Over the last eight weeks, I have had the opportunity to learn more about early childhood education around the world. Although this class has been difficult for me, I have been able to learn much more than I had anticipated.
I have been able to study international websites, listen to podcasts, and learn from my colleagues about what is happening outside of the United States and consequently I have realized:
1. There is much that we can learn from around the world. I had never considered that I could study about how other countries teach young children, but there is a great amount of information that I can learn from expanding my resources to outside of America.
2. Not everyone has the same amount of privileges that we do in America, in regard to early childhood care and education. I came across research that showed that a lot of countries are not fortunate enough to have access to early childhood education because of lack of funds or lack of education.
3. I am capable of going to other countries and lending my own knowledge and resources to help other countries understand why early childhood education is so necessary. I believe it is important for me to volunteer my time and knowledge, because this may be difficult to do in other countries, I can start by implementing what I know in America.
A goal I have for my future in international awareness is to stay informed with what is happening outside of the country. I often find myself living within my own bubble, but this class has helped me understand that I should be aware of what children around the world are being faced with.
Saturday, December 19, 2015
Saturday, December 12, 2015
Getting to Know Your International Contacts—Part 3
I chose to listen to a podcast with Karen Nemeth called “Strategies
for Supporting Dual Language Learners.” It helped me learn more about the
differences between English language learns and dual language learners. English Language Learners is a program for
k-12, while dual language learners is the name for children in preschool who
are still working on learning English, which includes all young children. For children who speak a language other than
English in their home, teachers should honor and support this learning in the
home language, while helping children learn English. Dual language learners are very common and as
a teacher it is likely to have one, or multiple, at some point in your
classroom. If a teacher does not speak
the home language of a child then she can still support her student by making
an effort to learn new words in that language and have the language in the
classroom. This can include having music
in that language and showing all of the students that they are each important. If
there are multiple languages that are spoken at home the teacher can still make
an effort to connect with each child’s home language. Nonverbal language is also important for
children who are still learning English to help the teacher connect with each
child. Sign language can help because
it is a visual connection that helps with all languages. Every teacher can improve their communication
skills when thinking about the individual needs of dual language learners in
the classroom (Nemeth, 2015).
I was able to study UNESCO’s “Early Childhood Care and
Education” webpage and found helpful information in regard to quality and
financing for early childhood education around the world. When considering early childhood education,
it is important that the learning materials are quantitatively, culturally and
developmentally adequate and focus on child-centered interaction. Although these ways of teaching are the most
effective, they can be difficult to implement, but are better for the children
(UNESCO, 2015).
It can be difficult
to provide early childhood education when government resources are limited, and
so often the last year of preschool is frequently placed in a formal school
setting or there may be efforts to lower the entry age. Unfortunately this can
dilute the importance of holistic development by placing too much emphasis on
preparing children for formal schooling. However, when preschool cannot be
afforded as part of early childhood, it is better to consider ways of improving
the pedagogy of pre-primary education placed in the formal school setting (UNESCO,
2015).
The 1990 Jomtien Declaration on Education for All (EFA) stated
that countries should view early childhood as part of basic education. When
countries are able to see the positive effects that come from investing in
early childhood education, they will understand the benefits and work to
mobilize the funds. Unfortunately, government funding for early childhood is typically
extremely small and so approaching the private sector (non-profit and
for-profit) can be an effective strategy for countries to obtain early
childhood education (UNESCO, 2015).
References
Daniel, J., Pica, R., & Nemeth, K. (2015). Strategies
for supporting dual language learners. BAM!
radio. Retrieved from http://www.bamradionetwork.com/naeyc-radio/743-strategies-for-supporting-dual-language-learners
UNESCO. (2015). Early childhood care and education. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
Sunday, December 6, 2015
Sharing Web Resources
NAEYC has an abundance of resources that their website has to offer that come directly from them, so I was not able to find outside links that are not affiliated with NAEYC. I was able to more deeply focus on one of their sections that has to do with play and children's learning. There are many links that can be followed that gives helpful information on the importance of play and how children learn through playing. There are also sections for Common Core, family engagement, ethics, and many more that can greatly assist teachers.
NAEYC is well known for their standards on early childhood education. Part of their website includes all of their position statements that are clearly stated to help educators and professionals in this field know what are the best practices to use when working with children. I chose to read their position statement about where they stand in regard to early learning standards. This position statement helped my understanding of equity and excellence in early childhood care and learning in many ways. One part of the position statement is that early childhood learning needs to include developmentally appropriate practices. I am a firm believer that developmentally appropriate practices should always be used in teaching young children and I feel that it is part of equity and excellence in early childhood care.
NAEYC is well known for their standards on early childhood education. Part of their website includes all of their position statements that are clearly stated to help educators and professionals in this field know what are the best practices to use when working with children. I chose to read their position statement about where they stand in regard to early learning standards. This position statement helped my understanding of equity and excellence in early childhood care and learning in many ways. One part of the position statement is that early childhood learning needs to include developmentally appropriate practices. I am a firm believer that developmentally appropriate practices should always be used in teaching young children and I feel that it is part of equity and excellence in early childhood care.
