As an early childhood educator, I hope to be an effective culturally responsive teacher when I work with children and families that come from diverse backgrounds. In order for me to be effective, I will strive to make learning more appropriate and teach the "whole" child, by taking each child's strengths and challenges into account, and plan and develop the curriculum and environment accordingly.
One goal I would like for the early childhood field related to issues of diversity, equity, and social justice would be to set the foundation in early childhood for every child to grow up in a world free from bias and discrimination, and be able to learn in an positive environment that will promote academics success in their lives.
I would like to thank Dr. Morgan and my colleagues for a successful learning journey in this course of "Perspectives on Diversity and Equity". I wish that each and everyone of you will continue to fulfill your goals in the early childhood field, and strive to promote equity, and social justice in an increasingly diverse nation.
Wednesday, December 21, 2011
Saturday, December 17, 2011
Welcoming Families From Around the World
As an early childhood professional, we encounter children from diverse backgrounds all the time whose families come from many different countries. For this week's assignment, I were asked in what ways can I prepare myself for working in an early childhood setting when a child of a family who has emigrated from a country that I know nothing about will be joining my classroom soon. I was told to choose a country I know nothing about as this family's country of origin.
I currently live in the United States, and the country of origin I chose for the family to be from was China. First of all, for me to be culturally responsive, I need to have the ability to relate and to communicate with others who I don't share the same backgrounds, cultures, languages, and ethnicity. In order to be an effective culturally responsive teacher, I will teach the "whole child". I will have to do research and learn about the Chinese culture and find out from the family as to what they expect concerning the child's education, and how I can support them. My classroom will need to reflect the Chinese culture of the family and child. I will want to build positive bridges between the home and school experiences, and use a variety of instructional strategies that are connected to the different learning styles of both the American culture and Chinese culture.
As I done research on the early childhood education in China, I found out that much of the curriculum content there is similar to an American program, but the teaching methods are different from the "developmentally-appropriate practices' advocated by early childhood educators in the United States (NAEYC, 1986). The emphasis is upon the teacher directed, total group instruction. All children are expected to do the same thing at the same time. They are expected to proceed at the same pace. The child is responsible for keeping up and poor performance is usually attributed to "not working hard enough." Unlike the early childhood curriculum in the United States, the teaching methods and available materials limit opportunities for creative expression or pursuit of individual interests. Most importantly, in China as well as in the United States, the educators and families greatly love and value their children. They make major investments in their children and the education system.
By keeping this in mind, as an early childhood educator, I hope the child, as well as myself, will be able to learn from each other's cultures and let this learning experience be beneficial to the child, family, and other children on how to liverespectfully together in a diverse classroom setting.
References:
National Association for the Education of Young Children. (1986). Position statement on developmentally appropriate practive in early childhood programs serving children from birth to age eight. Young Children, 41(6), 3-19.
Vaughan, JoAn. (1993). Early childhood education in China. Association for childhood educational international. Retrieved from http://www.pbs.org/kcts/preciouschildren/earlyed/read_vaughan.html.
I currently live in the United States, and the country of origin I chose for the family to be from was China. First of all, for me to be culturally responsive, I need to have the ability to relate and to communicate with others who I don't share the same backgrounds, cultures, languages, and ethnicity. In order to be an effective culturally responsive teacher, I will teach the "whole child". I will have to do research and learn about the Chinese culture and find out from the family as to what they expect concerning the child's education, and how I can support them. My classroom will need to reflect the Chinese culture of the family and child. I will want to build positive bridges between the home and school experiences, and use a variety of instructional strategies that are connected to the different learning styles of both the American culture and Chinese culture.
As I done research on the early childhood education in China, I found out that much of the curriculum content there is similar to an American program, but the teaching methods are different from the "developmentally-appropriate practices' advocated by early childhood educators in the United States (NAEYC, 1986). The emphasis is upon the teacher directed, total group instruction. All children are expected to do the same thing at the same time. They are expected to proceed at the same pace. The child is responsible for keeping up and poor performance is usually attributed to "not working hard enough." Unlike the early childhood curriculum in the United States, the teaching methods and available materials limit opportunities for creative expression or pursuit of individual interests. Most importantly, in China as well as in the United States, the educators and families greatly love and value their children. They make major investments in their children and the education system.
By keeping this in mind, as an early childhood educator, I hope the child, as well as myself, will be able to learn from each other's cultures and let this learning experience be beneficial to the child, family, and other children on how to liverespectfully together in a diverse classroom setting.
References:
National Association for the Education of Young Children. (1986). Position statement on developmentally appropriate practive in early childhood programs serving children from birth to age eight. Young Children, 41(6), 3-19.
Vaughan, JoAn. (1993). Early childhood education in China. Association for childhood educational international. Retrieved from http://www.pbs.org/kcts/preciouschildren/earlyed/read_vaughan.html.
Saturday, December 10, 2011
The Personal Side of Bias, Prejudice, and Oppression
One memory of an incident when I experienced bias was when I applied for an Administrative Coordinator position online. I believe the hiring of this position was bias because I wasn't contacted for an interview. All I received was an email stating:
To whom It May Concern:
Your application for the Administrative Coordinator, is greatly appreciated. Your qualifications, along with those of other applicants, were very competitive. However, the search has concluded and the hiring department has selected a candidate whose qualifications appear to meet its current needs...
This incident diminish equity in that there wasn't any interviews conducted, and the email was sent out unprofessionally. I felt like this was unfair and unjust treatment in selecting the candidate for the position, and that the person hired was already employed in that business. From experience, I know that in the school system I work, they have to post the available position, but many times someone in the system has already been hired for that position prior to the posting.
In order for this incident to be turned into an opportunity for greater equity, I think every candidate should be given an opportunity for an interview, in order to get to know the candidate personally and professionally, instead of drawing conclusions from an online application.
To whom It May Concern:
Your application for the Administrative Coordinator, is greatly appreciated. Your qualifications, along with those of other applicants, were very competitive. However, the search has concluded and the hiring department has selected a candidate whose qualifications appear to meet its current needs...
This incident diminish equity in that there wasn't any interviews conducted, and the email was sent out unprofessionally. I felt like this was unfair and unjust treatment in selecting the candidate for the position, and that the person hired was already employed in that business. From experience, I know that in the school system I work, they have to post the available position, but many times someone in the system has already been hired for that position prior to the posting.
In order for this incident to be turned into an opportunity for greater equity, I think every candidate should be given an opportunity for an interview, in order to get to know the candidate personally and professionally, instead of drawing conclusions from an online application.
Saturday, November 26, 2011
Practicing Awareness of Microaggressions
For this week's assignment, we were instructed to describe an example of a microaggression we have detected this week or remember from another time. One example of microaggressions -microinsults and microvalidations- that happened to me I can remember was when a woman from another race was in the store looking at the African American hair products and asked me, "What do ya'll put on your hair to make it stiff, do ya'll use wax?" At first, I got offensive, but I replied, "I don't use wax on my hair." I knew no offense was consciously intended because she was a hairstylist, but I was put in the "Catch 22" position.
As a person of color, I felt insulted because most whites usually consider African Americans to have "nappy" hair. Even though I knew she unintentionally meant harm, it made me feel discriminated because of my race and made me wonder what was her hidden message in the question. I am aware of microaggressions because of my race, but I have chosen to be an overcomer of them because I know who I am, and what I am striving to become in life.
As a person of color, I felt insulted because most whites usually consider African Americans to have "nappy" hair. Even though I knew she unintentionally meant harm, it made me feel discriminated because of my race and made me wonder what was her hidden message in the question. I am aware of microaggressions because of my race, but I have chosen to be an overcomer of them because I know who I am, and what I am striving to become in life.
