Week 8

“Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect.”

NAEYC. (2005, April). Code of Ethical Conduct and Statement of Commitment.

Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

I chose this quote because I firmly believe as an educator that it is our responsibility to allow children to achieve their fullest potential and have them feel successful. Through experience and research I have found that trusting and respecting children is the best way to do this. In my kindergarten class, I practice this daily and allow my students to explore and develop at their own pace to reach their fullest potential.

"To teach is to touch a life forever."

            -Anonymous Author

I have always loved this quote.  As a teacher, I touch the lives of my students every time I interact with them. It is my goal to have a positive impact on all the children in my care. By doing this, I can shape lives, which can have a lasting effect on society.

Week 6

“Standardized tests have been a part of American education since the mid-1800s. Their use skyrocketed after 2002's No Child Left Behind Act (NCLB) mandated annual testing in all 50 states.” (Procon.org, 2013).  The big question among so many educators is, are standardized tests benefiting American children? I believe it is important to do a multitude of assessments. It is important to do authentic and formal/standardized assessments. Some students may not show what they have learned through a standardized test. I know growing up that I had a lot of anxiety when tested formally and never showed my true potential. I was very lucky to have teachers that used authentic assessments; observed me in the classroom, looked at projects and homework, and did teacher created assessments. Assessments are needed in classrooms for teachers to know if students have mastered what is being taught. Sometimes a teacher thinks he/she is teaching content the best way possible but in reality the students do not understand and he/she needs to change the approach. The move to pay teachers based on standardized test scores is concerning to me. I do not believe teachers’ pay should be a reflection of this. I do understand some of the thought process to having standardized testing, but is important that all areas are being assessed on the same level and the same information.

I chose to research standardized testing in China. I chose China due to their known high scores on tests. In my research I found that China puts a lot of emphasis on standardized testing. A great example of this is the Gaokao standardized test. This test is taken very seriously. It determines whether or not a student will attend college. If a student does not do well on this test he/she will not be attending college. “Chinese teenagers spend 8-10 hours a day for four years in preparation. High School in China has one purpose: test prep. There is no curriculum outside of the test (which tests math, English, Chinese, as well as a chosen subject like chemistry or political correctness). There is no life outside of the test. It is a high stakes, No Child Left Behind dream” (Levy, 2011). I found that in China schools put a lot of emphasis on memorization and standardized testing. Teaching just to a test…is this really helping the Chinese culture?

Procon.org. (2013). Is the Use of Standardized Tests Improving Education in

America? Retrieved from http://standardizedtests.procon.org/#background

Levy, M. (2011). What I learned from China’s Schools. Retrieved from

http://www.huffingtonpost.com/michael-levy/what-i-learned-from-china_b_872126.html

Week 4

Stressors and the Effects on Child Development 

There are many types of stressors that can impact a child’s development and identity. From the list, (war, poverty, racism, natural disaster, isolation, hunger, noise, chaos, disease, environmental pollution, and violence) I chose to focus on isolation. I chose isolation because of my grandma’s childhood. My grandmother and her siblings were put into an orphanage when she was a young child. She is the youngest of five and was separated from her siblings. This was very hard on my grandmother and while trying to deal with her separation with shyness and sadness she was isolated from others in the orphanage. Being isolated brought so much stress on my grandmother it affected her in many ways. One story that breaks my heart is her bed-wetting story. She was very stressed about the isolation from others that she would wet the bed at night. When doing so she was abused by the adults and made to change her own sheets in the middle of the night, crying. As she grew older she knew she had to compensate for the isolation that was brought upon by her shyness. She began breaking out of her shell and became very nice and kind to everyone. She was eventually adopted and continued to be kind and compassionate. To this day my grandmother is one of the nicest and giving people I know. Unfortunately, my grandmother did not have a resources or support while her isolation took place or while she was compensating for the isolation, she did it all on her own. She is an amazing lady!