Saturday, November 28, 2015
Getting to Know Your International Contacts—Part 2
I was able to find a podcast that had to do with helping children cope through trauma in their lives. Dr Steven Berkowitz is an Associate Professor of Clinical Psychiatry at the University of Pennsylvania, Perelman School of Medicine and is very knowledgeable of what is best to do for children and trauma. I felt this podcast was applicable to challenges we are currently facing in the world, especially with the terrorism attack that recently occurred in Paris and that goes on in other parts of the world. It is important for teachers to understand that each child varies on their responses to trauma. Children who are six and under should not watch the news (Berkowitz, 2015). Watching the news can cause children to believe that the same awful thing they experienced is occurring again. It is important to make sure that children know that they have an adult there and they are safe. For older children, teachers and parents can look at previous stories and correct false ideas that children might have. Rumors are easily transferred through social media and so it is important to talk about the facts. Adults need to recognize their reactions around children because sometimes children don’t have an understanding or control over their responses. Children are naturally more self-centered and so problems that have in distance locations, such as Paris, may have no effect on children and that is OK. Seeing or hearing something can be a traumatic experience for children and younger children will show this in a change of behavior (Berkowitz, 2015). It is our responsibility as adults to help children feel safe and secure.
I was able to study Harvard's Center on the Developing Child website and found out interesting ideas about things that are happening around the world in early childhood systems. Currently in Brazil, there is an interdisciplinary group of Brazilian scholars that are teaching and guiding policy makers about child development. In Canada, the Alberta Family Wellness Initiative (AFWI) works to supporting research in early brain and biological development, including mental health, and addiction, and translating that research for policy makers, healthcare communities, and the general public (Center on the Developing Child, 2015). The Center on Developing Child has a partnership with Grand Challenges Canada, called Saving Brains that seeks to improve outcomes for children living in poverty through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life (Center on the Developing Child, 2015).
References
Davis, V. & Berkowitz, S. (2015). Terrorism: How to talk to your students, say this, do not say... Every classroom matters Retrieved from
http://www.bamradionetwork.com/every-classroom-matters/3514-how-to-talk-to-your-students-about-terrorism-say-this-do-not-say
Harvard University’s Global Children’s Initiative. (2015). Working globally. Retrieved from http://developingchild.harvard.edu/about/what-we-do/global-work/
I was able to study Harvard's Center on the Developing Child website and found out interesting ideas about things that are happening around the world in early childhood systems. Currently in Brazil, there is an interdisciplinary group of Brazilian scholars that are teaching and guiding policy makers about child development. In Canada, the Alberta Family Wellness Initiative (AFWI) works to supporting research in early brain and biological development, including mental health, and addiction, and translating that research for policy makers, healthcare communities, and the general public (Center on the Developing Child, 2015). The Center on Developing Child has a partnership with Grand Challenges Canada, called Saving Brains that seeks to improve outcomes for children living in poverty through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life (Center on the Developing Child, 2015).
References
Davis, V. & Berkowitz, S. (2015). Terrorism: How to talk to your students, say this, do not say... Every classroom matters Retrieved from
http://www.bamradionetwork.com/every-classroom-matters/3514-how-to-talk-to-your-students-about-terrorism-say-this-do-not-say
Harvard University’s Global Children’s Initiative. (2015). Working globally. Retrieved from http://developingchild.harvard.edu/about/what-we-do/global-work/
Saturday, November 21, 2015
Sharing Web Resources
One of the sections of NAEYC's website has to do with play. I strongly believe in the importance of play and feel that it is something that I will have to be an advocate for as it continues to become decreased in children's lives. An article that I chose to study talked about the threats of play that are happening for preschoolers. A point in the article that struck me was the fact that so many children have threats to play, but especially those in poverty (Snow, 2015). When children aren't receiving play at home and then have to go to school and not have opportunities to play, it can be very destructive to children. Play supports children's academic-related skills, as well as physical and social skills (Snow, 2015). The fact that children are not receiving opportunities to play in elementary schools is bad enough, we can't take it away from preschools too. Preschool should be a time to play and learn. That is how three and four year old children should be learning; everything else is too inappropriate.
On NAEYC's home page was a video talking about a new paper reflecting developmentally appropriate practices and common core standards. It can be easy to only focus on making sure that everything gets taught that is needed for the standards, rather than using developmentally appropriate practices to teach the material. In order for teachers to provide children with developmentally appropriate practices, they have to take the time to decide what is best for each individual child, as well as the age of the children. One way that teachers can ensure they are still teaching appropriately is to not limit the curriculum to only common core, but rather include other important domains of child development (NAEYC, 2015). I don't have children, nor do I teach in an elementary school, but from what I know about the common core standards I do not feel like they are the best way to teach children. Implementing the ideas provided in this article is an excellent way to still incorporate developmentally appropriate practices.
While looking for ways in which NAEYC included economists, neuroscientists. and politicians I found an interesting public policy update about how those in early childhood education can contact members of congress to express concern for early childhood education investments. In order for politicians to make a change, they have to know that one is needed. By taking a stand and sharing your beliefs it is possible to spread awareness and make a difference in our country. There is even a sample message provided to help in knowing what we can say to congress members or other politicians.
