retrieved September 27, 2014, from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=144
There was a section in the article that talked about how beneficial parent involvement is for the overall success of the center's program. "Parents who understand and provide input often complain less and offer more support to staff and teachers. This in turn strengthens staff morale and stress management—ultimately causing less staff turnover." (Beery, n.d, p. 1) I thought this was interesting because I never considered that simply inviting a parent to read a story or do a puppet show for the students could possibly cause less staff turnover!
As early childhood professionals, especially those who are in the classroom, some of us dread having parents and their "ideas" come into "our" learning environment. But, from what I have read in this article, such involvement and support greatly enhances both the educational experience of the students as well as eases some of the stress for the teachers.
Reference
Beery, M. (2014, September 27). Earlychildhood NEWS. Retrieved September 27, 2014, from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=144
Friday, September 12, 2014
Sharing Web Resources
The name of the organization that I chose (I'm not sure if this is an appropriate organization) is Earlychildhood NEWS (http://www.earlychildhoodnews.com/). I chose this website because I receive their newsletters and they offer enlightening articles. I originally was introduced to it through purchasing various items from the website.
One current issue/trend from the newsletter from the website that caught my attention is Ask the Expert: Teaching Culture Through the Arts by Anna Reyner Art Therapist. This article talks about incorporating culture through different themes such as: seasons, life-cycle, and vacation.
"One good way to incorporate multicultural learning into the classroom is to follow cultures by seasons. Take winter, for example, when many cultural holidays and celebrations occur. A teacher can easily teach and compare a wide variety of winter holidays by having the classroom create ritual objects for display and study. For example, the African winter holiday of Kwanzaa can be contrasted with the Judaic winter holiday of Chanukah. Both cultures use a candleholder to celebrate these holidays, but their candleholders look different and have different meanings. A classroom can create both a Chanukah "menorah" and a Kwanzaa "kinara" and talk about the differences and similarities between the two."
I thought this information was interesting because most children know about Christmas, Thanksgiving, and Mothers day! So these are easy topics to use to implement culture into the classroom through an array of pictures, items, or stories of how different countries celebrate such holidays. I think it would be creative to, also, show students how various cultures celebrate birthdays!
One current issue/trend from the newsletter from the website that caught my attention is Ask the Expert: Teaching Culture Through the Arts by Anna Reyner Art Therapist. This article talks about incorporating culture through different themes such as: seasons, life-cycle, and vacation.
"One good way to incorporate multicultural learning into the classroom is to follow cultures by seasons. Take winter, for example, when many cultural holidays and celebrations occur. A teacher can easily teach and compare a wide variety of winter holidays by having the classroom create ritual objects for display and study. For example, the African winter holiday of Kwanzaa can be contrasted with the Judaic winter holiday of Chanukah. Both cultures use a candleholder to celebrate these holidays, but their candleholders look different and have different meanings. A classroom can create both a Chanukah "menorah" and a Kwanzaa "kinara" and talk about the differences and similarities between the two."
I thought this information was interesting because most children know about Christmas, Thanksgiving, and Mothers day! So these are easy topics to use to implement culture into the classroom through an array of pictures, items, or stories of how different countries celebrate such holidays. I think it would be creative to, also, show students how various cultures celebrate birthdays!
Saturday, September 6, 2014
Getting Ready- Establishing Professional Contacts and Expanding Resources
Due to time constraints, I was unable to communicate with any of the major early childhood organizations on different continents; faculty of early childhood departments of universities in different parts of the world; or ask early childhood professionals you know in this country if they know any colleagues in different parts of the world. When I tried to review the World Forum websites, they were are not accessible at the time and received an error code (Not Found
The requested URL /wf/wp/current-work/world-forum-radio was not found on this server.
Apache/2.2.15 (CentOS) Server at www.worldforumfoundation.org Port 80). In reviewing the Save the Children website, I could not find any specific person to contact to get further information about who they are and their background with Save the Children. One the Contact Us page of the website, it was outlined with the following information:
The requested URL /wf/wp/current-work/world-forum-radio was not found on this server.
Apache/2.2.15 (CentOS) Server at www.worldforumfoundation.org Port 80). In reviewing the Save the Children website, I could not find any specific person to contact to get further information about who they are and their background with Save the Children. One the Contact Us page of the website, it was outlined with the following information:
Contact Us
Thank you for contacting Save the Children. To help increase efficiency, please visit our Frequently Asked Questions page first, to see if your question has already been answered.