I chose the country Mexico to research child stressors. I found that a big stressor for children living in Mexico is poverty. “More than 20 million children and adolescents in Mexico are estimated to live in poverty, and five million of them in extreme poverty” (UN News Centre, 2013). Poverty impacts children by limiting resources available, such as quality health care, nutritious food, adequate shelter, and education. “The study highlights how child poverty is very damaging to the individuals and the country overall. “When children live in poverty it can have an irreversible impact on their development, and increases the probability of being passed on to future generations,” UNICEF said in a news release” (UN News Centre, 2013). UNICEF is an organization trying to help minimize the harm of poverty on children in Mexico. “UNICEF is working to more fully understand how and where children are experiencing poverty, to allow a more nuanced set of policy responses in national mechanisms such as poverty-reduction strategies. UNICEF has various on-going projects and tools related to child poverty measurement and influencing policies and programming that address child poverty” (UNICEF, 2013). 

 

References:

UN News Centre. (2013). The Majority of Poor in Mexico are Children. Retrieved

from http://www.un.org/apps/news/story.asp?NewsID=44549#.UpFzxI3HSM8

UNICEF. (2013). Child Poverty and Social Protection. Retrieved from

http://www.unicef.org/socialpolicy/index_childpoverty.html

Week 2

 Breastfeeding

     This week’s readings focused on public health topics that affect children’s development in different areas around the world. I chose the public heath topic of breastfeeding. I chose breastfeeding because I know the many benefits it provides a child’s development, and I am currently breastfeeding my 8 week old son. I also breastfed my toddler until he was 17 months and feel this is a significant reason why he is so healthy. I researched breastfeeding in Australia to study their recommendations and rates of occurrence over the years. The Australian Breastfeeding Association recommends women exclusively breastfeed for 6 months, then continue to breastfeed along with food until 2 years and beyond. Australians are unfortunately seeing a decrease in breastfeeding.  “Statistics from the 2010 Australian National Infant Feeding Survey indicate that 96% of mothers initiate breastfeeding. Thereafter, exclusive breastfeeding rates drop off. Less than half (39%) of babies are still being exclusively breastfed to 3 months (less than 4 months) and less than one quarter (15%) to 5 months (less than 6 months)” (Australian Breastfeeding Association, 2013). The Australian Breastfeeding Association explains all of the benefits to the child when breastfeeding takes place such as infection rate decrease, antibodies increased, more efficient immune system, along with benefits for the mother (less risk of breast cancer). My research on breastfeeding in other countries may not impact my future work as a public kindergarten teacher but it reinforces my strong belief and desire to nurse my own children.

 

Australian Breastfeeding Association. (2013). Breastfeeding Rates in Australia.

Retrieved from https://www.breastfeeding.asn.au/bf-info/general-breastfeeding-information/breastfeeding-rates-australia

Week 1

A home birth versus a controlled and/or clinical setting birth for expecting mothers can be a hard decision. It did surprise me that 100% of births in the United States do take place in a controlled setting where as outside of the United States the majority of births occur at home. The more I read during my last pregnancy I felt as if many more moms began talking as if they wanted a home birth. I think this would be a nice experience but I believe hospitals have made it a great experience for families also. I have had good experiences at hospitals and for me it was critical to be in that controlled environment each time due to complications.

            Thinking about a personal birthing experience, I think about my three deliveries. I have had two c-sections with my two boys and one vaginal stillbirth with my daughter. My first son was born two and half years ago and I feel as if I remember it like it was yesterday. A specific memory I have from this event was when I turned to my husband said we need to do what the doctors says and do a c-section. I remember feeling scared and unsure but knowing we needed to do it for the health of our son. Everything during surgery went well yet my son ended up in the NICU. I choose this event because it was my first personal experience with birth and it was an amazing life altering experience. A child’s development begins at birth. I believe a bond between a mother and child is the start for this development and is very important.

            I chose to research birthing in the country of Chile. I learned that there has been a rise in caesarean births over the years. The majority of these c-sections are taking place in public settings. It is believed that cultural factors have pushed the increasing rate. “A very hierarchical health system where users have no higher incidence, the idea that using more intervention is synonymous of better health care, the idea that birth is dangerous and must be controlled by specialists, and a great fear of childbirth in general (hazardous event) and pain during treatment, among others” (womendeliver.org). Chile is rated 4^th globally for c-section rates. Relating Chile’s preferred birth methods to my own personal experience there are some similarities and differences. I had two c-sections as many of the women in Chile do but I did not consent to the c-sections due to cultural beliefs. It was medically necessary for me.  I did find it interesting that the article states, “frequently in our caesareans: after birth the newborn child is almost immediately taken outside the pavilion” (womendeliver.org). This is different than my experience. My doctor and hospital are big believers in the mother and child bond. My first son due to medical reasons was not with me the entire time but my second son was with me and my husband the entire time with skin to skin and nursing as soon as I was able. I think this critical bonding time is important in a child’s development yet not damaging if it doesn’t happen.