NAEYC. (2015). Developmentally appropriate practice and the common core state standards: Framing the issues. Retrieved from http://issuu.com/naeyc/docs/15_developmentally_appropriate_prac/1
NAEYC. (2014). Public policy update. Retrieved from http://www.naeyc.org/policy/federal/07_23_14
Snow, K. (2015). Research news you can see: More threats to preschoolers' play. NAEYC. Retrieved from http://www.naeyc.org/content/research-news-you-can-use-more-threats-preschoolers-play
On NAEYC's home page was a video talking about a new paper reflecting developmentally appropriate practices and common core standards. It can be easy to only focus on making sure that everything gets taught that is needed for the standards, rather than using developmentally appropriate practices to teach the material. In order for teachers to provide children with developmentally appropriate practices, they have to take the time to decide what is best for each individual child, as well as the age of the children. One way that teachers can ensure they are still teaching appropriately is to not limit the curriculum to only common core, but rather include other important domains of child development (NAEYC, 2015). I don't have children, nor do I teach in an elementary school, but from what I know about the common core standards I do not feel like they are the best way to teach children. Implementing the ideas provided in this article is an excellent way to still incorporate developmentally appropriate practices.
While looking for ways in which NAEYC included economists, neuroscientists. and politicians I found an interesting public policy update about how those in early childhood education can contact members of congress to express concern for early childhood education investments. In order for politicians to make a change, they have to know that one is needed. By taking a stand and sharing your beliefs it is possible to spread awareness and make a difference in our country. There is even a sample message provided to help in knowing what we can say to congress members or other politicians.
NAEYC. (2015). Developmentally appropriate practice and the common core state standards: Framing the issues. Retrieved from http://issuu.com/naeyc/docs/15_developmentally_appropriate_prac/1
NAEYC. (2014). Public policy update. Retrieved from http://www.naeyc.org/policy/federal/07_23_14
Snow, K. (2015). Research news you can see: More threats to preschoolers' play. NAEYC. Retrieved from http://www.naeyc.org/content/research-news-you-can-use-more-threats-preschoolers-play
Saturday, November 14, 2015
Getting to Know Your International Contacts—Part 1
I had to choose the podcast alternative assignment, which was very reflective and helped me learn and understand more of working with children in poverty. The podcast I listened to was, "8 Things to Consider When Teaching Students Impacted by Poverty" by Brad Currie, Billy Krakower, with Ruby Payne as the guest speaker. Dr. Payne talked about the importance of doing a resource analysis with children who come into your classroom. Some of the things a teacher should look for are whether or not the child's physical, mental, and financial needs are being met. Having knowledge of where your students are can significantly help the teacher understand each student. It is also important to know if the child has a support system, or if they have to be their own support system (Payne, 2015).
Some of the best practices that teachers can use when working with children in poverty are to know where your referrals come from. Most referrals come from students and staff. There are also challenges that need to be considered in poverty stricken areas. Most families in poverty do not have access to the Internet. This was unfortunate for one school who gave iPads to all of their students, only to find out that half of the children had no Internet access (Payne, 2015). A lot of homework is nowadays done on a computer which makes it very difficult for children who don't have a computer, Internet, or knowledge of computer and keyboard skills. One of the best things a teacher can do is to work with and train parents in poverty. 54 percent of children in America are on WIC (Payne, 2015). Helping parents learn what they can do to help and provide for their children can make such a large impact on their child's life.
I chose to study more about poverty in Thailand. My sister lived in Thailand for 18 months and I was hoping to get to email with a teacher that she knew, but the language barrier is too difficult and my sister doesn't remember Thai well enough to translate. I knew that poverty levels were high when she was there ten years ago, but thing are increasingly getting better, "the proportion of people living in poverty in Thailand dropped from 21 per cent in 2000 to 8.5 per cent in 2007" (UNICEF, 2008). I found it interesting how the family structure has changed in Thailand and has changed from being mostly three-generation family households, to now being "skip generation" households with only the grandparents and children (UNICEF, 2008). It seems like the family structure is being changed and impacted all around the world. Thankfully children have their grandparents, but they also need their parents in their life. The last thing I found interesting about Thailand is that, "the GDP per capita increased from 39,104 baht per head in 1990 to 128,607 baht per head in 2007" (UNICEF, 2008). With the hope of the GDP continually increasing, child poverty will continue to be less of a problem in Thailand. I was pleased with most of the results I found in my studies. There are still many difficulties that families have to face in Thailand, but statistics show that it is starting to look up for the Thai people.
Some of the best practices that teachers can use when working with children in poverty are to know where your referrals come from. Most referrals come from students and staff. There are also challenges that need to be considered in poverty stricken areas. Most families in poverty do not have access to the Internet. This was unfortunate for one school who gave iPads to all of their students, only to find out that half of the children had no Internet access (Payne, 2015). A lot of homework is nowadays done on a computer which makes it very difficult for children who don't have a computer, Internet, or knowledge of computer and keyboard skills. One of the best things a teacher can do is to work with and train parents in poverty. 54 percent of children in America are on WIC (Payne, 2015). Helping parents learn what they can do to help and provide for their children can make such a large impact on their child's life.
I chose to study more about poverty in Thailand. My sister lived in Thailand for 18 months and I was hoping to get to email with a teacher that she knew, but the language barrier is too difficult and my sister doesn't remember Thai well enough to translate. I knew that poverty levels were high when she was there ten years ago, but thing are increasingly getting better, "the proportion of people living in poverty in Thailand dropped from 21 per cent in 2000 to 8.5 per cent in 2007" (UNICEF, 2008). I found it interesting how the family structure has changed in Thailand and has changed from being mostly three-generation family households, to now being "skip generation" households with only the grandparents and children (UNICEF, 2008). It seems like the family structure is being changed and impacted all around the world. Thankfully children have their grandparents, but they also need their parents in their life. The last thing I found interesting about Thailand is that, "the GDP per capita increased from 39,104 baht per head in 1990 to 128,607 baht per head in 2007" (UNICEF, 2008). With the hope of the GDP continually increasing, child poverty will continue to be less of a problem in Thailand. I was pleased with most of the results I found in my studies. There are still many difficulties that families have to face in Thailand, but statistics show that it is starting to look up for the Thai people.
