I recently read a quote by Dr. Hiam Ginott that I also think is an excellent representation of young children and the affect of their experiences. "Children are like wet cement, whatever falls on them makes an impression"
About Me
- Toni Stubbs (Mahaney)
- I work full-time as an Early Head Start Home Visitor. I have a Bachelor's in Child Development with a specialization in Infants, Toddlers, and Preschoolers. I have recently graduated with my Master's in Early Childhood Studies specializing in Public Policy and Advocacy. I am currently in a Doctoral Program for Early Childhood. I love working with children and their families. My company encourages and empowers individuals to be more self-reliant; we not only educate children but their families as well.
Sunday, December 19, 2010
When I think of Child Development.....
When I think of Child Development I think of the child as a whole. I think of a child's brain development, attachments, experiences, social/emotional, cognitive, physical, and language development. The following video addresses the affects of stress on young children, brain development, and the interplay of domains.
I recently read a quote by Dr. Hiam Ginott that I also think is an excellent representation of young children and the affect of their experiences. "Children are like wet cement, whatever falls on them makes an impression"
I recently read a quote by Dr. Hiam Ginott that I also think is an excellent representation of young children and the affect of their experiences. "Children are like wet cement, whatever falls on them makes an impression"
Saturday, December 11, 2010
Assessments of Students in the United States and Italy
In America standardized testing is the standard assessment of students. The problem with this type of testing is that it is directly related to funding that schools receive. Should schools fall below a certain level their funding is reduced, therefore schools place a great deal of importance on these tests. In my own area schools actually "teach to the test" as they call it, in my personal opinion, they are basically teaching the test. Therefore, I don't feel the results are truly an accurate "assessment" of my child's abilities. If this weren't bad enough the teachers stress repeatedly to children how important this test is to the point that I have seen some children in tears because they were so afraid to take the test and possibly not live up to their teacher's standards. There is no denying that we need to assess what and how well our children are learning but our assessments should be broader in scope and should not be related to school funding.
We should be assessing our children on not only academic areas but also social-emotional, critical thinking/problem solving, physical education, and creative thinking. We should be assessing the "whole child" from the way they learn to their social-emotional skills. Teachers should also review these assessments periodically with parents and share standardized testing results (academic areas), physical development, social-emotional development, and how their child learns. Not only do parents need to know their child's strengths and what areas they need to work on but they also need strategies on how to help their child learn.
In Italy there is a five year primary (ages 6-10) cycle that is divided into two parts. The first two years focus on basic skills and the final three years introduce students to broader concepts. Subjects are grouped into areas and are taught by the same teacher / teachers for the entire five years. They will normally also have a specialist who teaches religion. The school week is normally 27 hours per week, increasing to 30 hours per week in the second year. There are some schools who go the entire day, however they take a 2 hour break in the afternoon for lunch and relaxation. This afternoon "break" is standard not only for schools but for all businesses, restaurants and shops.
In Italy there is currently no national system of student assessment. Their "assessment system" is based on teacher observation throughout the school year and are recorded on the child's report card or scheda (Living and working in Italy, 2009). This assessments gives a complete picture of the child's academic skills and personality every three to four months and at the end of the school year. This is the only type of assessment done in Italian schools and does not include standardized testing of academics. So the downside to their assessment of students is that there are no other types of assessments done and they rely soley on teacher observation. However, at the end of the five year primary cycle students are required to take an examination, both written and oral, and must pass this examination in order to move on, this is how they determine if students have learned the required courses (EURYDICE, 2004).
The subjects they teach in Italian schools include Italian art and a foreign language; religion; mathematics, sciences, and physical education; and history, geography, social studies and music. They also make provisions for students with special educational needs. There are typically three teachers for every two classes and four teachers for every three classes with a maximum of 25 students per class.
References:
EURYDICE. 2004. Retrieved 12/10 from: http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/italy.pdf
Living and working in Italy. 2009. Primary school in Italy: What you should know. Retrieved 12/09 from: http://www.justlanded.com/english/Italy/Italy-Guide/Education/Primary-school-in-Italy
We should be assessing our children on not only academic areas but also social-emotional, critical thinking/problem solving, physical education, and creative thinking. We should be assessing the "whole child" from the way they learn to their social-emotional skills. Teachers should also review these assessments periodically with parents and share standardized testing results (academic areas), physical development, social-emotional development, and how their child learns. Not only do parents need to know their child's strengths and what areas they need to work on but they also need strategies on how to help their child learn.
Italy
In Italy there is a five year primary (ages 6-10) cycle that is divided into two parts. The first two years focus on basic skills and the final three years introduce students to broader concepts. Subjects are grouped into areas and are taught by the same teacher / teachers for the entire five years. They will normally also have a specialist who teaches religion. The school week is normally 27 hours per week, increasing to 30 hours per week in the second year. There are some schools who go the entire day, however they take a 2 hour break in the afternoon for lunch and relaxation. This afternoon "break" is standard not only for schools but for all businesses, restaurants and shops.