For Donor Services
Please call toll-free 1.800.728.3843 (8:00am-5:00pm EST, M-F) or emailsupportercare@savechildren.org
For Inquiries about Major Gifts
Please e-mail MajorGiving@savechildren.org
Save the Children U.S. Headquarters
501 Kings Hwy E, Fairfield, CT 06825 1.203.221.4000
2000 L Street NW, Suite 500, Washington, DC 20036
1.202.640.6600 (8:00am-5:00pm EST, M-F)
Save the Children U.S. has regional fundraising offices in the Midwest and on the West Coast. For more information please contact our home office listed above.
Read our:
To unsubscribe from all emails please click here.
U.S. Press Contacts
International Children's Issues/Programs:
Eileen Burke 475.999.3044 (W); 203.216.0718 (M)
Phil Carroll 267.992.6356 (M) Wendy Christian 475.999.3059(W); 203.465.8010 (M) Ajla Grozdanic 202.640.6709 (W); 202.251.5859 (M) Jeremy Soulliere 475.999.3245 (W); 203.295.5842 (M) Francine Uenuma 202.640.6810 (W); 202.450.9153 (M)
U.S. Children's Issues/Programs:
Tanya Weinberg 202.640.6647 (W); 202.247.6610 (M)
With this format, I was unsure as to how and whom I should contact someone on this website. I guess I could send a general inquiry and see what I receive back. However, through the Global Alliance for the Education of Young Children on naeyc.org, I have contacted Dr. Betty Chan Po-king (Pacific Early Childhood Education Research) in Hong Kong; Nives Milinovic with Open Academy "Korak po Korak" ("Step by Step") in Croatia; and Dominique Hudicourt with "Tipa Tipa" ("Step by Step Program") in Haiti and awaiting correspondence. I chose these contacts because they are very distant parts of the world and it would be interesting to see how each country advocates for their children. Do you think these "Step By Step" Programs is the equivalent to the Early Head Start programs in the US? What type of rules and regulations these organizations implement? I am excited to find out!
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Saturday, August 9, 2014
My Supports
The factors in my daily environment that are supportive to me are my physical, emotional, and practical supports. My physical supports include belief in my Higher Power, my body, the roof over my head, the cars that I drive, the nature trail that I walk 4 miles through every morning, the nourishment I place in my body, the back rubs that I receive from my husband, and the daily hugs and kisses from my daughters. My emotional supports mostly include the support of my husband, my daughters, and my in-laws. My practical supports include the money used to purchase things, my laptop, my phone, my pen, and my notebook! The benefits of these different forms of assistance are endless!
The encouragement of my physical support allow me to be the best possible “Monique” that that I can be! These factors offer security, freedom, and rejuvenation which helps me to grow daily as a person. It is reassuring and uplifting to always “have someone in your corner”! To have that voice in your ear saying "You can do it!" "I'm proud of you!" The emotional support that I receive from the above mentioned have helped me to become the person I am today! Like most people nowadays, I use my phone for everything! To check the weather and the time; as an alarm clock, a listening device, and a book’; my health mate as it tracks how many steps I take a day and how many calories I intake; and to communicate with the outside world!
The benefits of my pen and my notebook are (when used together) they help me to center my thoughts and express my intentions. All of these aids and their gains are the force that keep me alive and moving forward on a daily basis and would be unthinkably difficult to exist without them! They would have a tremendous impact on my life if they were gone because I have incorporated them into my daily living! It would be like starting life all over again! It feels weird to make this statement but I say this because “support” is such a strong concept. When you are supported by something or someone, you rely on it (to a certain degree) and can put you weight on it, whether it’s emotional or physical weight. Whatever the support maybe, you have made it a part of who you are because of its strength to hold you up/together when you can’t do it for yourself.
The encouragement of my physical support allow me to be the best possible “Monique” that that I can be! These factors offer security, freedom, and rejuvenation which helps me to grow daily as a person. It is reassuring and uplifting to always “have someone in your corner”! To have that voice in your ear saying "You can do it!" "I'm proud of you!" The emotional support that I receive from the above mentioned have helped me to become the person I am today! Like most people nowadays, I use my phone for everything! To check the weather and the time; as an alarm clock, a listening device, and a book’; my health mate as it tracks how many steps I take a day and how many calories I intake; and to communicate with the outside world!
The benefits of my pen and my notebook are (when used together) they help me to center my thoughts and express my intentions. All of these aids and their gains are the force that keep me alive and moving forward on a daily basis and would be unthinkably difficult to exist without them! They would have a tremendous impact on my life if they were gone because I have incorporated them into my daily living! It would be like starting life all over again! It feels weird to make this statement but I say this because “support” is such a strong concept. When you are supported by something or someone, you rely on it (to a certain degree) and can put you weight on it, whether it’s emotional or physical weight. Whatever the support maybe, you have made it a part of who you are because of its strength to hold you up/together when you can’t do it for yourself.
Friday, July 25, 2014
My Connections to Play
In my childhood, play represented...