References
Payne, R. (2015). 8 things to consider when teaching students impacted by poverty. World forum foundation radio. Retrieved from http://www.worldforumfoundation.org/wf/radio.php
The Thailand Development Research Institute (2008). National report Thailand. UNICEF. Retrieved from http://www.unicef.org/socialpolicy/files/Thailand_Childwellbeingreport-fullreport.pdf
Saturday, November 7, 2015
Sharing Web Resources
The organization that I have selected is the National Association of Education for Young Children, or NAEYC. Their website is www.naeyc.org where you can find their publications, beliefs, knowledge, and position statements on what is best for working with and teaching children. I chose to study their position statement on diversity. Diversity is something that should be respected and welcomed in the classroom, with preservation of any home languages. "Linguistic and cultural diversity is an asset, not a deficit, for young children" (NAEYC, 2009). This quote perfectly explains how diversity should be looked at in early childhood education and with all children. The position statement gives recommendations of what teachers can do when working with children, such as ensuring that children continue to remain cognitively, linguistically, and emotionally connected to their home language and culture (NAEYC, 2009). I also believe that children's culture and home environment needs to be respected and preserved as much as possible because it is truly what makes them who they are. Working with families will show that the teacher cares about the children and want what is best for them.
References
NAEYC, (2009). Where we stand on responding to linguistic and cultural diversity. NAEYC. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
References
NAEYC, (2009). Where we stand on responding to linguistic and cultural diversity. NAEYC. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
Saturday, October 31, 2015
Establishing Professional Contacts and Expanding Resources
The blog assignments in this class seem to be something that I will be able to use and cherish for long after. I am always interested in learning about what is happening in the early childhood field around the world and so this assignment is something I definitely look forward to. I have had some difficulty in finding two professionals in other countries to email back and forth with, but I am still going to keep trying and use other resources. I also looked into the World Forum Foundation and listened to a few of the podcasts. If the need arises for me to do the alternative assignment I feel that there are many great things that I can learn from the podcasts.
The website that I will be exploring more deeply throughout this course is NAEYC, or the National Association for the Education of Young Children. The reason I chose this website is because I have always appreciated the things they stand for, in regard to young children. They are very resourceful and I oftentimes find myself using their principles in my work and studying of children. I have been a member of NAEYC since I was in the final semesters of my Bachelor's degree, but I have struggled with using all of the resources to my benefit. The NAEYC website shares what the organization is about:
"The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children."
What I appreciate most about NAEYC, is that they work to promote high-quality early learning for all young children. For me, that is the goal that I strive for in working with young children. I want every child to have the opportunity to receive high-quality education and I believe it is through working hard, being an example, and especially being an advocate that makes this truly possible. I look forward to learning more about this website and connecting with other professionals in this field.
References
National Association for the Education of Young Children. (2015). About NAEYC.
Retrieved from
http://www.naeyc.org/content/about-naeyc
The website that I will be exploring more deeply throughout this course is NAEYC, or the National Association for the Education of Young Children. The reason I chose this website is because I have always appreciated the things they stand for, in regard to young children. They are very resourceful and I oftentimes find myself using their principles in my work and studying of children. I have been a member of NAEYC since I was in the final semesters of my Bachelor's degree, but I have struggled with using all of the resources to my benefit. The NAEYC website shares what the organization is about:
"The National Association for the Education of Young Children (NAEYC) is a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children."
What I appreciate most about NAEYC, is that they work to promote high-quality early learning for all young children. For me, that is the goal that I strive for in working with young children. I want every child to have the opportunity to receive high-quality education and I believe it is through working hard, being an example, and especially being an advocate that makes this truly possible. I look forward to learning more about this website and connecting with other professionals in this field.
References
National Association for the Education of Young Children. (2015). About NAEYC.
Retrieved from
http://www.naeyc.org/content/about-naeyc
Saturday, October 10, 2015
My Supports
I feel I have been blessed with so many supports throughout my life. Some of the daily supports that I have are my incredibly talented parents who can create nearly anything. My husband is a great support and is very handy which means we are able to save a lot of money. My parents and husband also provide me with great emotional support and encourage me to do whatever I set my mind to. My brother and sisters are always willing to provide time to help me with what is needed. I have a very flexible job which I believe to be a great support. My husband and I live very close to all of my family members which is a support because they are always close if I need them.
The challenge that I chose to imagine was opening my own preschool from home because it is something that I have often considered. The supports that I have in my life would be an enormous help to me in opening a preschool. I know that I would have my parents to help me with anything I would want to make or create for the preschool. They are very creative and imaginative which would be such a help for me. They would also be close to help me if anything was needed quickly or if I needed to have a babysitter in the future. My husband would be there to handle any of the play structures and would be great at fixing anything. He would also support me in making the decision to have a preschool in our home. My current job has the flexibility for me to continue working for them, while still opening a preschool which would be a great support if my family needed extra funds. My family would all be very supportive and encouraging of my decision and I know that I wouldn't be alone if I did this. I would never feel comfortable starting my own preschool without all of the supports that I currently have.