In Italy there is currently no national system of student assessment. Their "assessment system" is based on teacher observation throughout the school year and are recorded on the child's report card or scheda (Living and working in Italy, 2009). This assessments gives a complete picture of the child's academic skills and personality every three to four months and at the end of the school year. This is the only type of assessment done in Italian schools and does not include standardized testing of academics. So the downside to their assessment of students is that there are no other types of assessments done and they rely soley on teacher observation. However, at the end of the five year primary cycle students are required to take an examination, both written and oral, and must pass this examination in order to move on, this is how they determine if students have learned the required courses (EURYDICE, 2004).
The subjects they teach in Italian schools include Italian art and a foreign language; religion; mathematics, sciences, and physical education; and history, geography, social studies and music. They also make provisions for students with special educational needs. There are typically three teachers for every two classes and four teachers for every three classes with a maximum of 25 students per class.
References:
EURYDICE. 2004. Retrieved 12/10 from: http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/italy.pdf
Living and working in Italy. 2009. Primary school in Italy: What you should know. Retrieved 12/09 from: http://www.justlanded.com/english/Italy/Italy-Guide/Education/Primary-school-in-Italy
Wednesday, November 24, 2010
Stressors and Young Children
Germany - World War II
My mother was born during WWII and was three years old when it finally ended. Over 80% of her home town (Mannheim, Germany) was bombed out. Food was rationed and items such as coal, yarn, and fabric were difficult to come by. My mother told me that her mother was a beautician and she would barter with neighbors for yarn, fabric, and fresh fruits and vegetables. One neighbor would give her yarn or fabric and in exchange her mother would cut the other family's hair. Her father was a carpenter and would assist people in home repairs in exchange for coal, wood, or other items needed. Her mother would sew their clothes and crochet & knit their scarfs and mittens. Money was scarce but my mother said that she knew no other way of life and did not feel the "stress" of it; she believes this is due to the love and security she felt from her parents and siblings. My mother's sister was very sickly and had severe chronic asthma. My mother told me that all of the neighbors would help look out for her and would run to get the "neighborhood" doctor when he was needed. She does believe that had that time not been so poor that her sister may have fared better with her health. She remembers the chocolate factories opening when she was in Kindergarten and every 3-4 months each child in school would receive one bar of chocolate wrapped in parchment paper. She said it is funny the things you remember but to her there was no other way of life.
CHILDREN OF AFGHANISTAN
The link below is an article I found on the children of Afghanistan and the many stressors they fight on a daily basis. This article is their cry for help. Everyday children live with war, poverty, sickness, death of family members and parents, having to relocate, as well as the affects of war such as lack of food and clean water. Children are injured in bombings and in hidden land mines. The United Nations (UN) is continuing its efforts to minimize these effects. The article contains letters and drawings from children of Afghanistan crying out for someone to listen to them and help them.
http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/Afghanistan-s-20Children-20Spreak-20to-20the-20UN-20Special-20Session.pdf
My mother was born during WWII and was three years old when it finally ended. Over 80% of her home town (Mannheim, Germany) was bombed out. Food was rationed and items such as coal, yarn, and fabric were difficult to come by. My mother told me that her mother was a beautician and she would barter with neighbors for yarn, fabric, and fresh fruits and vegetables. One neighbor would give her yarn or fabric and in exchange her mother would cut the other family's hair. Her father was a carpenter and would assist people in home repairs in exchange for coal, wood, or other items needed. Her mother would sew their clothes and crochet & knit their scarfs and mittens. Money was scarce but my mother said that she knew no other way of life and did not feel the "stress" of it; she believes this is due to the love and security she felt from her parents and siblings. My mother's sister was very sickly and had severe chronic asthma. My mother told me that all of the neighbors would help look out for her and would run to get the "neighborhood" doctor when he was needed. She does believe that had that time not been so poor that her sister may have fared better with her health. She remembers the chocolate factories opening when she was in Kindergarten and every 3-4 months each child in school would receive one bar of chocolate wrapped in parchment paper. She said it is funny the things you remember but to her there was no other way of life.
CHILDREN OF AFGHANISTAN
The link below is an article I found on the children of Afghanistan and the many stressors they fight on a daily basis. This article is their cry for help. Everyday children live with war, poverty, sickness, death of family members and parents, having to relocate, as well as the affects of war such as lack of food and clean water. Children are injured in bombings and in hidden land mines. The United Nations (UN) is continuing its efforts to minimize these effects. The article contains letters and drawings from children of Afghanistan crying out for someone to listen to them and help them.
http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/Afghanistan-s-20Children-20Spreak-20to-20the-20UN-20Special-20Session.pdf
Saturday, November 13, 2010
Public Health Issue
The topic I chose for this portion of the blog is access to clean water. I chose this topic because I have seen places, here in our own country, where access to clean water is not always easy. While the United States has "one of the best supplies of drinking water in the world" the "threats to our drink water are increasing" (Environmental Protection Agency, 2009). Some individuals may be more sensitive to contaminents in drinking water than others such as, pregnant women and infants, individuals recieving chemotherapy, the elderly, and transplant patients. Therefore, it is essential that we know what is in our drinking water and that we read our annual water statements and contact our local water departments to ensure that you are aware of what is in your local water supply. The Environmental Protection Agency (EPA) has worked with Congress to pass the Safe Drinking Water Act (SDWA) "to protect public health by regulating the nation's public drinking water supply and protecting sources of drinking water" (EPA, 2009). Even with these laws I have seen very rural areas in the Appalachian Mountains and even rural areas in my own state (Indiana) where individuals rely on well water for their drinking water. I have even worked with families that have no running water.