Saturday, November 19, 2011
Perspectives on Diversity and Culture
In this course, "Perspectives on Diversity and Equity", I have been studying that there are many different perspectives, views, and beliefs about culture and diversity.
For this assignment, we were asked to find out from three different people their definitions of culture and diversity. The three people I asked defined culture as our heritage, or beliefs, why we do things; the way you were raised, your morals and rituals; and who you are, what your were brought up in. Culture can be referred to how particular groups of people live. It is the way we live our everyday lives, which include the language we speak, the religion or spirituality we practice (or do not), and the clothing, housing, food, and rituals/holidays with which we feel most comfortable (Derman-Sparks & Edwards, 2010, p. 55).
They defined diversity as different cultures living together and around each other in the same community; the inclusion of different people which sets us apart from other cultures; and how we are all different, but come together. To sum up their definitions of diversity, diversity is recognizing and appreciating the variety of characterisitcs that make each individual culture unique in their own way, but learning to live together in a community or group.
My thinking about this topic has been influenced by seeing how other people define culture and diversity. As an educator, I have to be willing to talk openly about the different cultures in order to help foster a positive sense of self in our children and their families, which can make a difference about diversity in our community. Also, I can help children realize that eventhough we are differnt in our cultures and traditions, but we can learn to value each other differences and learn to live together and benefit from one another.
References:
Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).
Saturday, November 12, 2011
My Family Culture
If I could only take 3 small items with me that I hold dear and that represents my family when evacuating to another country, I will take my Bible, family portrait, and my MP3 player. I will take my Bible, because my mother always tell me to trust in the Lord and He will see me through my trials. My family portrait, because I can look back on the time the portrait was taken and remember the good times the family spent together. Also, I will take my MP3 player, because I often listen to music to smooth my soul and songs have a tendency to carry an inspirational message.
If I were told that I could only keep one personal item upon arrival to the unknown country, I would be devastated, but I would choose to keep my Bible, because I know it will give me strength to survive in this country.
As a result of this exercise, I can now relate to how the children from another culture feel when they are dominant by our culture. When I put myself in the position of being evacuated to another country, I felt a sense of fear, loss, confusion about not knowing what to do. The insight I have learned is that we always need to be willing to accept different cultures and families, because we never know when we will be put in a similar situation when we will want to be accepted by our different culture.
If I were told that I could only keep one personal item upon arrival to the unknown country, I would be devastated, but I would choose to keep my Bible, because I know it will give me strength to survive in this country.
As a result of this exercise, I can now relate to how the children from another culture feel when they are dominant by our culture. When I put myself in the position of being evacuated to another country, I felt a sense of fear, loss, confusion about not knowing what to do. The insight I have learned is that we always need to be willing to accept different cultures and families, because we never know when we will be put in a similar situation when we will want to be accepted by our different culture.
Saturday, October 29, 2011
When I Think of Research...
In the course of Building Research Competencies, my knowledge and understanding about research had definitely been deepened. I have learned how to find reliable resources, narrow my general research topic of choice down to related subtopics, and also, gained knowledge about the terms and concepts used in the research process.
My ideas about the nature of research has changed because now I realize there is alot of information you need to know in regard to understanding research in early childhood. As with any research, there are risks of doing research involving children and their families.
I did encounter some challenges in understanding research in this course. In order for research to be informative, ethical, meaningful, persuasive, and significant, researchers have to follow the proper steps from selecting a topic to drawing conclusions. I found out throughout this course that learning about the process of formatting these steps can be challenging as I began to develop my research study outline.
My perceptions of an early childhood professional has been modified by understanding and evaluating research. Research today is greatly needed in order for advocates to seek out for the improvement in the early childhood field.
I would like to thank Dr. DiSpagna and all my colleagues for the support and helpful information shared throughout this course. I'm looking forward to gaining more knowledge and understanding of early childhood as I continue to work on obtaining my Master's Degree in early childhood studies.
My ideas about the nature of research has changed because now I realize there is alot of information you need to know in regard to understanding research in early childhood. As with any research, there are risks of doing research involving children and their families.
I did encounter some challenges in understanding research in this course. In order for research to be informative, ethical, meaningful, persuasive, and significant, researchers have to follow the proper steps from selecting a topic to drawing conclusions. I found out throughout this course that learning about the process of formatting these steps can be challenging as I began to develop my research study outline.
My perceptions of an early childhood professional has been modified by understanding and evaluating research. Research today is greatly needed in order for advocates to seek out for the improvement in the early childhood field.
I would like to thank Dr. DiSpagna and all my colleagues for the support and helpful information shared throughout this course. I'm looking forward to gaining more knowledge and understanding of early childhood as I continue to work on obtaining my Master's Degree in early childhood studies.
Saturday, October 8, 2011
Research Around the World
The international website I chose to explore was Early Childhood Australia. Early Childhood Australia advocates to ensure quality, social justice and equity in all issues relating to the education and care of children from birth to age eight.
On their website, they have a "Research in Practice Series (RIPS)", which is a practical, easy-to-read resource that offers effective new approaches for challenging issues which arise in the care and education of young children.
Early Childhood Australia have a wide range of topics for anyone interested in children's early year. Listed below are some of the current international research topics in the Research in Practice Series that I found to be interesting, but there are many more available.
Early Childhood Australia also offers the Early Years Learning Framework Professional Learning Program with resources and workshops, and so much more that will contribute to their mission for being a voice for young children.
For additional information, visit their website at:
http://www.earlychildhoodaustralia.org.au/
On their website, they have a "Research in Practice Series (RIPS)", which is a practical, easy-to-read resource that offers effective new approaches for challenging issues which arise in the care and education of young children.
Early Childhood Australia have a wide range of topics for anyone interested in children's early year. Listed below are some of the current international research topics in the Research in Practice Series that I found to be interesting, but there are many more available.
- Respecting diversity: Articulation early childhood practice
- Learning and teaching through play
- The Early Years Learning Framework: Building confident learners
- The Early Years Learning Framework: Getting started
- Nurturing the spiritual child: Compassion, connection and a sense of self
- Portfolios: Documenting a journey
- Treasures and collections: A touch of magic in the early years
- Diversity and difference: Lighting the spirit of identity
- Young children as active learners
Early Childhood Australia also offers the Early Years Learning Framework Professional Learning Program with resources and workshops, and so much more that will contribute to their mission for being a voice for young children.
For additional information, visit their website at:
http://www.earlychildhoodaustralia.org.au/
Saturday, September 24, 2011
Research that Benefits Children and Families
A research article I found to be interesting was one written by the U.S. Department of Agriculture on the "Expenditures on Children by Families, 2010". The USDA issues an annual report calculating the cost of raising children to inform parents and policymakers about the burdens on the average family budget.
This article was interesting to me because it calculated the annual expenses a family spend on a child. Even though most families provide for their children, I don't think many realize or has ever calculated how much money it takes to provide for their children. One report findings concluded for a husband-wife households with two children earnings less than $57,000 in pre-tax income, annual expenses for a child ranged from $8,480 to $9,630, depending on the child's age; for households with income between $57,600 and $99,730, expenses ranged from $11,880 to $13,830; and for households making more than $97,730, the figure was $19,770 to $23,690.