The challenge that I chose to imagine was opening my own preschool from home because it is something that I have often considered. The supports that I have in my life would be an enormous help to me in opening a preschool. I know that I would have my parents to help me with anything I would want to make or create for the preschool. They are very creative and imaginative which would be such a help for me. They would also be close to help me if anything was needed quickly or if I needed to have a babysitter in the future. My husband would be there to handle any of the play structures and would be great at fixing anything. He would also support me in making the decision to have a preschool in our home. My current job has the flexibility for me to continue working for them, while still opening a preschool which would be a great support if my family needed extra funds. My family would all be very supportive and encouraging of my decision and I know that I wouldn't be alone if I did this. I would never feel comfortable starting my own preschool without all of the supports that I currently have.
Saturday, September 26, 2015
My Connections to Play
Saturday, September 12, 2015
Relationship Reflection
As human beings, it would not be possible to survive without human interaction. Having positive relationships are some of the greatest things to enjoy in life. The most important people in my life are my family members and a few close friends. I cherish the time I get to spend with them and there are no other people I would rather spend my time with.
My husband is the absolute most important relationship I have. My husband is someone that I know I can trust with anything. He is there for me during the happy times, as well as the hard times. Above all, he is my best friend, which makes life very enjoyable. The best thing about being with my husband is that I don't ever have to feel uncomfortable with who I am, because he always accepts me.
The next relationship in my life that I am so grateful for is with my mom. Everybody who ever meets my mom absolutely loves her because no matter who you are, she has the ability to make you feel like you are the best. I have been so blessed to have her in my life as my greatest cheerleader. No matter the accomplishment, she can make me feel amazing for what I do. She is also very encouraging and motivating and has the most positive energy imaginable. She is an amazing example of service and would do anything for anyone.
One of my best friends from college is so important to me because we are able to talk about our passion in life-children! We met in one of my first child development classes and instantly became best friends. She is someone that I enjoy being around because we are able to deeply reflect about different child development topics together. Even if we aren't talking about child development, we are still able to have meaningful conversations that I so appreciate. She is such a confident person and truly inspires me to be a better person in all that I do.
I have learned throughout my life that there are so many ways to find commonalities between people that you never thought possible! One of the most important attributes to being in a relationship is your listening skills. There is nothing more disappointing than trying to tell someone how you feel and feeling like they aren't listening. Showing someone that you have time for them lets that person know that they can trust you.
I appreciate all of the attributes that my husband, mom, and best friend have. They are excellent listeners, trustworthy, compassionate, motivating, and so much more. We can learn from the people we are close to about what is necessary to being in a positive relationship. We can then use the attributes that we appreciate, to be in positive relationships with the families that we work with professionally. It is important for the families that bring their children to us, to know that they can trust us that we will provide their children with the best possible outcomes.
My husband is the absolute most important relationship I have. My husband is someone that I know I can trust with anything. He is there for me during the happy times, as well as the hard times. Above all, he is my best friend, which makes life very enjoyable. The best thing about being with my husband is that I don't ever have to feel uncomfortable with who I am, because he always accepts me.
The next relationship in my life that I am so grateful for is with my mom. Everybody who ever meets my mom absolutely loves her because no matter who you are, she has the ability to make you feel like you are the best. I have been so blessed to have her in my life as my greatest cheerleader. No matter the accomplishment, she can make me feel amazing for what I do. She is also very encouraging and motivating and has the most positive energy imaginable. She is an amazing example of service and would do anything for anyone.
One of my best friends from college is so important to me because we are able to talk about our passion in life-children! We met in one of my first child development classes and instantly became best friends. She is someone that I enjoy being around because we are able to deeply reflect about different child development topics together. Even if we aren't talking about child development, we are still able to have meaningful conversations that I so appreciate. She is such a confident person and truly inspires me to be a better person in all that I do.
I have learned throughout my life that there are so many ways to find commonalities between people that you never thought possible! One of the most important attributes to being in a relationship is your listening skills. There is nothing more disappointing than trying to tell someone how you feel and feeling like they aren't listening. Showing someone that you have time for them lets that person know that they can trust you.
I appreciate all of the attributes that my husband, mom, and best friend have. They are excellent listeners, trustworthy, compassionate, motivating, and so much more. We can learn from the people we are close to about what is necessary to being in a positive relationship. We can then use the attributes that we appreciate, to be in positive relationships with the families that we work with professionally. It is important for the families that bring their children to us, to know that they can trust us that we will provide their children with the best possible outcomes.
Saturday, August 22, 2015
When I Think of Child Development
"Children are not things to be molded, but are people to be unfolded."
— Jess Lair
I have loved taking this class and learning about child development in more depth. It has been wonderful getting to learn from each of my classmates in the discussions and through each blog post that I have read. I am also so grateful for professor Cara Wicks-Otega and have appreciated all of her guidance and instruction. Being able to study child development has been such a blessing in my life and I am grateful that Walden has given me the opportunity to extend my education.
— Jess Lair
I have loved taking this class and learning about child development in more depth. It has been wonderful getting to learn from each of my classmates in the discussions and through each blog post that I have read. I am also so grateful for professor Cara Wicks-Otega and have appreciated all of her guidance and instruction. Being able to study child development has been such a blessing in my life and I am grateful that Walden has given me the opportunity to extend my education.
Friday, August 7, 2015
Testing for Intelligence?