There are several microorganisms that can cause serious health affects on individuals. There have been several local outbreaks of waterborne disease. Last summer, in my own community, we were under a "boil order" due to contaminents in our tap water. Some contaminents, such as nitrate, can not be boiled out of the water and pose serious health risks for pregnant mothers and infants. Nitrates are turned into nitrites in the intestines, when they are absorbed in the bloodstream they prevent the transference of oxygen in the bloodstream. Younger children, infants, and pregnant women do not have the enzyme to fight this and excessive levels can cause "blue baby" syndrome (EPA, 2009).
In Haiti cholera has killed more than 290 people and 4,150 cases have been reported (UNICEF, 2010). Cholorea is a "highly virulent waterborne bacteria that causes massive and painful diarrheal dehydration" (UNICEF, 2010). Cholorea can be easily prevented by washing hands in clean water and soap, but without access to soap or clean water this can be difficult. This is the biggest "medical crisis" in recent years and most Haitians have never even heard of cholorea (UNICEF, 2010). UNICEF is working diligently to stopping the spread of this epidemic. Recently, a drop in death rates does show that some progress is being made but it is important that the humanitarian efforts continue to stop this epidemic.
The impact of clean water is definitely knowledge I can use and will share with the families I work with on a daily basis. It is important that pregnant mothers and families with small children have access to clean water. One aspect I found interesting is that even in our country we need to be aware of the threats to our water supply. Families living in old homes may have lead pipes that allow lead to seep into their water supply. This is a condition that can even affect families living in newer homes whose pipes are considered "lead free' but still contain 8% lead. After installation these pipes can leak significant amounts of lead into the water. Other facts that brought to light the impact of lack of clean water include: 2.6 billion people live without proper sanitation; 1 billion have no access to safe, clean drinking water; and that 4,000 children die "each day" from unsafe water and lack of basic sanitation (UNICEF, 2010).
References:
Environmental Protection Agency (EPA). December 2009. Water on tap: What you need to know. Retrieved from www.epa.gov/safewater
UNICEF USA, October 28, 2010. Containing the cholorea outbreak in Haiti. Retrieved from www.unicefusa.org/news/news-from-the-field/containing-the-cholera.html
There are several microorganisms that can cause serious health affects on individuals. There have been several local outbreaks of waterborne disease. Last summer, in my own community, we were under a "boil order" due to contaminents in our tap water. Some contaminents, such as nitrate, can not be boiled out of the water and pose serious health risks for pregnant mothers and infants. Nitrates are turned into nitrites in the intestines, when they are absorbed in the bloodstream they prevent the transference of oxygen in the bloodstream. Younger children, infants, and pregnant women do not have the enzyme to fight this and excessive levels can cause "blue baby" syndrome (EPA, 2009).
In Haiti cholera has killed more than 290 people and 4,150 cases have been reported (UNICEF, 2010). Cholorea is a "highly virulent waterborne bacteria that causes massive and painful diarrheal dehydration" (UNICEF, 2010). Cholorea can be easily prevented by washing hands in clean water and soap, but without access to soap or clean water this can be difficult. This is the biggest "medical crisis" in recent years and most Haitians have never even heard of cholorea (UNICEF, 2010). UNICEF is working diligently to stopping the spread of this epidemic. Recently, a drop in death rates does show that some progress is being made but it is important that the humanitarian efforts continue to stop this epidemic.
The impact of clean water is definitely knowledge I can use and will share with the families I work with on a daily basis. It is important that pregnant mothers and families with small children have access to clean water. One aspect I found interesting is that even in our country we need to be aware of the threats to our water supply. Families living in old homes may have lead pipes that allow lead to seep into their water supply. This is a condition that can even affect families living in newer homes whose pipes are considered "lead free' but still contain 8% lead. After installation these pipes can leak significant amounts of lead into the water. Other facts that brought to light the impact of lack of clean water include: 2.6 billion people live without proper sanitation; 1 billion have no access to safe, clean drinking water; and that 4,000 children die "each day" from unsafe water and lack of basic sanitation (UNICEF, 2010).