http://www.womendeliver.org/updates/entry/voices-of-advocates-part-2-caesarean-births-chile

Week 7

Code of Ethics

Developmentally Appropriate Practice: 


“Developmentally appropriate practice requires both meeting children where they are-which means that teachers must get to know them well- and enabling them to reach goals that are both challenging and achievable.”
-NAEYC, Position Statement on Developmentally Appropriate Practice, 2009 


*As an early childhood educator I need to be ready for children at varying levels. I need to differentiate my instruction to meet the needs of each individual student. To do this I will identify each child’s strengths and weaknesses and form a relationship with each student so he/she will feel safe, secure, and comfortable to take risks. 



Advocacy: 


“We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.”
-DEC, Code of Ethics, 2009 


*All children deserve an education regardless of having a disability and all families deserve support with parenting children with a disability. I am a teacher of all children. I do my best to advocate for each and every student. I took an oath when I graduated that I would serve my students and I am! 



Quality of Lives:

“We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture.”
-DEC, Code of Ethics, 2009 


*I believe in treating others the way I want to be treated. When I interact with students, parents, and colleagues, I use respect and compassion. I am a role model and take the job seriously. Every person is unique and should be valued. 




References
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved from http://www.dec-sped.org/ 


NAEYC. (2009). Key Messages of the Position Statement. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/KeyMessages.pdf

Week 5

*Resources*

“You have to read to stay current when other people look to you for leadership. You need to have current information regarding early childhood”

~Renatta M. Cooper (Laureate Education, Inc., 2013)

  

*Position Statements and influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved 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 from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved 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 from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.

*Global Support for Children’s Rights and Well-Being

• UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/files/Rights_overview.pdf
• World Forum Foundation http://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education http://www.omep-usnc.org/
• Association for Childhood Education International http://acei.org/
  

 *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/
• 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/
• Institute for Women's Policy Research http://www.iwpr.org/
• 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.pewstates.org/projects/pre-k-now-328067
• Voices for America's Children http://www.voices.org/
• The Erikson Institute http://www.erikson.edu/

*Professional Journals

• 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

*Additional Resources

·      Strauss, Valerie. (2013, August).  The Disturbing Shift Underway in Early Childhood Classrooms.  Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/08/02/the-disturbing-shift-underway-in-early-childhood-classrooms/

·      Love and Logic

http://www.loveandlogic.com/

·      Rofoth, Mary A., Buchenauer, Erin L., Crissman, Katherine K., Halko, Jennifer L.

(2004). School Readiness-Preparing Children for Kindergarten and Beyond. Retrieved from http://www.nasponline.org/resources/handouts/schoolreadiness.pdf

References:

Laureate Education, Inc. (Producers). (2013). Early Childhood Professionals: The Value

of Resources. [Webinar]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3397737_1%26url%3D

Week 4

 

Words of Inspiration and Motivation

T. Berry Brazelton, M.D.

"Every time you give a parent a sense of success or of empowerment, you're offering it to the baby indirectly. Because every time a parent looks at that baby and says 'Oh, you're so wonderful,' that baby just bursts with feeling good about themselves" (Healthy Families America, 2013).
- T. Berry Brazelton, M.D.

“But we can and must do more to act on what we know. There's more to do if we are to ensure that all children grow up to become adults who can cope with adversity, strengthen their communities, engage as active participants in civic life, steward our fragile planet's limited resources and nurture the next generation to be prepared to do the same.

I may be 94 years old, but I'm not done. We health care professionals have a duty to advocate for what we now know children need and to empower their families and federal legislators to do the same” (Brazelton, 2012).

- T. Berry Brazelton, M.D.

References:

Brazelton, Berry, T. (2012, August). Speaking Up for Children. Retreived from http://www.huffingtonpost.com/t-berry-brazelton-md/child-health_b_1756913.html

Healthy Families America. (2013). Quotations. Retreived from http://www.healthyfamiliesamerica.org/quotations/

Deborah Leong, Ph.D

An great article for all early childhood educators to read:

Bordova.E. & Leong.D.J.(2003, April). The Importance of Being Playful.