I don't believe that standardized tests are the most accurate or appropriate way to determine the understanding that a child has. In order to determine what a child knows, they should be assessed in many ways. When standardized tests are used, teachers are only able to learn about one dimension of the child, not the whole child. Many children struggle during these long and tedious tests and it makes it difficult for them to do well, even if they do know the content of what is being tested. A more appropriate way to assess children is by allowing them to use hands on measures. It is also important that the assessments are being done over time so that it is clear to see what the child is learning. Each child should also have a portfolio and be assessed with one on one time or in small groups so that the teacher can personally see what the child is learning.
We study a lot about how well children in Finland learn and since my brother is currently living there, it always fascinates me to learn about their ways of learning. In an article I read about Finland changing their ways and coming out on top, I was intrigued when the author quoted that, "The Finns have worked systematically over 35 years to make sure that competent professionals who can craft the best learning conditions for all students are in all schools, rather than thinking that standardized instruction and related testing can be brought in at the last minute to improve student learning and turn around failing schools (Sahlberg, 2009, p. 22)" (Darling-Hammond, 2015). It takes intelligent people, who care about children, to make the difference that our country needs. Standardized tests don't do anything to help children succeed. Finland has completely gotten rid of external standardized testing in schools and only has one exam that can be taken before going to a university, but is not required (Darling-Hammond, 2015). This type of testing that we use too often in America, takes away the power that teachers have to teach to the needs of each child, instead they have to teach to the test and it takes away a lot of the important learning that should be taking place. Standardized testing is so focused on rankings, that the children sometimes seem to be forgotten here, but in Finland the "main purpose of assessing students is to guide and encourage students’ own reflection and self-assessment" (Darling-Hammond, 2015). Finland was not always successful in their educational system, but they learned how to succeed and I believe that our country could gain a lot helpful ideas from them.
References
Darling-Hammond, L. (2015). What we can learn from Finland's successful school reform. National education association. Retrieved from
http://www.nea.org/home/40991.htm
We study a lot about how well children in Finland learn and since my brother is currently living there, it always fascinates me to learn about their ways of learning. In an article I read about Finland changing their ways and coming out on top, I was intrigued when the author quoted that, "The Finns have worked systematically over 35 years to make sure that competent professionals who can craft the best learning conditions for all students are in all schools, rather than thinking that standardized instruction and related testing can be brought in at the last minute to improve student learning and turn around failing schools (Sahlberg, 2009, p. 22)" (Darling-Hammond, 2015). It takes intelligent people, who care about children, to make the difference that our country needs. Standardized tests don't do anything to help children succeed. Finland has completely gotten rid of external standardized testing in schools and only has one exam that can be taken before going to a university, but is not required (Darling-Hammond, 2015). This type of testing that we use too often in America, takes away the power that teachers have to teach to the needs of each child, instead they have to teach to the test and it takes away a lot of the important learning that should be taking place. Standardized testing is so focused on rankings, that the children sometimes seem to be forgotten here, but in Finland the "main purpose of assessing students is to guide and encourage students’ own reflection and self-assessment" (Darling-Hammond, 2015). Finland was not always successful in their educational system, but they learned how to succeed and I believe that our country could gain a lot helpful ideas from them.
References
Darling-Hammond, L. (2015). What we can learn from Finland's successful school reform. National education association. Retrieved from
http://www.nea.org/home/40991.htm
Saturday, July 25, 2015
Consequences of Children's Development
Children all around the world have to face stressors every day, but the level of severity can be very different for each child. Thankfully, I have not had to deal with any major stressors in my own life, but I have a cousin who I believe has. When my cousin was 4 years old, he was found walking to his neighbor's house asking for a piece of bread. The only thing he was wearing was his underwear. He was living in deep poverty, with a mother on drugs, and he had nothing to eat. Child protective services was called and he was then sent from foster home to foster home when he made it to my aunt and uncle's house when he was 8 years old. My cousin had already seen so much chaos and felt so isolated, he had lived in poverty and had been to points of starvation all by the time he was 8 years old. My aunt and uncle did not adopt him until he was 12 years old, but by this point my cousin had been through so much in his life that it was difficult for him to develop typically. He left home when he was 16 years old and he has greatly struggled. He continues to struggle with love, and hope, and sometimes even drugs. He has a heart of gold and would do anything for anyone. Although he doesn't have a lot of money, he still finds young teenagers who are struggling and gives them money for food. His life has been extremely difficult from the stressors he was faced with as a young child, but somehow he still continues to make it today. He is definitely a strong example to me of someone who is doing all they can to cope with what life gave them.
I chose to study about stressors in Thailand because my older sister lived there for a year and a half and during that time, I loved learning about the country and culture. My sister was there ten years ago when a very large tsunami hit the country. I was surprised to see that most of what I was looking up still had to do with the tsunami in 2004. When this tsunami hit, my family was so worried about my sister and we weren't able to contact her for a couple of days. Luckily for us, she was not hurt and the tsunami was far enough away that it didn't impact her, but she was able to do service for those that it had affected. I found an article about a girl who witnessed the tsunami when she was 13 years old. She said that it still affects her life today. Her home and family business was destroyed, but all of her immediate family survived and went to live in a refugee camp where she helped the younger children try to cope with what happened. Her school was severely damaged and didn't reopen until years later. She talked about the chaos that this natural disaster brought to her life and she still recalls the memory today with a shaky voice she says, "Ten years have passed, but the memory of tsunami never goes away" (Nong Bee, 2014). It really hit me that the stressors that children go through stay with them for a lifetime. When working with young children, it is important to help them cope with any struggles they might have and help them have the best possible outcome in life.