References:
Environmental Protection Agency (EPA). December 2009. Water on tap: What you need to know. Retrieved from www.epa.gov/safewater
UNICEF USA, October 28, 2010. Containing the cholorea outbreak in Haiti. Retrieved from www.unicefusa.org/news/news-from-the-field/containing-the-cholera.html
Wednesday, November 3, 2010
Childbirth
The following is a link to a video I found on childbirth in southern Mexico. This video addresses the dangers and maternal death rate in the poorest parts of Mexico.
http://video.aol.com/aolvideo/aol-news/giving-birth-can-be-deadly-in-mexico/79090468001
The article that accompanies this video can be found on AolNews at the following link:
http://www.aolnews.com/health/article/in-s-mexico-giving-birth-is-too-often-deadly/19441738
I found this article very interesting and very sad. It clearly shows the affect that culture has on prenatal development and maternal wellness. It demonstrates what poor health care and lack of education can have on child development.
PERSONAL EXPERIENCE
My oldest daughter, Samantha (12 years old), was born September 27, 1998, 5lbs 1oz, 19 inches long. Samantha was quiet a surprise for me since prior to becoming pregnant I was told that due to my bicornate uterus I would be unable to carry a pregnancy to term and it was unlikely I would even become pregnant. I had regular prenatal care throughout my pregnancy, which was deemed high risk. I had several complications throughout my pregnancy including Polhydraminos, preterm labor, and in the end Eclempsia. Samantha was taken by emergency c-section after they stabalized me. My Eclempsia came on quiet suddenly and rapidly progressed. Even after I delivered Samantha I continued to bleed into my incision and ended up back in the hospital. My incision had broken open as I continued to swell. By the grace of God my incision to my uterus did not break open and I was able to heal from the inside out once they were able to get the Eclempsia under control. My mother had to come to stay with me for 3 months until I was completely healed. I do not remember much of the delivery and only remember the days after a little. I remember being very sad and feeling like I had missed so much already. I cried when I could not give her first bath to her and remember my mother telling me to think of her 'firsts' as the first time I do them with her. This helped tremendously and I was able to begin to enjoy my daughter as I healed and became stronger. I am happy to say I went on to have two more children. Samantha was my hardest birth but all of my pregnancies were high risk. My children are my joy and the light of my life!
I chose this personal birthing story because it demonstrates that complications can and do happen in the U.S. as well. I almost died having my daughter. I was young (26) and did not know what questions to ask and trusted my doctors. I had a very good doctor but she was also young and just out of residency, I needed a more experienced doctor. I am thankful that I was in an area and a country where I could get good care, had I lived anywhere else I'm afraid I would have been one of the maternal death statistics.
http://video.aol.com/aolvideo/aol-news/giving-birth-can-be-deadly-in-mexico/79090468001
The article that accompanies this video can be found on AolNews at the following link:
http://www.aolnews.com/health/article/in-s-mexico-giving-birth-is-too-often-deadly/19441738
I found this article very interesting and very sad. It clearly shows the affect that culture has on prenatal development and maternal wellness. It demonstrates what poor health care and lack of education can have on child development.
PERSONAL EXPERIENCE
My oldest daughter, Samantha (12 years old), was born September 27, 1998, 5lbs 1oz, 19 inches long. Samantha was quiet a surprise for me since prior to becoming pregnant I was told that due to my bicornate uterus I would be unable to carry a pregnancy to term and it was unlikely I would even become pregnant. I had regular prenatal care throughout my pregnancy, which was deemed high risk. I had several complications throughout my pregnancy including Polhydraminos, preterm labor, and in the end Eclempsia. Samantha was taken by emergency c-section after they stabalized me. My Eclempsia came on quiet suddenly and rapidly progressed. Even after I delivered Samantha I continued to bleed into my incision and ended up back in the hospital. My incision had broken open as I continued to swell. By the grace of God my incision to my uterus did not break open and I was able to heal from the inside out once they were able to get the Eclempsia under control. My mother had to come to stay with me for 3 months until I was completely healed. I do not remember much of the delivery and only remember the days after a little. I remember being very sad and feeling like I had missed so much already. I cried when I could not give her first bath to her and remember my mother telling me to think of her 'firsts' as the first time I do them with her. This helped tremendously and I was able to begin to enjoy my daughter as I healed and became stronger. I am happy to say I went on to have two more children. Samantha was my hardest birth but all of my pregnancies were high risk. My children are my joy and the light of my life!
I chose this personal birthing story because it demonstrates that complications can and do happen in the U.S. as well. I almost died having my daughter. I was young (26) and did not know what questions to ask and trusted my doctors. I had a very good doctor but she was also young and just out of residency, I needed a more experienced doctor. I am thankful that I was in an area and a country where I could get good care, had I lived anywhere else I'm afraid I would have been one of the maternal death statistics.
Thursday, October 28, 2010
Coming to the end
Our course is coming to an end and I would like to thank everyone who commented on my blog and took time to read my posts. I have learned so much from everyone and look forward to meeting up with you again in future courses. This course has shown me how in depth the early childhood field is an what a difference we as professionals can make in adovacating for children and families. Next week we begin another course in this journey and I eagerly look forward to continuing this path. I wish everyone the best!
