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!
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