The USDA also uses this data to shape government policies on such issues as child support and foster care. For more information about this article, go to http://journalistsresource.org/studies/society/education/expenditures-children-families-2010/
This article was interesting to me because it calculated the annual expenses a family spend on a child. Even though most families provide for their children, I don't think many realize or has ever calculated how much money it takes to provide for their children. One report findings concluded for a husband-wife households with two children earnings less than $57,000 in pre-tax income, annual expenses for a child ranged from $8,480 to $9,630, depending on the child's age; for households with income between $57,600 and $99,730, expenses ranged from $11,880 to $13,830; and for households making more than $97,730, the figure was $19,770 to $23,690.
The USDA also uses this data to shape government policies on such issues as child support and foster care. For more information about this article, go to http://journalistsresource.org/studies/society/education/expenditures-children-families-2010/
Saturday, September 17, 2011
EDUC 6163 Building Research Competencies: My Personal Research Journey
During this course "Building Research Competencies", I will be gaining knowledge of understanding, evaluating, and utilizing research. The topic I chose to do my research on is the importance of play in early childhood growth and development.
Today, most people see children as just playing, but there is much more to the picture than meets the eye. They are really learning. Play is an important component of early childhood development by strengthening children's social skills and helping to build self-esteem. They learn how to explore, discover, and learn. Also, they develops problem solving skills and interpersonal skills. Therefore, most of play research supports the notion that play is essential to physical, social, cognitive, and emotional aspects of a child's development.
I am very interested to see what research currently has to say and have proven how important play is to the development and growth in early childhood development. As I began my research, I have already learned from this course how to use the eight steps to evaluate websites and analyze information presented in the articles to see if they adhere to accepted standards/guidelines regarding quality research. This information will be helpful to me by selecting valuable resources to apply to my research.
If you have any advice, insights, or resources that might help me with this process of research about "The Importance of Play in Early Childhood Development", it will be greatly appreciated. Listed below are some resources I have already found that I will like to share on this topic.
Resources:
Anderson-McNamee, J. & Bailey, S. (2010). The Importance of Play in Early Childhood Development. Retrieved from http://www.msuestension.org/publications/HomeHealthandFamily/MT201003HR.pdf
Ginsburg, K. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Retrieved from http://www.aap.org/pressroom/playFINAL.pdf
Isenberg, J. & Quisenberry, N. (2002). Play: Essential For All Children- A Position Paper of the Association for Childhood Education International. Retrieved from http://www.udel.edu/bateman/acei/playpaper.htm
Tuesday, August 16, 2011
Issues and Trends: Consequences of International Contacts
Learning about the international early childhood field has contributed to my professional and personal development by:
(1) Gaining a different cultural perspective on Early Childhood Education. The learning abroad experience added breadth to my knowledge of skills and understanding in early childhood.
(2) Learning about the international early childhood field gave me the opportunity to review shared information, resources, tools, and approaches in early childhood that would help enable me and other organizations to learn from and support one another as we develop and implement programs, services and systems to improve the lives of young children and their families.
(3) Being able to sign up for newsletters to receive periodic notifications about what's going on in the early childhood field and related events and materials.
My goal for the field related to international awareness of issues and trends will be to continually use this valuable information and internationally available resources in order to help me with my professional growth in a culturally diverse nation.
To my colleagues in this course of "Issues and Trends in the Early Childhood Field", I wish you many blessings as you continue on your professional path in early childhood studies.
(1) Gaining a different cultural perspective on Early Childhood Education. The learning abroad experience added breadth to my knowledge of skills and understanding in early childhood.
(2) Learning about the international early childhood field gave me the opportunity to review shared information, resources, tools, and approaches in early childhood that would help enable me and other organizations to learn from and support one another as we develop and implement programs, services and systems to improve the lives of young children and their families.
(3) Being able to sign up for newsletters to receive periodic notifications about what's going on in the early childhood field and related events and materials.
My goal for the field related to international awareness of issues and trends will be to continually use this valuable information and internationally available resources in order to help me with my professional growth in a culturally diverse nation.
"The best way to predict your future is to make it".
-Anonymous Author
Thursday, August 11, 2011
Gettin to Know International Contacts- Part 3
UNESCO's "Early Childhood Care and Education" is a United Nation's Educational, Scientific and Cultural Organization that advocates for Early Childhood Care and Education (ECCE) programs that attend to health, nutrition, security and learning which will provide for children's development.
One of the news' articles on UNESCO's website I chose to explore was "Every child has the right to education!" The Convention on the Rights of the Child observed its 20th anniversary on November 20, 2010. With this convention, states have legal obligations to ensure the right to education in their constitution and laws and take steps to improve education policies and strategies to give it effect.
On the 20th anniversary of the Convention, the biggest challenge was to eliminate disparities in education and ensure that the core obligations of states regarding the right to education remain in the forefront for pushing the education for All agenda forward.
Here is a statement in the article I would like to share that was related to issues and trends: excellence and the equity of care and education for children and families:
"The right to education is not only a human right in itself but also essential for the exercise of all human rights."
For additional information, visit the UNESCO's Early Childhood Care and Education website:
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
One of the news' articles on UNESCO's website I chose to explore was "Every child has the right to education!" The Convention on the Rights of the Child observed its 20th anniversary on November 20, 2010. With this convention, states have legal obligations to ensure the right to education in their constitution and laws and take steps to improve education policies and strategies to give it effect.
On the 20th anniversary of the Convention, the biggest challenge was to eliminate disparities in education and ensure that the core obligations of states regarding the right to education remain in the forefront for pushing the education for All agenda forward.
Here is a statement in the article I would like to share that was related to issues and trends: excellence and the equity of care and education for children and families:
"The right to education is not only a human right in itself but also essential for the exercise of all human rights."
For additional information, visit the UNESCO's Early Childhood Care and Education website:
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Saturday, August 6, 2011
Sharing Web Resources
The outside link I chose to explore on the ZERO TO THREE website was the "Policy Guide ". The Early Experiences Matter Policy Guide includes an issue brief on building early childhood systems, as well as other policy briefs, practical tools, and in-depth policy. The policy guide offers policy options and strategies to use in an effort to affect policy change for infants, toddlers, and their families. To access the Early Experience Matter Policy Guide, go to http://main.zerotothree.org/site/DocServer/Policy_Guide.pdf?docID=8401.
This week, "The Baby Monitor", ZERO TO THREE's Policy and Advocacy News shared a newsletter with me that contributed to my understanding of equity and excellence in early care and education. The Launch of National Movement for America's Children is a group of child advocacy organizations that have launched a nationwide pledge, listening tour, and crowd-sourcing tool designed to develop a national strategy for the healthy growth and development of EVERY child. The National Movement for America's Children (the Movement) is founded that ALL of our children deserve nurturing environments that support healthy brain development so they are prepared to learn in school, grow into productive, contributing adults, and help their community, and our country, be prosperous and competitive in the global economy. With the crowd-sourcing tools, all families will have access and availability to the best quality services.
Reference:
ZERO TO THREE. (2011). Retrieved from http://www.zerotothree.org/
This week, "The Baby Monitor", ZERO TO THREE's Policy and Advocacy News shared a newsletter with me that contributed to my understanding of equity and excellence in early care and education. The Launch of National Movement for America's Children is a group of child advocacy organizations that have launched a nationwide pledge, listening tour, and crowd-sourcing tool designed to develop a national strategy for the healthy growth and development of EVERY child. The National Movement for America's Children (the Movement) is founded that ALL of our children deserve nurturing environments that support healthy brain development so they are prepared to learn in school, grow into productive, contributing adults, and help their community, and our country, be prosperous and competitive in the global economy. With the crowd-sourcing tools, all families will have access and availability to the best quality services.