Saturday, October 23, 2010
Ethical Responsibilities
As an early childhood educator I am obligated to abide by a code of ethics. The National Association for the Education of Young Children (NAEYC, 2005) has an entire list of principles and ideals that educators and caregivers are responsible for abiding by. The three that resonate with me the most are:
The Division for Early Childhood (DEC) Code of Ethics (2009) also resonated with me with their ideals and principles including:
This weekend I had the wonderful opportunity to attend an Early Childhood Education Conference in Evansville, Indiana. I also had the pleasure of hearing Dr. Lillian Katz speak. She spoke about creating experiences for children of all ages that are "mindful versus mindless" and that engage children in intellectual thinking. She talked about the difference of "knowing" versus "understanding" stating that we all "know that airplanes can fly" but we don't all "understand how they fly." Dr. Katz also spoke of the importance of social-emotional development in the early years. She was very inspirational and I truly enjoyed listening to her keynote address.
References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
- I1.1 - To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
- I1.3 - To recognize and respect the unique qualities, abilities, and potential of each child.
- I1.9 - To advocate for and ensure that all children, including those with special needs have access to support services they need to be successful.
The Division for Early Childhood (DEC) Code of Ethics (2009) also resonated with me with their ideals and principles including:
- Shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and cultures.
- Shall advocate for equal access to high-quality services and supports for all children and families to enhance their quality of life.
This weekend I had the wonderful opportunity to attend an Early Childhood Education Conference in Evansville, Indiana. I also had the pleasure of hearing Dr. Lillian Katz speak. She spoke about creating experiences for children of all ages that are "mindful versus mindless" and that engage children in intellectual thinking. She talked about the difference of "knowing" versus "understanding" stating that we all "know that airplanes can fly" but we don't all "understand how they fly." Dr. Katz also spoke of the importance of social-emotional development in the early years. She was very inspirational and I truly enjoyed listening to her keynote address.
References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
Wednesday, October 6, 2010
COURSE RESOURCES
Course Resources
The following is a list of this week’s (Week 5) resources for my EDUC6005-1 Course Foundations: Early Childhood Studies. I have broken the resources up into: video/Podcasts, Position Statements / Influential Practices, Global support for children’s rights and well being, Early Childhood Organizations, and Early Childhood Journals.
The resources I have added are marked by a different bullet (the diamond shaped bullet), I have also put the new resources in red type.
I chose the Early Childhood News website because this is a recently found resource that I have found very interesting with the latest news on early childhood issues, classroom ideas, and teacher resources. I
n the Early Childhood Organizations Section I have added two organizations which I have studied recently, Parent’s As Teachers (PAT) and The Brazelton Instiute. The PAT organization I find very interesting because it focuses on home visiting and educating the family as well as the child. The Brazelton Institute continues Dr. T. Berry Brazelton’s work on child development and observation. Both of these last two organizations utilize the latest neuroscience for brain development which I also find very interesting. The PAT Organization incorporates current brain research and development within their curriculum and the Brazelton Institute continues their research into brain development, provides information for parents, offers materials available for ordering, and provides links to current research projects.
I chose the Early Childhood News website because this is a recently found resource that I have found very interesting with the latest news on early childhood issues, classroom ideas, and teacher resources. I
n the Early Childhood Organizations Section I have added two organizations which I have studied recently, Parent’s As Teachers (PAT) and The Brazelton Instiute. The PAT organization I find very interesting because it focuses on home visiting and educating the family as well as the child. The Brazelton Institute continues Dr. T. Berry Brazelton’s work on child development and observation. Both of these last two organizations utilize the latest neuroscience for brain development which I also find very interesting. The PAT Organization incorporates current brain research and development within their curriculum and the Brazelton Institute continues their research into brain development, provides information for parents, offers materials available for ordering, and provides links to current research projects.
Videos / Podcasts:
· Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted resources.
Five early childhood professionals discuss their preferred and trusted resources.
v Early Childhood News: Teacher Resources
Position Statements and Influential Practices
- 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/~images/pdfs/snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases. - 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.
Use the Academic Search Complete database, and search using the article's title.
Global Support for Children’s Rights and Well-Being
- 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
- Websites:
- World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage - World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/
Read about OMEP’s mission. - Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
Selected Early Childhood Organizations
- 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/pages/page.asp?page_id=22807 - The Erikson Institute
http://www.erikson.edu/
v Parent’s As Teachers Organization (PAT)
v The Brazelton Institute
Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
- YC Young Children
- Childhood
- Journal of Child & Family Studies
- Child Study Journal
- Multicultural Education
- Early Childhood Education Journal
- Journal of Early Childhood Research
- International Journal of Early Childhood
- Early Childhood Research Quarterly
- Developmental Psychology
- Social Studies
- Maternal & Child Health Journal
- International Journal of Early Years Education
Tuesday, September 28, 2010
Words of Inspiration and Motivation
"We as professionals in the early childhood field have an opportunity to shape a child's life for the better!"~ Sandy Escobido, Deputy Field Director, Los Angeles Preschool Advocacy
"The passtion to create a safer more just world is there..." ~ Louise Derman Sparks, Professor Emeritus, Pacific Oak College, CA
"All parents are vulnerable and need our support!" ~ Dr. T. Berry Brazelton
"The best economic development strategy is investment in early childhood." ~ Art Rolnick
"Curiosity in children is but an appetite for knowledge." ~ John Locke
"I cannot be a teacher without exposing who I am."~ Paulo Freire
"Parents don't make mistakes because they don't care, but because they care so deeply!"