Three essential play items for my younger self...
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| http://www.pinterest.com/pin/4081455887105980/ |
Three essential play items for my younger self...
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| I figured out the hard way that you're not suppose to feed her applesauce! |
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| I can remember trying to make REAL cornbread with my oven! |
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| I absolutely LOVED my Teddy Ruxpin! His eyes and mouth would move as he told stories from the tape you would place in the cassette holder in his back.
In my childhood, play was supported by allowing me to be free to be creative. Around eight years old, I remember getting my parent’s video recorder, setting it up in front of my bed and pretending to be a news reporter! I was always encouraged and provided the supplies need to be as imaginative as I could by my parents. I can remember being surround with toys during Christmas! There were bicycles, roller blades, easy bake ovens, blocks, bubbles, baby dolls, barbie dolls, dramatic play kitchen, etc! Christmas day definitely showed how play was supported in my childhood!
The best way to describe how I feel about play is with the proverb, “The body heals with play, the mind heals with laughter and the spirit heals with joy!” This is a perfect description for how play does so much for children and adults. Play, nowadays, is different from the play I experienced as a child because it is limited or non-existent in certain aspects. Those who create the policies and the requirements for certain educational programs do not understand the importance of this simple act of indulgence-filled learning!
http://peekaboobeansblogspot.blogspot.com/p/play-quotes.html
“Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul” by Friedrich Frobel. I feel this quote can be for adulthood as well. Play is needed to create a balance between structure and freedom.
http://blog.playdrhutch.com/2014/01/06/play/
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Saturday, July 12, 2014
Relationship Reflection
Relationships are so vital to me because of the closeness, security, and support that such bonds bring to my life. We live in a social world; so it is impossible to live life without others and form life-long bonds with others. I can remember viewing a multimedia presentation about early childhood and infancy. In this presentation, it spoke of how important touch and "parent-infant bond" is to a premature infants. Feeling the touch and warmth of another human being does wonders to their development and overall survival.
One of the most important relationships I have is with my husband and our 3 daughters. My husband is my foundation! I KNOW I am limitless with him in my corner! Our relationship was destined from the beginning. When we met, I didn't know he was my other half but 3 years later I am proud to say he is definitely the other part of who I am, my growth, and my achievements!
My daughters are my passion and motivation! They are the reason why I HAVE TO BE THE BEST I CAN BE! When I see their smiling faces and feel their arms around me, I know I must keep moving forward to give them the best life and opportunities possible.
My relationship with my sister is part of who I am today. She knows who I am and where I have been. Although, we are 3 years and 1 day apart, she is definitely my twin!
All of these personal connections developed positively through building trust, communication and being genuine. The most essential aspect to any relationship is open, positive communication and being genuine. With all three of these bonds, I can truly be myself (the good, the bad, and the ugly). My sister and my husband have seen me in my most vulnerable moments in my life. It is my personal opinion, in order to have an authentic relationship, one must not be afraid to expose who they truly are (to a certain extent) and allow others to see their vulnerability.
In my experience in developing and maintaining relationships, over time, I understand that people are who they are and you cannot change them. We all have something we are dealing with (either from our past or present) that has an affect on our personalities and no matter how I want the best for another, it cannot happen until they want the best for themselves. One thing I have learned is you have to allow people the freedom to be authentic in order to maintain a positive relationship. When you try to control a person instead of accepting him/her in their true nature, then finding and having that life-long connection is inaccessible. Although, I am close with the people mentioned in this post, doesn't mean I agree with all of their decisions or ways of thinking. But, I accept them for who they are and love them in spite of.
Building trust, open communication, and being genuine in how you approach the other person(s) in your partnerships are some special characteristics that help to develop and maintain such relationships.
It is my experiences with such relationships, that impact my work as an effective early childhood professional because I have enhanced my ability to meet the child as well as their family on THEIR level. Through the close, personal connections that I have with those around me, I have learned to accept people for who they are and I am humble enough to communicate with others; no matter their background, educational level, or ethnicity. We are all human and have the ability to teach and learn from each other (especially children).
My daughters are my passion and motivation! They are the reason why I HAVE TO BE THE BEST I CAN BE! When I see their smiling faces and feel their arms around me, I know I must keep moving forward to give them the best life and opportunities possible.
My relationship with my sister is part of who I am today. She knows who I am and where I have been. Although, we are 3 years and 1 day apart, she is definitely my twin!
All of these personal connections developed positively through building trust, communication and being genuine. The most essential aspect to any relationship is open, positive communication and being genuine. With all three of these bonds, I can truly be myself (the good, the bad, and the ugly). My sister and my husband have seen me in my most vulnerable moments in my life. It is my personal opinion, in order to have an authentic relationship, one must not be afraid to expose who they truly are (to a certain extent) and allow others to see their vulnerability.