Reference:
ZERO TO THREE. (2011). Retrieved from http://www.zerotothree.org/
Saturday, July 30, 2011
Gettin to Know International Contacts- Part 2
I haven't received a response from my international contacts, so therefore, I explored the "Global Children's Initiative " website to see what issues was related to this week's assignment: Excellence and Equity of Care and Education for Children and Families.
The Center on the Developing Child has launched the Blobal Children's Initiative as an effort to connect internationally with others as an appoach to child survival, health, and development in the earliest years of life. The Center's commitment is to meet the needs of all children and use a critical investment in the roots of economic productivity, positive health outcomes, and strong civil society in all nations fromthe poorest to the most affluent (Center on the Developing Child, 2011).
One of the latest approaches discussed on the website was a 2010 World Conference in Moscow titled, "Global Gathering on Moscow Put Spotlight on Early Childhood Issues." The Center Director Jack Shonkoff delivered a keynote address to put early childhood care and education (ECCE) front and center as a human development policy imperative.
In an effort for excellence and equity of care and education for children and families, in 2000, the world's governments established a set of goals- such as ending extreme poverty and hunger, to ensure that every child worldwide completes at least a primary education, and to reduce child mortality by two-thirds- to be achieved by 2015. These goals are known as the Millennium Development Goals (MDGs).
At the conference, Dr. Shonkoff described what brain science says about child development, how healthy cognitive development and the unhealthy effects of early-life adversity have ramifications both for the long-term health of the individual and for society, and what the implications are for policymakers.
I would like to share with you a statement in the article that really enlightened me about early childhood care and education by Dr. Mmantsetsa Marope, the director of the Division of Basic Education at UNESCO.
"ECCE is an unshakeable foundation for the development of the human capital required for higher value-added productivity, sustainable growth, competitiveness... and utlimately more equitable and politically stable societies."
References:
Center on the Developing Child-Harvard University-Global Children's Initiative. (2011). Global Gathering in Moscow Put Spotlight on Early Childhood Issues. Retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/
The Center on the Developing Child has launched the Blobal Children's Initiative as an effort to connect internationally with others as an appoach to child survival, health, and development in the earliest years of life. The Center's commitment is to meet the needs of all children and use a critical investment in the roots of economic productivity, positive health outcomes, and strong civil society in all nations fromthe poorest to the most affluent (Center on the Developing Child, 2011).
One of the latest approaches discussed on the website was a 2010 World Conference in Moscow titled, "Global Gathering on Moscow Put Spotlight on Early Childhood Issues." The Center Director Jack Shonkoff delivered a keynote address to put early childhood care and education (ECCE) front and center as a human development policy imperative.
In an effort for excellence and equity of care and education for children and families, in 2000, the world's governments established a set of goals- such as ending extreme poverty and hunger, to ensure that every child worldwide completes at least a primary education, and to reduce child mortality by two-thirds- to be achieved by 2015. These goals are known as the Millennium Development Goals (MDGs).
At the conference, Dr. Shonkoff described what brain science says about child development, how healthy cognitive development and the unhealthy effects of early-life adversity have ramifications both for the long-term health of the individual and for society, and what the implications are for policymakers.
I would like to share with you a statement in the article that really enlightened me about early childhood care and education by Dr. Mmantsetsa Marope, the director of the Division of Basic Education at UNESCO.
"ECCE is an unshakeable foundation for the development of the human capital required for higher value-added productivity, sustainable growth, competitiveness... and utlimately more equitable and politically stable societies."
References:
Center on the Developing Child-Harvard University-Global Children's Initiative. (2011). Global Gathering in Moscow Put Spotlight on Early Childhood Issues. Retrieved from http://developingchild.harvard.edu/initiatives/global_initiative/
Thursday, July 21, 2011
Sharing Web Resources: Economists, Neuroscientists, and Politicians as Early Childhood Advocates
ZERO TO THREE:
http://www.zerotothree.org/
This week's assignment, I will be exploring the issues and trends on how economists, reuroscientists, and politicians seek out to be advocates for early childhood. ZERO TO THREE shared a newsletter with me this week titled, "The Baby Monitor: Be a Big Voice for Little Kids in the Debt Ceiling Debate!"
August 2, 2011 is the deadline for raising the debt ceiling debate. Advocates for very young children need to continue to pay attention to the debates because their outcome will determine the capacity for federal investments. The current debate continues to focus on changing the structure of budgeting, so advocates must focus on thow the effect of restructuring the size and role of the federal government would have on infants and toddlers.
To give you an understanding of the ongoing debate, ZERO TO THREE states: "The proposed spending capsw will shrink federal spending to about 18% of the GDP from its current level of 24%, which would result in hard hits to the broad range of services and programs that protect and support the healthy development of young children and their families." As advocates, we need to remind policymakers that they are proposing to cut not only government, but the supports for children and their families. In order to protect our children from the restructuring of budgeting, we need to "Be a Big Voice for Little Kids"!!!
If you want to know more about what's going on in your state, ZERO TO THREE has a public database called Baby Matters which contains information on state policies and initiatives impacting infants, toddlers, and their families that serve as a resource for professional, advocates, and policymakers.
References:
ZERO TO THREE. (2011). The Baby Monitor: Be a Big Voice for Little Kids in the Debt Ceiling Debate. Retrieved from http://www.zerotothree.org/
http://www.zerotothree.org/
This week's assignment, I will be exploring the issues and trends on how economists, reuroscientists, and politicians seek out to be advocates for early childhood. ZERO TO THREE shared a newsletter with me this week titled, "The Baby Monitor: Be a Big Voice for Little Kids in the Debt Ceiling Debate!"
August 2, 2011 is the deadline for raising the debt ceiling debate. Advocates for very young children need to continue to pay attention to the debates because their outcome will determine the capacity for federal investments. The current debate continues to focus on changing the structure of budgeting, so advocates must focus on thow the effect of restructuring the size and role of the federal government would have on infants and toddlers.
To give you an understanding of the ongoing debate, ZERO TO THREE states: "The proposed spending capsw will shrink federal spending to about 18% of the GDP from its current level of 24%, which would result in hard hits to the broad range of services and programs that protect and support the healthy development of young children and their families." As advocates, we need to remind policymakers that they are proposing to cut not only government, but the supports for children and their families. In order to protect our children from the restructuring of budgeting, we need to "Be a Big Voice for Little Kids"!!!
If you want to know more about what's going on in your state, ZERO TO THREE has a public database called Baby Matters which contains information on state policies and initiatives impacting infants, toddlers, and their families that serve as a resource for professional, advocates, and policymakers.
References:
ZERO TO THREE. (2011). The Baby Monitor: Be a Big Voice for Little Kids in the Debt Ceiling Debate. Retrieved from http://www.zerotothree.org/
Saturday, July 16, 2011
Getting to Know International Contacts- Part 1
Establishing professional contact with early childhood professionals who work in different parts of the world has been very challenging. Since I haven't received a response from the professionals and organizations, I visited the website of the Childhood Poverty Research and Policy Centre. I chose to read about the childhood poverty in China.
China is the world's most populous country with a population of 1.27 billion as of 2001. In efforts to make poverty reduction, in 2001, 5% of China's population lived below the national poverty line. Throughout the years, China's poverty level has been declining. Much of the decline in poverty in China was due to far-reaching processes of economic and social transition, but the economic growth was slower in Western China, leading to higher poverty rates. China's transition from a centrally planned to globalised market economy has helped reduce chronic poverty and disadvantages, but also created new forms of vulnerability and poverty. China's estimated 2009 population growth rate is .0655% and according to the CIA Factbook, their estimated population below the poverty line is 8%.