References: Keenapan, N. (2014). Tsunami +10: Life is back to normal, but memories remain fresh. Unicef. Retrieved from http://unicefeapro.blogspot.com/2014/12/tsunami-10-life-is-back-to-normal-but.html
I chose to study about stressors in Thailand because my older sister lived there for a year and a half and during that time, I loved learning about the country and culture. My sister was there ten years ago when a very large tsunami hit the country. I was surprised to see that most of what I was looking up still had to do with the tsunami in 2004. When this tsunami hit, my family was so worried about my sister and we weren't able to contact her for a couple of days. Luckily for us, she was not hurt and the tsunami was far enough away that it didn't impact her, but she was able to do service for those that it had affected. I found an article about a girl who witnessed the tsunami when she was 13 years old. She said that it still affects her life today. Her home and family business was destroyed, but all of her immediate family survived and went to live in a refugee camp where she helped the younger children try to cope with what happened. Her school was severely damaged and didn't reopen until years later. She talked about the chaos that this natural disaster brought to her life and she still recalls the memory today with a shaky voice she says, "Ten years have passed, but the memory of tsunami never goes away" (Nong Bee, 2014). It really hit me that the stressors that children go through stay with them for a lifetime. When working with young children, it is important to help them cope with any struggles they might have and help them have the best possible outcome in life.
References: Keenapan, N. (2014). Tsunami +10: Life is back to normal, but memories remain fresh. Unicef. Retrieved from http://unicefeapro.blogspot.com/2014/12/tsunami-10-life-is-back-to-normal-but.html
Saturday, July 11, 2015
Child Development and Public Health
Breastfeeding
I chose the topic breastfeeding because I feel that it is very important to do, but my grandmother, mother, and sister all had problems with producing milk and so I am not sure if I will even be able to breastfeed my children. There is a special bond that comes from breastfeeding and after learning all of the benefits that come from it, I definitely hope it is something I can do, someday.
Breastfeeding has benefits that are able to help the baby, as well as the mother. "According to the World Health Organization (WHO), breast milk has the complete nutritional requirements that a baby needs for healthy development. Furthermore, it is safe and contains antibodies that help protect infants and boost immunity." Breastfeeding is the most natural way for babies to eat; it has been done as long as there have been humans. There are some countries who have higher rates of breastfeeding than others. Breastfeeding is becoming more and more popular in the United States, which is an improvement from what the rates were earlier. In 2011, nearly 80% of infants had been breastfed.
Breastfeeding in Malawi
I chose to find information about breastfeeding in Malawi. There are not a lot of women who exclusively breastfeed because women who are HIV positive lose weight and feel lethargic from breastfeeding (Ryhove, 2015). There is also the concern of HIV being passed to the infant while being breastfed, but it is not very likely. An interesting tradition that the people in Malawi have is that within the first 48 hours after birth, the paternal grandmother advises whether or not mixed feeding should begin because it is perceived that they are key decision makers in good parenting (Ryhove, 2015).
I have learned that although there are many benefits that come from breastfeeding, it may not always be the most ideal situation for the mother and child. I still believe that if the mother is able, it is definitely a more preferable source of feeding the child. My opinions have changed of how I feel about breastfeeding. Up until recently I wasn't very concerned about being able to breastfeed, but after learning more about the benefits, it is something I hope to be able to provide my children with and encourage other mothers to be able to breastfeed their children.
References
Ryhove, S. (2015). Knowledge, attitudes and practices regarding exclusive breastfeeding in Southern Africa. Polityorg.za. Retrieved from
http://www.polity.org.za/article/knowledge-attitudes-and-practices-regarding-exclusive-breastfeeding-in-southern-africa---part-1-2012-12-05
Thursday, July 2, 2015
Childbirth in My Life and Across the World
I don't have any children of my own yet, but a birthing experience that is very close to my heart is when my nephew was born. I was in the ninth grade and I got a phone call from my dad saying that my sister was headed to the hospital to have the baby and that he was on his way to pick me up. I was extremely worried when I got this call because the ultrasounds had shown that my nephew had dwarfism, among other problems, and the doctors weren't sure if he was going to make it. We rushed to the hospital where my sister gave birth to a beautiful baby boy. Along with dwarfism, my sweet nephew had arthrogryposis, which basically means all of his joints were fused together, and he had such terrible scoliosis that it was crushing his lungs. He was immediately put on life support and we waited, longing for good news that he would make it. There was hope at four days that he would be okay, but that was taken from us the next day when we were told that it would not be possible. He was taken off life support after one week. My life changed during that sweet, yet tragic week, and I will never forget that noble baby.
I chose to learn about birthing experiences in Finland because my brother is currently living there and I enjoy learning more about the country. Currently in Finland, there is a company that is creating a machine to help with more relaxed births. Cheryl Powell explains that, "The 800-pound, motorized device can be moved from room to room to offer patients the opportunity to sit, lean, stand, squat, rock, lie sideways or apply counterpressure to the back — whatever position is most comfortable during the labor process" (Powell, 2014). The idea came from a Finnish midwife who wanted to allow mothers the opportunity to choose how to deliver their baby, in the most comfortable way for them personally. I have found that this relaxing birthing method is what is most commonly happening in Finland right now and it is obvious that midwives play an important role in Finland. I like the idea of having a midwife that cares so much about the mother's care. I feel that this relaxed birthing method is a very wise invention that could be helpful to mother's everywhere.