In my experience in developing and maintaining relationships, over time, I understand that people are who they are and you cannot change them. We all have something we are dealing with (either from our past or present) that has an affect on our personalities and no matter how I want the best for another, it cannot happen until they want the best for themselves. One thing I have learned is you have to allow people the freedom to be authentic in order to maintain a positive relationship. When you try to control a person instead of accepting him/her in their true nature, then finding and having that life-long connection is inaccessible. Although, I am close with the people mentioned in this post, doesn't mean I agree with all of their decisions or ways of thinking. But, I accept them for who they are and love them in spite of.
Building trust, open communication, and being genuine in how you approach the other person(s) in your partnerships are some special characteristics that help to develop and maintain such relationships.
It is my experiences with such relationships, that impact my work as an effective early childhood professional because I have enhanced my ability to meet the child as well as their family on THEIR level. Through the close, personal connections that I have with those around me, I have learned to accept people for who they are and I am humble enough to communicate with others; no matter their background, educational level, or ethnicity. We are all human and have the ability to teach and learn from each other (especially children).
Sunday, June 29, 2014
Quotes about Children
The most profound comment I read was on a fellow classmates blog: candicechatman.wordpress.com. On her blog, she had a short video of quotes about children from famous people. The quote that resonated with me TO MY CORE was "The soul is healed by being with children" by Fyodor Dostoyevsky. As an early childhood professional, I can truly say from experience that this quote is accurate! I can remember working as an Early Head Start teacher and sneaking across the hall to the infant room so I could get my "fix" for the day! I didn't know how to explain it until I read this quote. But, every time I held one of those babies in my arms, the troubles of the day melted away instantly! I would leave feeling so refreshed and ready to face the rest of the day! The energy I felt, the calmness, the genuineness of the moment stayed with me. And because those moments became a part of me, I always say if I ever went back to the classroom full-time, I would want to work in the infant room!
I would like to extend a professional thanks and support to candicechatman.wordpress.com and kathypierre.blogspot.com whose blogs I have followed and learned from throughout this course. THANK YOU for giving me a sneak peek into who you are and how you see child development!I have learned so much!
Sunday, June 15, 2014
Testing for Intelligence?
When viewing children holistically, one has to take into consideration "the whole child". This includes all developmental areas but also, the parents, the home environment, cultural background, and the community in which the child lives. To fully educate a child to reach his/her greatest potential, one has to recognize all these factors. As we all know, children develop a different stages. With this understanding, is it right to compare one child with another? When you measure or assess, you are using information to dictate where a child is developmentally based on the "average". But who decided "average" or "normal" should look like this or that? During this week's lesson, I read an article by Kathie Snow and she talks about "redefining disability". In her article she states, "“If we do not allow other diagnoses to define human beings, we can no longer allow a disability diagnosis to define a person, his ability, potential or character.” I relate this to assessing children because it is my personal opinion that one cannot fully measure "the whole child" equally. You cannot compare the home environment, the parents, the community of one child with another and say one child will do better developmentally than the other. So the question is, what guidelines should be used to assess or measure "the whole child"?
In doing my research for how school-aged children are assessed around the world, I chose Africa and found "in developing countries, an estimated 99 million children of primary-school age are not enrolled, and of those enrolled, only 78% complete primary school.44 Most children who fail to complete are from sub-Saharan Africa and south Asia. Only around half of the children enroll in secondary schools. Furthermore, children in some developing countries have much lower achievement levels than children in developed countries in the same grade.45 In 12 African countries, surveys of grade 6 (end of primary school) children showed that on average 57% had not achieved minimum reading levels."(2008) This correlates to how can one fully assess "the whole child" when there are so many factors to take into consideration. "Many children younger than 5 years in developing countries are exposed to multiple risks, including poverty, malnutrition, poor health, and unstimulating home environments, which detrimentally affect their cognitive, motor, and social-emotional development. There are few national statistics on the development of young children in developing countries." (2008) If there are few statistics on the development of young children in these countries, what guidelines would they use to design an assessment for the whole child?
I do not agree with assessing children's academic achievement through standardized testing. How can you truly measure the cognitive ability, mental health, emotional stability, home environment, the parents, and the student's community through a multiple choice test that lasts an hour and 30 minutes? To truly measure the whole child, one cannot achieve this by putting questions in a booklet and giving him/her an answer sheet. One has to be engaged, observe, and be fully committed to the child.