The low poverty rate in China also is declining because corporations all over the world are donating money and their support to help ensure China's poverty rate continues to fall to lower levels. The rural areas, however, are where most of the poor people are located which is consistent with low levels of investment on infracture and education. In order to continue lowering the percentage of poverty in China, corporations and outside institutions will have to continue donating money and resources.
My new insights about poverty is that this is an issue that effects many people and nations. People nor their nation can be blamed for their predicament, but as early childhood professionals, we can join different organizationa and advocate to make poverty decline for not only our community, but for all families around the world. When families have access to good, supporting jobs and available resources, they will have a better hope for future success.
References:
Childhood Poverty Research and Policy Centre. (CHIP). Retrieved from http://www.childhoodpoverty.org/
China Internet Information Center. (2004). China Through A Lens. Retrieved from
http://www.china.org.cn/english/features/poverty/96682.htm
CIA Factbook. Retrieved from http://www.cia.gov/library/publications/the-world-factbook/print/ch.html
China is the world's most populous country with a population of 1.27 billion as of 2001. In efforts to make poverty reduction, in 2001, 5% of China's population lived below the national poverty line. Throughout the years, China's poverty level has been declining. Much of the decline in poverty in China was due to far-reaching processes of economic and social transition, but the economic growth was slower in Western China, leading to higher poverty rates. China's transition from a centrally planned to globalised market economy has helped reduce chronic poverty and disadvantages, but also created new forms of vulnerability and poverty. China's estimated 2009 population growth rate is .0655% and according to the CIA Factbook, their estimated population below the poverty line is 8%. The low poverty rate in China also is declining because corporations all over the world are donating money and their support to help ensure China's poverty rate continues to fall to lower levels. The rural areas, however, are where most of the poor people are located which is consistent with low levels of investment on infracture and education. In order to continue lowering the percentage of poverty in China, corporations and outside institutions will have to continue donating money and resources.
My new insights about poverty is that this is an issue that effects many people and nations. People nor their nation can be blamed for their predicament, but as early childhood professionals, we can join different organizationa and advocate to make poverty decline for not only our community, but for all families around the world. When families have access to good, supporting jobs and available resources, they will have a better hope for future success.
References:
Childhood Poverty Research and Policy Centre. (CHIP). Retrieved from http://www.childhoodpoverty.org/
China Internet Information Center. (2004). China Through A Lens. Retrieved from
http://www.china.org.cn/english/features/poverty/96682.htm
CIA Factbook. Retrieved from http://www.cia.gov/library/publications/the-world-factbook/print/ch.html
Saturday, July 9, 2011
Issues and Trends: Changing Demographics and Diversity
ZERO TO THREE: The National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
Zero To Three is a national nonprofit organization that promotes the health and development of infants and toddlers. This organization informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the early experiences of infants and toddlers.
This week Zero To Three shared a newletter with a article titled, "Your Child's Development 30 to 36 Months". This resource offers key information on child development at nine pivotal stages of early life from 30 to 36 months.
This article was related to this week's topic: Issues and Trends: Changing Demographics and Diversity, because it mentions that if your child notice how people are the same and different- like their skin color and size, you can help your child be sensitive to differences among people by saying: yes, people do come in all different sizes. At the bottom of the article, Zero To Three made a statement: "Your family's cultural beliefs and values are also important factors that shape your child's development".
http://www.zerotothree.org/
Zero To Three is a national nonprofit organization that promotes the health and development of infants and toddlers. This organization informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the early experiences of infants and toddlers.
This week Zero To Three shared a newletter with a article titled, "Your Child's Development 30 to 36 Months". This resource offers key information on child development at nine pivotal stages of early life from 30 to 36 months.
This article was related to this week's topic: Issues and Trends: Changing Demographics and Diversity, because it mentions that if your child notice how people are the same and different- like their skin color and size, you can help your child be sensitive to differences among people by saying: yes, people do come in all different sizes. At the bottom of the article, Zero To Three made a statement: "Your family's cultural beliefs and values are also important factors that shape your child's development".
Sunday, July 3, 2011
Establishing Professional Contacts & Expanding
In the course, of early childhood education, "Issues and Trends in the Early Childhood Field", I will be establishing contact with two early childhood professionals outside the United States. The Global Alliance for the Education of Young Children provides an opportunity for early childhood associations from countries throughout the world to distribute materials and share information about programs and services in early childhood. So far, my assignment on establishing professional contacts have been challenging. (HELP!!) I have attempted to contact South Africa, China, Ghana, Singapore, Ireland, Romania, Spain, and the Philippines. but haven't been successful. Also, I'm seeking to establish contacts with early childhood professionals throught the World Forum, which is a foundation that promotes an on-going global exchange of ideas on the delivery of quality services for young children in diverse settings. Through this site, I have established an email account with one of the members, Bonnie, on her blog site. I'm hoping to receive information from her about services around the world concerning issues and trends in early childhood.
During this course, I will be gathering and exploring information from The National Association for the Education of Young Children and Zero to Three: National Center for Infants, Toddlers, and Families to help broaden my knowledge and understanding. Also, these organizations will keep me current on the issues and trends going on in the world today about early childhood.
Resources:
The Global Alliance of NAEYC
http://www.naeyc.org/resources/partnership/globalalliance
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
The National Association for the Education of Young Children
http://www.naeyc.org/
Zero To Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
Saturday, June 11, 2011
"My Supports"
My definition of support will be having someone or people in your life for survivorship. My support from my family and friends hav a very powerful effect on my ability to survive and overcome challenges. With the supportive care from my family and friends, I have developed the emotional and social skills I need to manage my daily life and to confront new potentially challenging situations. I have been blessed with a very supportive husband, loving mother, great children and family and friends that accept me and love me for who I am. They are always there to offer me encouragement and comfort during difficult times. I can always depend on them and don't know where I would be today if it wasn't for them.
When times are tough, a supportive network is needed to help me progress through the difficulties, problems, concerns, and struggles. The biggest challenge I would face is being alone and not having anyone there for me emotionally, informationally, and physically; especially if I had a disability. For example, about a month ago, I had to go into the hospital for a procedure to performed under anesthesia. I was very scared, but my family was there for me, and my friends constantly called for an update on how I was doing. After this procedure, I have been on a strick diet, and my family are very remindful of what I can have to get better and overcome this obstacle. Without family and friends, my life will be like a "sinking ship without a sail". Therefore, family and friends would be definitely essential for my sanity. I couldn't function properly without them. Thank God for my support network!!
Sunday, May 29, 2011
"My Connections to Play"
Quotes:
“It is a happy talent to know how to play”- Ralph Waldo Emerson
“Life must be lived as play”- Plato
The role of play in my childhood was awesome. I lived in the country where there wasn’t very much to do but entertain yourself. My mother, as a single parent, tried always to buy me all the current toys and baby dolls so I could play. I had two other sisters at home to play with me, also. Play in my childhood would give me the free-choice to explore and see what I could invent on my own; especially with my easy-bake oven and designing my baby dolls hair. As being a little girl, I always loved to pretend play the role of being a mother to my baby dolls and cooking in my easy-bake oven. Often late in the evenings, my sisters and I would love to ride our bicycles up and down the country roads, just enjoying the peaceful air and looking at the environment.
Today, play is different from the play I was engaged in as a child. Children are more involved in watching TV, playing computer games, or using some other kind of technology. They don’t really play or get involved in outdoor activities as much as years ago. I realize that technology is on the rise and has many advantages, but I feel that children should also take advantage of play and learn the concepts, skills, and tasks through natural play experiences as I experienced as a child. Therefore, I recommend everyone- children and adults- to take advantage of “play” as an enjoyable learning experience by having fun.