~ Dr. T. Berry Brazelton
"When we know better, we do better!" ~ Maya Angelou
"The passtion to create a safer more just world is there..." ~ Louise Derman Sparks, Professor Emeritus, Pacific Oak College, CA
"All parents are vulnerable and need our support!" ~ Dr. T. Berry Brazelton
"The best economic development strategy is investment in early childhood." ~ Art Rolnick
"Curiosity in children is but an appetite for knowledge." ~ John Locke
"I cannot be a teacher without exposing who I am."~ Paulo Freire
"Parents don't make mistakes because they don't care, but because they care so deeply!"
~ Dr. T. Berry Brazelton
"When we know better, we do better!" ~ Maya Angelou
Tuesday, September 21, 2010
Personal Childhood Web
The first five people that come to my mind when I think of influential people in my life are: my mother, my father, my Aunt Linda, my Uncle Otto, and my fourth grade teacher Ms. Sharon.
My parents have been the most influential on me and have always made me and my siblings know that we are special and truly loved by them. We have a very strong sense of loyalty in my family. It was always known that you may disagree with your siblings, but they are still your sister / brother no matter what! We have all always been there for one another and support each other even when it may be difficult to do so. I always felt truly loved and special and know that my parents truly cared about me.
My Aunt Linda was actually my aunt by marriage and I remember her fondly to this day. I remember my Aunt Lind making everyone feel special. She had the softest voice and never seemed to loose her patience or temper. I am fortunate to still be able to stay in contact with her today.
My Uncle Otto lived in Germany and when I was little my sisters and I were able to take a trip over to visit with my grandmother, aunts, and uncles. I remember my Uncle Otto the most and became very close to him. He made me feel safe and secure in a world where we did not speak the language and my mother was not with us. Even with the language barrier he made me feel safe, loved, and cared for during our entire stay. When we were older and stationed over there I was still close to him and we often took walks through the woods near his home. I miss him dearly.
Ms. Sharon was my fourth grade teacher and she made school exciting for me again. Unfortunately, I had a terrible third grade teacher and by the end of that year I hated school and felt horrible about even going. I remember entering her classroom and being greeted so warmly and she was so excited to see me. I'm sure she greeted all the children that way but I felt special and wanted in her classroom. Since I was a shy child this was very important to me. She made coming to school and learning exciting and fun and she always had time to listen to me.
My parents have been the most influential on me and have always made me and my siblings know that we are special and truly loved by them. We have a very strong sense of loyalty in my family. It was always known that you may disagree with your siblings, but they are still your sister / brother no matter what! We have all always been there for one another and support each other even when it may be difficult to do so. I always felt truly loved and special and know that my parents truly cared about me.
My Aunt Linda was actually my aunt by marriage and I remember her fondly to this day. I remember my Aunt Lind making everyone feel special. She had the softest voice and never seemed to loose her patience or temper. I am fortunate to still be able to stay in contact with her today.
My Uncle Otto lived in Germany and when I was little my sisters and I were able to take a trip over to visit with my grandmother, aunts, and uncles. I remember my Uncle Otto the most and became very close to him. He made me feel safe and secure in a world where we did not speak the language and my mother was not with us. Even with the language barrier he made me feel safe, loved, and cared for during our entire stay. When we were older and stationed over there I was still close to him and we often took walks through the woods near his home. I miss him dearly.
Ms. Sharon was my fourth grade teacher and she made school exciting for me again. Unfortunately, I had a terrible third grade teacher and by the end of that year I hated school and felt horrible about even going. I remember entering her classroom and being greeted so warmly and she was so excited to see me. I'm sure she greeted all the children that way but I felt special and wanted in her classroom. Since I was a shy child this was very important to me. She made coming to school and learning exciting and fun and she always had time to listen to me.
Friday, September 17, 2010
Parent's As Teachers Training (PAT)
I just returned from my week long training on Parent's As Teachers Curriculum (PAT). It was very inspiring! I love this curriculum because it is so geared for home visiting. Often program's like mine (EHS) use the same curriculum that they use in the classroom which is not really functional for home visits. Often it is very difficult to get supervisors and upper management to realize that home based programs are not the same as the classroom. While it is still the same program, the home-base program focuses more on the family and the child. Sometimes it appears the supervisors and upper management want us to focus on just the child. I am so excited about beginning this curriculum! It really educates parents on child development, health, nutrition, parenting skills, and brain development of young children. The training was so inspiring!