References
Grantham-McGregor,, S. (2008, March 20). Child development in developing countries:
Developmental potential in the first 5 years for children in developing countries. <i>
</i>. Retrieved June 15, 2014,
http://www.ncbi.nlm.nih.gov/pmc/articles/mid/UKMS459/
Snow, K. REDEFINING DISABILITY. <i>Revolutionary Common Sense</i>, 1-2.
Retrieved June 11, 2014, from
https://class.waldenu.edu/bbcswebdav/institution/USW1/201460_02/MS_MECS/EDUC
_6160/Week% 206/Resources/Resources/embedded/snow_educ6160.pdf
Sunday, June 1, 2014
Consequences of Stress on Children's Development
The stressor that I have FULLY experienced as a child would be disease. When I was 14 months old, I was diagnosed with having severe asthma. From 14 months old through my 17th birthday, I had been hospitalized 49 times and on life-support 4 times due to asthma and asthma attacks. I have what is considered emotional and allergy triggered asthma. My triggers are laughing too much, sneezing too much, coughing too much; if I get too hot; if I am stressed; if the temperature changes drastically; if I am around too much smoke, perfume, or any other exaggerated smell. So one can only imagine during those teenage and early adolescent years, with hormones, my asthma was triggered a lot. But in that moment, when your experiencing a life threatening condition such as an asthma attack, its hard to think about anything but trying to breath.
I look at those instances in my life as just a part of my life. I don't feel bad about, I don't wish my life were different; I actually feel that going through this disease as child made me stronger as a mother. Certain things I have dealt with as an adult, a woman, and a single mother, I feel I have been able to quickly bounce back from due to what I went through as a child with my asthma. I believe my sister was more affected by this disease than I was. Of course, I wasn't able to do certain things, go certain places because my asthma is so easily triggered but my sister was more emotionally affected.
Whenever I had an asthma attack, I would spend a week or two in the hospital and my mother never left my side. So, my sister would be left home with my dad and she missed out on having her mother during those moments. I don't think she ever had that void of missing her mother filled during her adolescent and adult years.
In India, scientists conducted a study of life stress in children with psychiatric disorders. The conclusion to this study found that "...Children with hyperkinetic syndrom/conduct disorder encountered maximum stress0r the last one year as compared to all other diagnoses. Within each diagnostic group further analyses of age and stress revealed that among the neurotic and emotionally disturbed children there was maximum stress in 4-7 years olds. Among special symptoms group it was older children (12-14 yrs) who encountered maximum stress, and the children with hyperkinesis/conduct disorder experienced uniformly high stress in the last one year across all ages. This data through small for statistical analyses and reliable conclusions, throws light on the possibility of relationship between stress and diagnosis." http://easap.asia/journal_file/9301_P28-38.pdf
With the cultural background in India, "disability is still viewed in terms of a “tragedy” with a “better dead than disabled” approach, the idea being that it is not possible for disabled people to be happy or enjoy a good quality of life. Cultural beliefs about disability play an important role in determining the way in which the family perceives disability and the kind of measures it takes for prevention, treatment and rehabilitation (12). Studies report that parental expectations from their disabled child were mostly negative and unrealistic". For this country, "There is evidence in the recent research that has shown that stress need not be an inevitable consequence in a family with a child with a disability...it has been proposed that positive perceptions may assist us to cope better with the traumatic and stressful events (24). Cognitive adaptation model of responses to threatening events posits that we attempt to adapt to threatening events by searching for meaning, trying to gain mastery, and enhancing the self. A key mechanism by which this adaptation is achieved is termed as cognitive illusions (24, 25). When these illusions are challenged, different perceptions will be generated in order to maintain meaning, mastery, and/or the self-system. Setting achievable goals and engaging in problem-focused coping in order to achieve them, leads to feeling of control and mastery." http://www.autism-india.org/NS_positive_perceptions.pdf
This "positive perception" should be a universal approach to coping with stress or at least part of the foundation created to cope with stressful life events.
References
Malhotra, S. J.H.K.C Pysch. Study of Life Stress in Children with Psychiatric Disorders in India, 3, 28-38. Retrieved June 1, 2014, from http://easap.asia/journal_file/9301_P28-38.pdf
Gupta, A. POSITIVE PERCEPTIONS IN PARENTS OF CHILDREN WITH DISABILITIES. Asia Pacific Disability Rehabilitation Journal, 15, 22-35. Retrieved June 1, 2014, from http://www.autism-india.org/NS_positive_perceptions.pdf
Saturday, May 17, 2014
Child Development and Public Health
Access to healthy water
Out of all the public health topics to choose from (nutrition/malnutrition, immunization, access to healthy water, sudden infant death syndrome (SIDS), breastfeeding, and mental health of mothers, fathers, and families in general), I chose the topic of access to healthy water because of the significance of water to the body. Water, among breath, is the life force for the body. As we all know, one cannot function without air, food and WATER. Clean water is, also, vital for sanitation and hygiene. A few months ago, I did a cleanse where I fasted for 4 days only drinking water and taking organic supplements. Through this fast, I began my research on water and alkaline foods, and on this journey, learned that all water is not the same. My husband purchased a water tester and we began testing various water sources: bottled water, tap water, and filter water from Earthfare. With a water tester, the device calculates how many contaminants in parts per million that are found in the water. When holding the device inside the water, if the meter read "000" the water is considered "pure" water with no added "elements". Some may think that drinking water is the best thing for the body but if you are not conscious of the "purity" of the water, you may be introducing harmful elements such as chlorine, lead, fluoride, dirt, etc. into the body.