Saturday, May 14, 2011
Relationship Reflection
Building relationships/partnerships are very important to me. In order to have a positive relationship with someone, it takes effort from both of you. When you have a good relationship with someone, they can be trusted and relied on in times of difficulty, they are always ready to help, and they are enjoyable to be around, and in return you do the same for the relationship to work.
There are several people that I have a positive relationship and standing partnership with. They are my Mom, Husband, and Children. These people are always there when I need them. The expression “actions speak louder than words” is definitely true when it comes to a relationship. They are many factors that contribute to maintaining these positive relationships and partnerships. One of the most and valuable factor is “trust”. I believe that without trust, a relationship or partnership cannot work.
My Mom- Mom has always been there for me from birth to now. She has always loved, cared, and supported me. She has always been able to confide with me and try to support my well-being. She always has a helping hand and is willing to give whatever when needed if she has it.
My Husband and partner- My husband and I have a positive relationship. I met him in high school and we have been together since then. We had to build this relationship in order for it to be positive, passionate, and withstanding. Even though, we have had a lot of challenges to develop and maintain a positive relationship, we were always able to work through them. Now our relationship/partnership has the stability that’s stronger and more lasting.
My Children- As a mom, I have a positive and ongoing relationship with my children. I am there to support them mentally, emotionally, and spiritually. I am not only their mom, but also their friend in which they can come to me with whatever they need.
I also have “friends” that I have built a relationship and partnership with. Having healthy, productive relationships with my family and friends is the most important thing to me in life. Each relationship and partnership gives me a chance to invest my energy making another person’s future better. Everyone needs to strive to build good positive relationships and partnerships with people in the society today in order to make the world a better place.
As an early childhood professional, I want my work to have an impact on my children and families. Not only will I like to have a positive relationship with them, but to also have an effective partnership in promoting the development of the child. By doing this, I will involve parents in making choices about their child’s development, give the families a voice in decision-making by respecting their interests and a commitment to partnership, and continue to maintain the trust.
Wednesday, April 20, 2011
Child's Quote:
Children are like wet cement. Whatever falls on them makes an impression.” - Dr. Haim Ginott
Whatever we teach children and whatever they learn in early childhood will follow them throughout the rest of their lives. As early childhood educators, we have the chance and ability to make a constructive difference in the lives of both- our parents and children.
Whatever we teach children and whatever they learn in early childhood will follow them throughout the rest of their lives. As early childhood educators, we have the chance and ability to make a constructive difference in the lives of both- our parents and children.
Saturday, April 9, 2011
Testing for Intelligence
When you are viewing the "whole child", I think they should only be measured or assessed developmentally appropriate. Observation should be done to evaluate the child's developmental progress, to make placement or promotion decisions, to diagnose learning and teaching problems, to help in instruction and curriculum decisions, to serve as a basis for reporting to parents, and to assist a child with assessing his or her own progress.
In our prekindergarten program, we observe and assess our children by taking daily observational notes on the child's developmentally significant behaviors during the children's normal activities. Teachers use these observational notes to complete the assessment forms.
School-age children in Fulford, Florida are assessed from the time they enter that school. In the foundation stage assessment takes place through formal and informal observations which are matched to six areas of learning covering mathematics, literacy, knowledge and understanding, creative and physical activities and personal and social development (Fulford Primary School, 2011).
For additional information on assessments:
Fulford Primary School:
http://www.fulford.staff.sch.uk/documents/Assessment_Booklet_parents.pdf
Ready at Five Partnership: promoting school readiness
http://www.readyatfive.org/facts/qu.aspx#how
In our prekindergarten program, we observe and assess our children by taking daily observational notes on the child's developmentally significant behaviors during the children's normal activities. Teachers use these observational notes to complete the assessment forms.
School-age children in Fulford, Florida are assessed from the time they enter that school. In the foundation stage assessment takes place through formal and informal observations which are matched to six areas of learning covering mathematics, literacy, knowledge and understanding, creative and physical activities and personal and social development (Fulford Primary School, 2011).
For additional information on assessments:
Fulford Primary School:
http://www.fulford.staff.sch.uk/documents/Assessment_Booklet_parents.pdf
Ready at Five Partnership: promoting school readiness
http://www.readyatfive.org/facts/qu.aspx#how
Saturday, March 26, 2011
Consequences of Stress on Children's Development: Hunger
Hunger is one of the common stressors in a child’s life. I work in pre-kindergarten, and several of our students only get meals they receive at school. We had a student to say she was ready for breakfast because she did not have anything to eat at home. As educated people, we know that no child can learn when their basic necessities are not met. It is very difficult to retain information and learn on an empty stomach.
During the summer, our school nutrition director serves a summer feeding program at the local parks, churches, and our schools so that our children will be fed through the summer months. Or local churches are sending backpacks filled with food in the afternoon so that some of the needy families will have can goods that can be prepared for dinner.
The Democratic Republic of Congo, is still a nation in crisis. From years of conflict and neglect, the nation is still struggling with widespread poverty, food insecurity, uneven economic development, and regional instability. The country experiences routine outbreaks of malnutrition that threatened thousands of lives. The Action Against Hunger partnership with the Congolese Ministry of Health, and health authorities treated 35,000 cases of severe malnutrition across the Democratic Republic of Congo (ONE, 2011). Malnutrition is a leading killer of children worldwide.
In outpatient centers that are managed by the Congolese Ministry of Health and integrated into the local health system, nurses are trained and equipped by Action Against Hunger to treat and monitor malnourished children during weekly visits. Children whose condition has deteriorated to such an extent to need hospitalization receive intense care in therapeutic stabilization centers, which are set up in local and regional hospitals. After the children have recovered, they are admitted to the outpatient nutrition program for continued treatment until targeted weight is reached. Majority of them return to full health within six weeks.
Now because of the national nutrition protocol and specially- formulated Ready-to-Use (RUFs) like Plumpy’nut, malnourished children can visit the outpatient centers once a week to get a medical check-up, be weighed and measured, and receive therapeutic RUFs to consume at home.
REFERENCES:
ONE. (2011). Fighting deadly malnutrition in D.R. Congo. Retrieved March 21, 2011 from http://www.one.org/blog/2011/01/04/fighting-deadly-malnutrition-in-d-r-congo/
During the summer, our school nutrition director serves a summer feeding program at the local parks, churches, and our schools so that our children will be fed through the summer months. Or local churches are sending backpacks filled with food in the afternoon so that some of the needy families will have can goods that can be prepared for dinner.
The Democratic Republic of Congo, is still a nation in crisis. From years of conflict and neglect, the nation is still struggling with widespread poverty, food insecurity, uneven economic development, and regional instability. The country experiences routine outbreaks of malnutrition that threatened thousands of lives. The Action Against Hunger partnership with the Congolese Ministry of Health, and health authorities treated 35,000 cases of severe malnutrition across the Democratic Republic of Congo (ONE, 2011). Malnutrition is a leading killer of children worldwide.
In outpatient centers that are managed by the Congolese Ministry of Health and integrated into the local health system, nurses are trained and equipped by Action Against Hunger to treat and monitor malnourished children during weekly visits. Children whose condition has deteriorated to such an extent to need hospitalization receive intense care in therapeutic stabilization centers, which are set up in local and regional hospitals. After the children have recovered, they are admitted to the outpatient nutrition program for continued treatment until targeted weight is reached. Majority of them return to full health within six weeks.