Unfortunately, I did miss some of the training due to a very bad flu bug I came down with in the beginning of the training. I was just glad that I was able to finish the rest of the week.
If anyone else is using, or has used this curriculum I would love to read your comments and thoughts about it.
Unfortunately, I did miss some of the training due to a very bad flu bug I came down with in the beginning of the training. I was just glad that I was able to finish the rest of the week.
If anyone else is using, or has used this curriculum I would love to read your comments and thoughts about it.
Saturday, September 11, 2010
Inspiration
In this post I would like to continue to add things that INSPIRE me to continue the work I do in Early Childhood.
September 11, 2010
This morning I received a phone call from a very excited young man who was yelling into the phone "Ms. Toni I POOP IN THE POTTY!!!! I POOP IN THE POTTY!!!" I immediatly knew who this young man was, it was one of my students, Nicolas, who is 2 1/2 years old. Mom has been working with Nicolas on potty training and I had offered several suggestions and offered Mom some suggestions on how to stay calm and not to worry or try to force it. I told her this would be one battle she would loose if she tried to force it. She tried one of my suggestions and this morning after sitting on his potty for 5 minutes he had pooped in the potty. Mom apologized for calling me on a weekend but said that Nicolas was so excited when he did it he grabbed the phone and told her to call me. I told her that was fine and I was so excited for him! I congratulated Nicolas and told him how proud I was of him! These are the types of moments that really inspire me to continue my work with young children and their families.
September 11, 2010
This morning I received a phone call from a very excited young man who was yelling into the phone "Ms. Toni I POOP IN THE POTTY!!!! I POOP IN THE POTTY!!!" I immediatly knew who this young man was, it was one of my students, Nicolas, who is 2 1/2 years old. Mom has been working with Nicolas on potty training and I had offered several suggestions and offered Mom some suggestions on how to stay calm and not to worry or try to force it. I told her this would be one battle she would loose if she tried to force it. She tried one of my suggestions and this morning after sitting on his potty for 5 minutes he had pooped in the potty. Mom apologized for calling me on a weekend but said that Nicolas was so excited when he did it he grabbed the phone and told her to call me. I told her that was fine and I was so excited for him! I congratulated Nicolas and told him how proud I was of him! These are the types of moments that really inspire me to continue my work with young children and their families.
Artwork
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| Chinese Devil Dragon Scarecrow By Troy Keith, age 7 |
I chose this artwork for my posting because I was very proud of my son for thinking of someone else who is always very giving of his time and energy to others. It demonstrated for me that my son can think of others, which is something I really hope to teach my children.
Wednesday, September 8, 2010
Additional Blog
To those that are following this blog, I do have an additional blog: Child Health, Safety & Nutrition. This is a blog I created while doing another class. It has some good information, but please remember it was my first blog and was a work in progress. I learned a lot from that course and continue to refer to much of the information I learned in it.
Trysha K.!
Trysha K. Holloway was a little girl in my first classroom experience. To this day I remember Trysha K.! Trysha K. was a very precocious little girl in our classroom. She could be defiant, stubborn, and could display some very challenging behaviors but at the same time she could also make you laugh and would say some of the most outrageous things. When ever anyone came into the room that she was not familiar with, parent, staff, or volunteer she would walk up and promptly announce that she was Trysha K. (last name) and would plaster a very big smile across her face.
I was very disheartened when the Lead Teacher informed me that she was "manipulative" and not to "fall for her tricks". It was obvious that she had no patience for her what so ever.
Trysha touched my heart because I knew that she came from a difficult home life and had been physically and sexually abused in the past. Much of Trysha's challenging behaviors came from this abuse and her attempts at working through some very difficult emotions. I was also surprised that knowing this that the Lead Teacher still made it obvious that she had no tolerance for Trysha. This immediately made me want to form a bond with Trysha and try to help her work through some of her emotions. I was pleased that Trysha was eventually permanently placed with her father and aunt and knew that she would receive the counseling that she much needed.
On her last day of school, Trysha walked up to me and tapped me on the leg. I bent down to speak with her and she wrapped her arms around my neck and squeezed as tight as she could. She whispered "I love you Ms. Toni, you make school SO fun!" To this day when I see her in public she will come running up to me to give m a hug and tell me how she likes school. This was a very rewarding experience for me and one I will remember always.
I was very disheartened when the Lead Teacher informed me that she was "manipulative" and not to "fall for her tricks". It was obvious that she had no patience for her what so ever.
Trysha touched my heart because I knew that she came from a difficult home life and had been physically and sexually abused in the past. Much of Trysha's challenging behaviors came from this abuse and her attempts at working through some very difficult emotions. I was also surprised that knowing this that the Lead Teacher still made it obvious that she had no tolerance for Trysha. This immediately made me want to form a bond with Trysha and try to help her work through some of her emotions. I was pleased that Trysha was eventually permanently placed with her father and aunt and knew that she would receive the counseling that she much needed.