"Water and sanitation concerns are of great magnitude: 1.1 billion individuals, approximately 17 percent of the world’s population, are without improved water and more do not have access to safe drinking water, and 2.6 billion, approximately 41 percent, are without improved sanitation. Even worse, many of the world’s school children attend a school without water or toilets. Not surprisingly, 40 percent of the world’s school-age children have worm infections, predisposing them to cognitive and developmental problems. It is further estimated that 5,000 children die every day from diseases because of lack of safe drinking water, inadequate sanitation, and poor hygiene (WSSCC, 2004)."
Here is an excerpt from the water.org's website for India about their water supply and why clean water and maintaining a efficient water supply is so vital for the country...
"India’s huge and growing population is putting a severe strain on all of the country’s natural resources. Most water sources are contaminated by sewage and agricultural runoff. India has made progress in the supply of safe water to its people, but gross disparity in coverage exists across the country. Although access to drinking water has improved, the World Bank estimates that 21% of communicable diseases in India are related to unsafe water. In India, diarrhea alone causes more than 1,600 deaths daily—the same as if eight 200-person jumbo-jets crashed to the ground each day. Hygiene practices also continue to be a problem in India. Latrine usage is extremely poor in rural areas of the country; only 14% of the rural population has access to a latrine. Hand washing is also very low, increasing the spread of disease. In order to decrease the amount of disease spread through drinking-water, latrine usage and hygiene must be improved simultaneously."
The information that I have learned will impact my future work by simply being conscious to the type of water I serve the children at my center. As state above, not all water is beneficial to the body. I want to promote the expansion of the mind, body, and spirit and it is my personal opinion that the foundation of this goal, is the water and food that enters their body.
Reference
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| Water Tester |
"Water and sanitation concerns are of great magnitude: 1.1 billion individuals, approximately 17 percent of the world’s population, are without improved water and more do not have access to safe drinking water, and 2.6 billion, approximately 41 percent, are without improved sanitation. Even worse, many of the world’s school children attend a school without water or toilets. Not surprisingly, 40 percent of the world’s school-age children have worm infections, predisposing them to cognitive and developmental problems. It is further estimated that 5,000 children die every day from diseases because of lack of safe drinking water, inadequate sanitation, and poor hygiene (WSSCC, 2004)."
Here is an excerpt from the water.org's website for India about their water supply and why clean water and maintaining a efficient water supply is so vital for the country...
"India’s huge and growing population is putting a severe strain on all of the country’s natural resources. Most water sources are contaminated by sewage and agricultural runoff. India has made progress in the supply of safe water to its people, but gross disparity in coverage exists across the country. Although access to drinking water has improved, the World Bank estimates that 21% of communicable diseases in India are related to unsafe water. In India, diarrhea alone causes more than 1,600 deaths daily—the same as if eight 200-person jumbo-jets crashed to the ground each day. Hygiene practices also continue to be a problem in India. Latrine usage is extremely poor in rural areas of the country; only 14% of the rural population has access to a latrine. Hand washing is also very low, increasing the spread of disease. In order to decrease the amount of disease spread through drinking-water, latrine usage and hygiene must be improved simultaneously."
The information that I have learned will impact my future work by simply being conscious to the type of water I serve the children at my center. As state above, not all water is beneficial to the body. I want to promote the expansion of the mind, body, and spirit and it is my personal opinion that the foundation of this goal, is the water and food that enters their body.
Reference
Water.org (n.d.). Water.org's program in India. Retrieved from
http://water.org/country/india/n.d.)