Retreived from http://prek.spps.org/uploads/importanceofplayful.pdf

Excerpt from Leong’s Article: “Further, research directly links play to children’s ability to master such academic content as literacy and numeracy. For example, children’s engagement in pretend play was found to be positively and significantly correlated with such competencies as text comprehension and metalinguistic awareness and with an understanding of the purpose of reading and writing” (Christie & Roskos, 2000).

- James F. Christie, Ph.D. and Kathleen A. Roskos Ph.D

"Some proponents of more academically rigorous programs for young children view playing and learning as mutually exclusive, clearly favoring "serious" learning and wanting teachers to spend more time on specific academic content.  But do play and learning have to compete?" (Bordova & Leong, 2003).

- Elena Bordova and Deborah Leong Ph.D.

References:

Bordova.E. & Leong.D.J.(2003, April). The Importance of Being Playful.

Retreived from http://prek.spps.org/uploads/importanceofplayful.pdf

Roskos, K., & Christie, J. F. (Eds.). (2000). Play and Literacy in Early Childhood: Research from multiple perspectives. Mahwah, NJ: Eribaum.

Media Segment: The Passion for Early Childhood

“I have a built in passion that was important to make a contribution to the world. To fix all the injustice, I wanted to do that through teaching.”

-Louise Derman-Sparks (professional emeritus)

“My passion comes from intrinsic motivation that I have for the work that I do. Everyday I go to work I look forward to it because I know the services I am providing the children are to their benefit it’s not benefiting me it’s benefiting them.”

-Raymond Hernandez MS Ed (Executive Director)

Additional Quotes:

“Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect.”

NAEYC. (2005, April). Code of Ethical Conduct and Statement of Commitment.

Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

 

Week 3

Personal Childhood Web

Lori- Lori is my mother. She is smart, affectionate, and devoted. My mother has influenced my life as a child and nurtured me by supporting me through every stage in my life, by loving me unconditionally, always speaking positively, and being involved in my activities and my personal life. My mother has always made me feel special by making me a priority. She always puts her children first. She continues to impact me by being a big part of my son’s life, supporting me as a mother and wife, supporting me as a teaching professional, and being a special confidant. 

Mark- Mark is my father. He is honest, supportive, and caring. My father has influenced my life as a child and nurtured me by being a positive role model, the rock of the family, loving me unconditionally, being involved in activities and my personal life, and by sharing in my highs and lows in life. My father has made me feel special by always taking time for me. He continues to impact me by giving me advice, being a wonderful “Papa”, and being a shoulder to lean on.

Nancy- Nancy is my maternal grandmother. She is unselfish, thoughtful, and loving. My maternal grandmother has influenced my life as a child and nurtured me by playing an active role in my childhood. My grandmother was always around playing with me, taking me out to dinner every Special Tuesday, attending all sporting events with her special treat bag, and bringing me my favorite sports drink. Every year she would go “back to school” shopping with my mother and me, pick me up from school for appointments, and take me to my favorite sub shop. My grandmother always made me feel special by making me feel like I was number one. She always was interested in my life and my activities. She continues to impact me by being a supporter in all my life events. Even though I might not see my grandmother daily as I did when I was a child, she is there for every life event and always a phone call away. 

 

Charles- Charles is my maternal grandfather. He is intelligent, eccentric, and quiet. My grandfather has influenced my life as a child and nurtured me by encouraging me in school. He is an individual that has education as a priority.  He pushed me to strive for the best in life. My grandfather has made me feel special by always taking an interest in my education.  He sat down with me a lot to hear about my successes and to tell me how proud he was of me.  He is still a part of my life and impacts me by taking a genuine interest in my career, my education, and my son.

Karen- Karen is my aunt and was my childcare giver when I was young. She is kind, easy-going, and funny. Karen has influenced my life as a child and nurtured me by providing another mother figure in my life. Karen was an aunt that was there to cuddle with and to provide a shoulder to lean on. She was involved in my sporting events and extra curricular activities. She has made me feel special by always having open communication with me and always loving me for me. She continues to impact me by taking part in my son’s life as much as possible, supporting me through my major life events, and being a good listening ear.