References
Powell, C. (2014). Finnish company delivers new birthing option to patients at Summa Akron City Hospital. Beacon Journal Medical Writer. Retrieved from
http://www.ohio.com/news/local/finnish-company-delivers-new-birthing-option-to-patients-at- summa-akron-city-hospital-1.507375
I chose to learn about birthing experiences in Finland because my brother is currently living there and I enjoy learning more about the country. Currently in Finland, there is a company that is creating a machine to help with more relaxed births. Cheryl Powell explains that, "The 800-pound, motorized device can be moved from room to room to offer patients the opportunity to sit, lean, stand, squat, rock, lie sideways or apply counterpressure to the back — whatever position is most comfortable during the labor process" (Powell, 2014). The idea came from a Finnish midwife who wanted to allow mothers the opportunity to choose how to deliver their baby, in the most comfortable way for them personally. I have found that this relaxing birthing method is what is most commonly happening in Finland right now and it is obvious that midwives play an important role in Finland. I like the idea of having a midwife that cares so much about the mother's care. I feel that this relaxed birthing method is a very wise invention that could be helpful to mother's everywhere.
References
Powell, C. (2014). Finnish company delivers new birthing option to patients at Summa Akron City Hospital. Beacon Journal Medical Writer. Retrieved from
http://www.ohio.com/news/local/finnish-company-delivers-new-birthing-option-to-patients-at- summa-akron-city-hospital-1.507375
Saturday, June 20, 2015
Examining Codes of Ethics
Three ideals from NAEYC's Code of Ethics that are important to me in my professional work are:
I-1.2—To base program practices upon current knowledge
and research in the field of early childhood
education, child development, and related disciplines,
as well as on particular knowledge of each child.
I-2.2—To develop relationships of mutual trust and
create partnerships with the families we serve.
1-4.1—To provide the community with high-quality
early childhood care and education programs and
services.
I-1.2—To base program practices upon current knowledge
and research in the field of early childhood
education, child development, and related disciplines,
as well as on particular knowledge of each child.
- This ideal is important to me because I believe that as a professional in this field, I need to be using the current knowledge and research that is proven to help children succeed. I want to provide a program that is current because it shows that I care about what is best for children and that I will provide the most appropriate practices.
I-2.2—To develop relationships of mutual trust and
create partnerships with the families we serve.
- I believe that having a good relationship with the parents that you serve is crucial to having an appropriate program for children. Having mutual trust with the families will make the difference in having a great program versus having a fair one. This ideal is also important to me because I know that as a parent myself, I would want to have a good relationship with the people that I am sending my children to.
1-4.1—To provide the community with high-quality
early childhood care and education programs and
services.
- When I open a program, in the future, I want it to be a high-quality center that will benefit the community I live in. I believe that there needs to be more high-quality centers, in each community, for children to have the best opportunities possible. It is important to me that programs are run by people who are educated in this field and that understand what high-quality programs are.
Saturday, June 6, 2015
Early Childhood 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, fromhttp://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
- NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
- Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
- Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.
Retrieved from the Walden Library databases.
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, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
- Websites:
- World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage - World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission. - Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.
- World Forum Foundation
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/ - 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
- Unconditional Parenting by Alfie Kohn
- Infant and Young Children Journal: http://journals.lww.com/iycjournal/Abstract/2007/10000/Family_Routines_and_Rituals__A_Context_for.2.aspx
- Engaging Children's Minds by Lilian Katz
Saturday, May 30, 2015
Words of Inspiration and Motivation
“Access to many different playmates promotes young children to develop an interest in their peers and affords them many opportunities to develop play skills that are more advanced, more complex, and more coordinated with those of their peers.”
-Virginia Buysse
“We are doing earlier and earlier to children
what we shouldn't do later.” -Lilian Katz
"...And the passion to make sure that all children were taught in environments and in ways that truly nurtured their ability to grow and to develop to their fullest ability." -Louise Derman-Sparks
Friday, May 22, 2015
Personal Childhood Web
2. My dad: I have always had a close relationship with my dad and I know it is because he has never failed to love and support me. My dad has always shown that he cares about me. Even through the difficult phases in my life he was able to discipline me through love. I am grateful for all that my dad does for me and our relationship has only continued to grow over the years.
3. My grandpa: I have been so blessed to have all of my grandparents live very close to me. I was very involved in multiple activities growing up. I was privileged to always have all four of my grandparents support me in everything. My grandpa is very special to me and has taught me so much. He has so much love for me and has never neglected to show me that. He has helped me grow and develop to who I am and still continues to support me in all that I do.
4. My grandma: As a child, I was able to spend a lot of time at my mom's parents house and that helped us have a very close relationship. My grandma has shown so much love for me and has helped me feel special throughout my life. I am so grateful that she has supported me in all that I have done and although her love was never overbearing, I never doubted her love for me. My grandma continues to support me. Although her age sometimes makes things difficult for her, she is still always there for me.
5. My sister: I have a sister quite a bit older than me and so I was very young when she went to college. I looked up to her more than anything as a child and loved when I got to be with her. She made me feel special because although she didn't always want me to be around, she was so great about letting me spend time with her and her friends. She is one of my best friends now and she still makes me feel so happy to be with her.
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