On her last day of school, Trysha walked up to me and tapped me on the leg. I bent down to speak with her and she wrapped her arms around my neck and squeezed as tight as she could. She whispered "I love you Ms. Toni, you make school SO fun!" To this day when I see her in public she will come running up to me to give m a hug and tell me how she likes school. This was a very rewarding experience for me and one I will remember always.
Favorite Books
I have a real passion for books and to choose just one is difficult. I will continue to update and add to my reading list but wanted to share a few of my favorites.
Love is a family by Roma Downey
This is a story of a single mother and her daughter. The daughter longs for a big, loud family like her friend. After attending the Family Fun Night at her school she sees that not all families are the same. This story touches my heart. I have been a single mother and now have a blended family. I think it is a wonderful story for children who may not have the "traditional" family.
The boy who wouldn't share! by Mike Reiss
This is a story of a boy who refuses to share with his sister, Claire, and eventually ends tangled up in a pile of toys. Claire helps her brother out of his tangled mess and shares her fudge with him, showing him how to share with others. This is a wonderful book to teach children how to share.
Rumble in the jungle by Giles Andreae
This story is fun and silly! It is one of my son's favorites and he loves reading just before bed. This hunt for jungle animals ends with everyone going to sleep....including my son.
Bear feels scared by Karma Wilson
I love this entire series. This story is about how Bear gets lost in the woods and his friends who are worried about him form a search party. Bear is very scared when he is lost in the woods. The rhyming text engages children, and the illustrations are also very good.
I'm a little teapot by Iza Trapani
The author shares her childhood adventures in this story with a flying a dragon kite as they row their boat to China to a final adventure in a game of hide-and-go-seek in the jungle! The story goes through several different countries and even into outer space. It is a very nice twist on the nursery rhyme and very entertaining.
I love you sun, I love you moon / Te amo sol, Te amo luna by Karen Pandell
I recently found this book while looking for bilingual books for my families. It teaches basic concepts of taking care of our earth and each other.
These are just a few of my favorites, creating this list makes me realize I should go through my collection. I'm sure there are many more I have forgotten about.
Love is a family by Roma Downey
This is a story of a single mother and her daughter. The daughter longs for a big, loud family like her friend. After attending the Family Fun Night at her school she sees that not all families are the same. This story touches my heart. I have been a single mother and now have a blended family. I think it is a wonderful story for children who may not have the "traditional" family.
The boy who wouldn't share! by Mike Reiss
This is a story of a boy who refuses to share with his sister, Claire, and eventually ends tangled up in a pile of toys. Claire helps her brother out of his tangled mess and shares her fudge with him, showing him how to share with others. This is a wonderful book to teach children how to share.
Rumble in the jungle by Giles Andreae
This story is fun and silly! It is one of my son's favorites and he loves reading just before bed. This hunt for jungle animals ends with everyone going to sleep....including my son.
Bear feels scared by Karma Wilson
I love this entire series. This story is about how Bear gets lost in the woods and his friends who are worried about him form a search party. Bear is very scared when he is lost in the woods. The rhyming text engages children, and the illustrations are also very good.
I'm a little teapot by Iza Trapani
The author shares her childhood adventures in this story with a flying a dragon kite as they row their boat to China to a final adventure in a game of hide-and-go-seek in the jungle! The story goes through several different countries and even into outer space. It is a very nice twist on the nursery rhyme and very entertaining.
I love you sun, I love you moon / Te amo sol, Te amo luna by Karen Pandell
I recently found this book while looking for bilingual books for my families. It teaches basic concepts of taking care of our earth and each other.
These are just a few of my favorites, creating this list makes me realize I should go through my collection. I'm sure there are many more I have forgotten about.
Favorite Quotes
"Children will not remember you for the material things you provided but for the feeling that you cherished them.” ~ Richard L. Evans
"Parents are a child's first teacher!" ~ Early Head Start
“While we try to teach our children all about life, our children teach us what life is all about.” ~ Unknown
“He who teaches children learns more than they do”~ Unknown
“You will always be your child's favorite toy”~Vicki Lansky
"Parents are a child's first teacher!" ~ Early Head Start
“While we try to teach our children all about life, our children teach us what life is all about.” ~ Unknown
“He who teaches children learns more than they do”~ Unknown
“You will always be your child's favorite toy”~Vicki Lansky
Monday, September 6, 2010
Week 1
This is my first week of the Master's Program of Early Childhood Studies. I am very excited about entering this program. For me, it has been a very long journey to even obtain my B.S. in Child Development, so the fact that I am now entering the Master's Program is truly a major accomplishment for me. While the journey has been long, sometimes difficult and challenging, I truly believe it has been well worth the effort and struggles. I have always had a love for learning and believe it is a life long journey. I am looking forward to collaborating and networking with other professionals and students.
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