Gangarosa, E. and Moe, C. (2009). Global Environmental Health: Research Gaps and
barriers for Providing Sustainable Water, Sanitation, and Hygiene Services: Workshop
Summary. Improving Water and Sanitation Access in Developing Countries:
Progress and Challenges. Retrieved
from http://www.ncbi.nlm.nih.gov/books/NBK50770/
Saturday, May 10, 2014
Child Birth In My Life and Around the World
As I think about the birth of my three daughters (ages: 12, 4, 2), the most memorable one would be of my oldest where I was in labor (assisted by pitocin) for 21 hours. I was 19 years old when I had my first child and I can still feel the pain of every contraction! I had never felt anything like that before and although the contractions only lasted a minute, that minute felt like an hour! My water broke around 7:30 AM on March 28, 2002 but it was a slow leak. I eventually made it to the hospital, after being advised by my OB/GYN "to take my time getting to the hospital", around 11:19 AM and that's were the fun began! Some hours passed and the nurse said I wasn't making any change in my cervix so she told me she was going to start giving me a medicine called Pitocin which was "suppose to make my contractions stronger"...what an understatement that was! I labored well into the evening hours, using Stadol and another drug for pain relief until I couldn't take it anymore. I labored for about 2 more hours before I received my epidural. Thank God for Epidurals!!!! But, then I kept feeling this pressure as if I had to use the bathroom! I remember telling my mother and the nurse I had to use the bathroom and when they checked me, it was time to push. I pushed for about 10 minutes to get her head out and about 3 more pushes for her body. On March 29, 2002 @ 4:24 AM, I was the proud mother of a 7 lbs. 3 oz baby girl! My first born!
I chose this birthing experience because at that moment, my life changed for the better. This is when I discovered who I really was. My strengths, weaknesses, ambitions, my mindset before and after her birth, what really mattered in life, etc. I got pregnant with my first born 2 months after graduating high school and it was the best thing that could have ever happened to me. My first born MADE me grow up and realize that every decision I made from this moment forward affected her and I had no choice but to get it together. I became serious about school and ended up transferring from my local community college to one of the universities in town with a 3.09 GPA and received 2 scholarships and 3 grants towards my education and..."the rest is history"!
Pregnancy and birth are beautiful experiences and one I wish all women could experience at least once in their lives. Child development begins at birth with the developing embryo. Working in the early childhood field, I am very familiar with the understanding that certain circumstances pertaining to pregnancy and birth can affect child development such as premature birth, the child being born with various physical ailments, the child experiencing trauma in the womb or during birth, etc.
I actually googled "birthing practices around the world" to see what the Internet had to offer and found an intriguing article (10 Strange Customs Surrounding Birth and Babies) at http://listverse.com/2013/12/25/10-strange-customs-surrounding-birth-and-babies/ which included different customs surrounding birth. One birthing custom I thought was interesting was from Great Britain and is known as "Groaning cheese and Groaning cake". In this custom, new fathers had to offer a wheel of cheese and cake for the family. The "groaning" in Groaning cheese and cake came from the complaints and pains associated with the delivery of the child. The cake and cheese were part of the celebration of the new child and were eaten as part of a meal. The doctor would cut the cheese and cake after the birth of the child and it would be eaten by everyone who came to see the new parents and extend happy wishes. The similarities with this custom and my experience is the celebration that comes with the successful birth of a child. However, the differences are obvious! It is not very common (to my knowledge) that American fathers practice such a custom!
I actually googled "birthing practices around the world" to see what the Internet had to offer and found an intriguing article (10 Strange Customs Surrounding Birth and Babies) at http://listverse.com/2013/12/25/10-strange-customs-surrounding-birth-and-babies/ which included different customs surrounding birth. One birthing custom I thought was interesting was from Great Britain and is known as "Groaning cheese and Groaning cake". In this custom, new fathers had to offer a wheel of cheese and cake for the family. The "groaning" in Groaning cheese and cake came from the complaints and pains associated with the delivery of the child. The cake and cheese were part of the celebration of the new child and were eaten as part of a meal. The doctor would cut the cheese and cake after the birth of the child and it would be eaten by everyone who came to see the new parents and extend happy wishes. The similarities with this custom and my experience is the celebration that comes with the successful birth of a child. However, the differences are obvious! It is not very common (to my knowledge) that American fathers practice such a custom!
Saturday, April 26, 2014
A Word of Thanks
To my colleagues and my professor, I wanted to extend a most humble thanks for this learning experience. This course has pushed me to mature as a person and as an early childhood professional. I have learned to take time for self-reflection and to continue to learn more, do more, and become more within this field. Thank you for your comments, experiences, insight, and support. It is because of you all this has been an invaluable learning experience.
Saturday, April 19, 2014
A Code of Ethics
Three Ideals contained in the NAEYC and DEC Codes of Ethics that are meaningful to me:
In reference to the responsibilities to co-workers (NAEYC Code of Ethics):
I-3A.1—To establish and maintain relationships of
respect, trust, confidentiality, collaboration, and
cooperation with co-workers.
The significance of this code to my professional life is the fact that one is only as strong as his/her team. Within any organization or work environment, especially in early childhood, there is nothing more vital to the growth of a center, the children, its families, and the community than the solid relationships built within through respect, trust, confidentiality, collaboration, and cooperation with one another.