Now because of the national nutrition protocol and specially- formulated Ready-to-Use (RUFs) like Plumpy’nut, malnourished children can visit the outpatient centers once a week to get a medical check-up, be weighed and measured, and receive therapeutic RUFs to consume at home.
REFERENCES:
ONE. (2011). Fighting deadly malnutrition in D.R. Congo. Retrieved March 21, 2011 from http://www.one.org/blog/2011/01/04/fighting-deadly-malnutrition-in-d-r-congo/
Sunday, March 13, 2011
Nutrition/Malnutrition
Nutrition/Malnutrition is a public health measure that impacts children’s development all over this world. Working in the field of early childhood, it is important that young children get the proper nutrition they need. Good nutrition is a building block for proper development and many children around the world do not get enough to eat, and the meals they do have are often deficient of essential nutrients. Research has shown that when children get good nutrition it will strengthen the immune system, enhance cognitive and physical development, and increase concentration in school.
Children with malnutrition lack the nutrients necessary for their bodies to grow and stay healthy. Children who are chronically malnourished have stunted growth and are underweight. Studies show that stunted children in the first two years of life have lower cognitive test scores, delayed enrollment, higher absenteeism, and more class repetition compared with non stunted children.
As an early childhood professional, improving the care for young children is vital. In my future work, I will ensure that the children I work with get appropriate care that will be an essential element to good nutrition and health.
Additional Resources:
Berger, K.S (2009). The developing person through childhood. (5th ed.) New York, NY: Worth Publishers, Chapter 5.
Children International. (2011). Nutrition. Retrieved March 10, 2011 from http://www.children.org/nutrition.asp
The Mother and Child Health and Education Trust. (2011). Underlying Causes of Malnutrition- Mother, Infant and Young Child Nutrition & Malnutrition. Retrieved March 10, 2011 from http://motherchilnutrition.org/malnutrition/about-malnutrition/underlying-causes-of-mal...
The Nemours Foundation. (1995-2011). Hunger and Malnutrition. Retrieved March 10, 2011 from http://kidshealth.org/Pagemanager.jsp?dn=KidsHealth&lic=1&ps=207&cat_id=20132&art
Sunday, March 6, 2011
Childbirth-In My Life and Around the World
My personal birthing experience I would like to share will be the birth of my daughter eight years after my son was born. My older children kept saying they wanted a baby sister, so my husband and I told them to “pray” about it. (Being a smart mouth cause we didn’t want any more children) So they prayed!! I got pregnant- 12 weeks into my first trimester before I knew it. (I cried)
Through my whole pregnancy, my children kept the faith it was going to be a girl. All of my sonograms couldn’t really reveal the sex of the baby, but the doctors thought it could be a girl. My children still claimed that baby girl. Being a mother believing in God- I also prayed it would be a girl silently because I didn’t want my children faith in God shattered. Throughout my entire pregnancy, I suffered lot of Braxton-Hicks feeling like contractions. In my last month of pregnancy, I had four false labors, going in-and-out of the hospital. The doctor finally decided to induce labor because I was coming up on the 4th of July and he was going out of town for the holiday.
I went into the hospital at 8 a.m. the next morning. The doctor began the process of inducing labor. Further into labor, when I could no longer stand the pain, he gave me an epidural for pain relief. At the time for me to give birth, the epidural wore off; therefore, I gave natural birth. What an experience!! It was a girl, born on July 3rd. My husband, children, and family were so excited. Today she is 9 years old and VERY SPOILED.
I am familiar with how the births takes place in the U.S., but there are different rituals and traditions around the world. In the 18th Century France, after a baby is born, he would be washed in red roses, oil and red wine, and in Ancient Malaysia, women gave birth with no pain relief, but had to make do with a massage from their midwife, which is the same as some women here in the U.S. Some women here choose to have a natural birth, without using medications. We have a choice to deliver traditionally or modern. Indonesian and Hindi countries conduct prayer ceremonies for the mom-to-be and in Mexico; it used to be normal practice for women to stay in bed for 40 days after giving birth. In many countries around the world, the placenta is celebrated, as it is considered a symbol of a baby’s relationship with his family and country. In certain countries there are even burial ceremonies for the placenta, and if the women then stepped over it, it was believed that she would become infertile. I read about a lot of different traditions and rituals around the world and how a woman conducts herself in labor, but these are some I chose to share
Sunday, February 27, 2011
Early Childhood Journey Continues...
Now that I have learned and gained more knowledge on the "Foundations of Early Childhood Studies", I look forward to the next stepping stone, "Early Childhood Development". I have really enjoyed this class. Glad I chose Walden University to get my Master's Degree in Teaching and Diversity in Early Childhood Education. Thanks to my instructor- Dr. Longo, my colleagues, and the Walden EC field for the great experience.
Saturday, February 19, 2011
Ideals Meaningful to Me
I-1.5: To create and maintain safe and healthy settings that foster children's social, emotional, cognitive, and physical development and that respect their dignity and their contributions.
I-1.8: To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
I-4.3: To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.
I chose these three ideals from the NAEYC that were meaningful to me because as a Early Childhood Professional, I would like to see that ALL young children get the best educational experience through a positive high quality environment. By this being such a critical stage in a child's development, I feel that if they get the enjoyment of learning in preschool, it will further future success in their lives. All children deserve to have a HAPPY childhood.
I-1.8: To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
I-4.3: To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.
I chose these three ideals from the NAEYC that were meaningful to me because as a Early Childhood Professional, I would like to see that ALL young children get the best educational experience through a positive high quality environment. By this being such a critical stage in a child's development, I feel that if they get the enjoyment of learning in preschool, it will further future success in their lives. All children deserve to have a HAPPY childhood.
Saturday, February 5, 2011
Course Resources
· NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://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, from http://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, from http://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, from http://www.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://www.fpg.unc.edu/~snapshots/snap33.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.
· Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
· World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
· World Organization for Early Childhood Education
http://www.omep-usnc.org/
· Association for Childhood Education International
http://acei.org/about/
· National Association for the Education of Young Children
http://www.naeyc.org/
· The Division for Early Childhood
http://www.dec-sped.org/
· Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
· WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
· Harvard Education Letter
http://www.hepg.org/hel/topic/85
· FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
· Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
· HighScope
http://www.highscope.org/
· Children’s Defense Fund
http://www.childrensdefense.org/
· Center for Child Care Workforce
http://www.ccw.org/
· Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
· Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
· National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
· National Child Care Association
http://www.nccanet.org/
· National Institute for Early Education Research
http://nieer.org/
· Pre[K]Now
http://www.preknow.org/
· Voices for America’s Children
http://www.voices.org/
· The Erikson Institute
http://www.erikson.edu/
Additional Resources:
· Early Childhood. Com
http://www.earlychildhood.com
· Early Childhood Link the Ultimate Childhood Resource
http://www.earlychildhoodlinks.com/
· Early Childhood Resource Center
http://www.ecresourcecenter.org/
· Education World ® Early Childhood Community
http://www.educationworld.com/a_earlychildhood/
· Environments, Inc. - Early Childhood Resources
http://www.eichild.com/r_pages.cfm?ID=92
· Kids Online Resources-Early Childhood Resources
http://www.kidsolr.com/earlychildhood/index.html
· REC-Resources for Early Childhood
http://rec.ohiorc.org/
· Preschool Link Express-Early Childhood Resource Sites
http://www.preschoolrainbow.org/resources.htm
· 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, from http://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, from http://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, from http://www.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://www.fpg.unc.edu/~snapshots/snap33.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.
· Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
· World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
· World Organization for Early Childhood Education
http://www.omep-usnc.org/
· Association for Childhood Education International
http://acei.org/about/
· National Association for the Education of Young Children
http://www.naeyc.org/
· The Division for Early Childhood
http://www.dec-sped.org/
· Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
· WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
· Harvard Education Letter
http://www.hepg.org/hel/topic/85
· FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
· Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
· HighScope
http://www.highscope.org/
· Children’s Defense Fund
http://www.childrensdefense.org/
· Center for Child Care Workforce
http://www.ccw.org/
· Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
· Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
· National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
· National Child Care Association
http://www.nccanet.org/
· National Institute for Early Education Research
http://nieer.org/
· Pre[K]Now
http://www.preknow.org/
· Voices for America’s Children
http://www.voices.org/
· The Erikson Institute
http://www.erikson.edu/
Additional Resources:
· Early Childhood. Com
http://www.earlychildhood.com
· Early Childhood Link the Ultimate Childhood Resource
http://www.earlychildhoodlinks.com/
· Early Childhood Resource Center
http://www.ecresourcecenter.org/
· Education World ® Early Childhood Community
http://www.educationworld.com/a_earlychildhood/
· Environments, Inc. - Early Childhood Resources
http://www.eichild.com/r_pages.cfm?ID=92
· Kids Online Resources-Early Childhood Resources
http://www.kidsolr.com/earlychildhood/index.html
· REC-Resources for Early Childhood
http://rec.ohiorc.org/
· Preschool Link Express-Early Childhood Resource Sites
http://www.preschoolrainbow.org/resources.htm
Saturday, January 29, 2011
Words of Inspiration and Motivation
"Parents and families are not just the people the children go home to after the end of the day or session; they are the mainstay of the children's lives"-- Janet Gonzalez-Mena
"Many adults tend to overestimate young children academically and underestimate them intellectually"-- Sylvia C. Chard
"There's more to life than just in your neighborhood"-- Raymond Hernandez, MS Ed
"It's not all about you, but what's best for the child" --Renatta M. Cooper, Program Specialist
"Many adults tend to overestimate young children academically and underestimate them intellectually"-- Sylvia C. Chard
"There's more to life than just in your neighborhood"-- Raymond Hernandez, MS Ed
"It's not all about you, but what's best for the child" --Renatta M. Cooper, Program Specialist
Saturday, January 22, 2011
Personal Childhood Web
In my childhood life, there were many people that impacted my life. The five people that I would mostly like to identify would be my mother, oldest sister and her husband, brother, and best friend.
My mother is a person that really impacted my life more than she knows. I was raised in a single parent home. My mother and father divorced the year I was born. She had eight children- seven girls and one boy. I was the baby. As a child, I lacked the love from my father, but my mother filled in the space. She was a strong woman that worked hard to provide for her children. We didn’t have like other children, but we were thankful for what she provided for us. As long as we had life, health, and strength, and a roof over our head to keep us warm, we were grateful. Whatever was needed to be done around the house, if she couldn’t pay a man to do it, she would do it herself. She would always say, “There’s no one else to do it, so I have to do it myself”. Today, in my life, she has made that impact on me to be strong and nurture and take care of my children.
Next, my oldest sister and her husband were like my other parents. My mother had five older children than after nine years; she had three more children, which were often called the “younger set”. So therefore, the older ones would take care of the younger ones. Every year my sister and her husband would take me and my two other sisters to Miami, Florida were they lived to spend our summer break out-of-school. They would keep us there and help my mom buy us new school clothes for the upcoming school year. They would also help mom buy us gifts for Christmas. Even though I have five other sisters that has also nurtured and cared for me, my oldest sister has been the second mother figure not only to me, but also for my sisters. Her and her husband has really influenced my life as a child, because no matter what they done for me and my sisters, they never complained about buying for us. As of today, her and her husband continue to nurture and care for us, and not only for us, but now for our children on special occasions. They really stood by my mother on helping me and caring for me. They made me and my sisters feel like their own children and welcomed us in their home. They continue to impact my life today.
My brother and only brother were very special to me. With him being the only boy, he was a sport and spoiled. He always loved to play and tease with his sisters. He was very outgoing and let nothing bother him. I chose him as one of the person’s that influenced my life as a child because I loved my bother very much and really miss him. He’s no longer with us- died in 1986 with HIV from using a contaminated needle doing drugs with his friends. Even though he made wrong decisions in life, he has put an impact on my life to do what’s right and make wise choices. That may not seem like much, but I’m able now to teach my children that no matter what looks good on the outside, is not always good on the inside. He has influenced me to make wise decisions in life.
Last but not least is my best friend, Tracey. We went to school together and shared the same classes from kindergarten throughout to high school graduation. We shared many ideas, thoughts, and life experiences together. Since we graduated from high school, we have been many miles apart. Tracey makes me feel special and cared because even though we are no longer in school together, she still keeps in touch with me. She will always have a space in my heart.
The people I have discussed are very important people in my life and will always be. They have truly impacted my life and I am thankful to have each and every one of them.
My mother is a person that really impacted my life more than she knows. I was raised in a single parent home. My mother and father divorced the year I was born. She had eight children- seven girls and one boy. I was the baby. As a child, I lacked the love from my father, but my mother filled in the space. She was a strong woman that worked hard to provide for her children. We didn’t have like other children, but we were thankful for what she provided for us. As long as we had life, health, and strength, and a roof over our head to keep us warm, we were grateful. Whatever was needed to be done around the house, if she couldn’t pay a man to do it, she would do it herself. She would always say, “There’s no one else to do it, so I have to do it myself”. Today, in my life, she has made that impact on me to be strong and nurture and take care of my children.
Next, my oldest sister and her husband were like my other parents. My mother had five older children than after nine years; she had three more children, which were often called the “younger set”. So therefore, the older ones would take care of the younger ones. Every year my sister and her husband would take me and my two other sisters to Miami, Florida were they lived to spend our summer break out-of-school. They would keep us there and help my mom buy us new school clothes for the upcoming school year. They would also help mom buy us gifts for Christmas. Even though I have five other sisters that has also nurtured and cared for me, my oldest sister has been the second mother figure not only to me, but also for my sisters. Her and her husband has really influenced my life as a child, because no matter what they done for me and my sisters, they never complained about buying for us. As of today, her and her husband continue to nurture and care for us, and not only for us, but now for our children on special occasions. They really stood by my mother on helping me and caring for me. They made me and my sisters feel like their own children and welcomed us in their home. They continue to impact my life today.My brother and only brother were very special to me. With him being the only boy, he was a sport and spoiled. He always loved to play and tease with his sisters. He was very outgoing and let nothing bother him. I chose him as one of the person’s that influenced my life as a child because I loved my bother very much and really miss him. He’s no longer with us- died in 1986 with HIV from using a contaminated needle doing drugs with his friends. Even though he made wrong decisions in life, he has put an impact on my life to do what’s right and make wise choices. That may not seem like much, but I’m able now to teach my children that no matter what looks good on the outside, is not always good on the inside. He has influenced me to make wise decisions in life.
Last but not least is my best friend, Tracey. We went to school together and shared the same classes from kindergarten throughout to high school graduation. We shared many ideas, thoughts, and life experiences together. Since we graduated from high school, we have been many miles apart. Tracey makes me feel special and cared because even though we are no longer in school together, she still keeps in touch with me. She will always have a space in my heart.
The people I have discussed are very important people in my life and will always be. They have truly impacted my life and I am thankful to have each and every one of them.
Thursday, January 13, 2011
Children's Book:
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