In reference to the ethical responsibilities to the community and society (NAEYC Code of Ethics):
I-4.5 -- To work to ensure that appropriate assessment systems, which include multiple sources of information, are used for purposes that benefit children.
The significance of this code to my professional life is the fact that certain assessments, such as standardized testing, is NOT designed for "purposes that benefit children." These test carry too much weight when determining if a child is promoted to the next grade. Of course, such "assessments" work well for those students who don't have test anxiety, who have been exposed to certain concepts presented within the test, or were lucky to have teachers who did more than "teach to test". Be these scenarios aren't sufficient enough to say a student wasn't academically successful because he/she didn't "pass the test". As we learn in the beginning of becoming an early childhood professional, assessments should be conducted and implemented to give a better understanding of how to teach the child not rate the child as a "pass or fail" student.
In reference to Responsive Family Centered Practices (DEC Code of Ethics)
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
In reference to the responsibilities to co-workers (NAEYC Code of Ethics):
I-3A.1—To establish and maintain relationships of
respect, trust, confidentiality, collaboration, and
cooperation with co-workers.
The significance of this code to my professional life is the fact that one is only as strong as his/her team. Within any organization or work environment, especially in early childhood, there is nothing more vital to the growth of a center, the children, its families, and the community than the solid relationships built within through respect, trust, confidentiality, collaboration, and cooperation with one another.
In reference to the ethical responsibilities to the community and society (NAEYC Code of Ethics):
I-4.5 -- To work to ensure that appropriate assessment systems, which include multiple sources of information, are used for purposes that benefit children.
The significance of this code to my professional life is the fact that certain assessments, such as standardized testing, is NOT designed for "purposes that benefit children." These test carry too much weight when determining if a child is promoted to the next grade. Of course, such "assessments" work well for those students who don't have test anxiety, who have been exposed to certain concepts presented within the test, or were lucky to have teachers who did more than "teach to test". Be these scenarios aren't sufficient enough to say a student wasn't academically successful because he/she didn't "pass the test". As we learn in the beginning of becoming an early childhood professional, assessments should be conducted and implemented to give a better understanding of how to teach the child not rate the child as a "pass or fail" student.
In reference to Responsive Family Centered Practices (DEC Code of Ethics)
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
The first way to build a family is to give them a voice. My oldest daughter was diagnosed with a language delay when she was 3. Working closely with the center's family advocate, attending IEP meetings and being involved with its details as well as always having open communication with her teachers, helped me to understand her developmental issue more. I was in a position of empowerment because I had a voice and I knew my opinions and concerns were valued. Through all the support that was available to me, I understood how to work with my daughter to enhance her emerging language skills and in return she was discharged from the services because she no longer needed them. The teacher and parents have to work together for the benefit of the child. This is established by letting the family know that they are welcomed, valued, and their voice has power.
Friday, April 4, 2014
Course Resources
The following list contains resources provided by Walden University through my Foundations of Early Childhood course.
Course Media: "The Resources for Early Childhood" Five early childhood professionals discuss their preferred and trusted resources
Literary Resources:
NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/dap
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.
Websites:
http://worldforumfoundation.org/wf/wp/about-us
http://www.omep-usnc.org/
http://acei.org
NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.
- Retrieved from the Walden Library databases.
Websites:
http://worldforumfoundation.org/wf/wp/about-us
- This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
http://www.omep-usnc.org/
- Read about OMEP's mission.
http://acei.org
Additional Resources:
Child Care Bureau
Contact Information: U.S. Department of Health and Human Services
370 L'Enfant Promenade
5th Floor East
Washington, DC 20447
202-690-6782 (phone)
202-690-5600 (fax)
Description: To support low-income working families through child care financial assistance and promotes children's learning by improving the quality of early care and education and after school programs.
National Resource Center for Health and Safety in Child Care and Early Education
Contact Information: 13120 E. 19th Ave., Mail Stop F541
PO Box 6511
Aurora, CO 80045
Description: To improve the quality of child care and early education programs by supporting child care providers, and early educators, families, health professionals, early childhood comprehensive systems, state child care regulatory agencies, state and local health department, and policy makers in their efforts to identify and promote healthy, safe child care and early education programs.
A quotation about imagination by Fred Rogers "When children pretend, they're using their imaginations to move beyond the bounds of reality. A stick can be a magic wand. A sock can be a puppet. A small child can be a superhero." As adults, we never stop dreaming. When we dream, we release doubt and fly free with our desires.
move beyond the bounds of reality. A stick can be a magicwand. A sock can be a puppet. A small child can be asuperhero.
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