Learning about the International Early Childhood Field

　
     Exchanging information about the early childhood field with international conversation partners has been a learning experience as well as an experience that has broadened my professional growth. My conversation partner from Benin, Africa teaches English to first and third grade students and my conversation partner from Christchurch, New Zealand teaches fifth grade and has a daughter that attends a preschool program. One consequence of corresponding with my partners is that I learned about the effect their governments have on the education system in their country. My conversation partner in New Zealand wrote, “The government believes that a centre can employ people who do not hold qualifications….The current government has been cutting operational grants to early childhood teacher…..The government has slashed funding to centres to encourage to hire less qualified …….” (Mary, 2011). My conversation partner in Benin wrote, “about the school system in Benin, there is subsidy granted by governments to both public and private schools. However, that subsidy is insufficient……in BENIN leaders don't have in mind the issue of Development". They are very corrupted and don't think of the lives of the peoples……..” (Claudio, 2011). Another consequence was that I learned that in New Zealand children with diverse learning abilities are included in the classroom with no emphasis placed on the differences in learning styles. A third consequence was that I heard first hand about the extreme poverty and devastating health issues that exist in Benin. Many programs such as UNICEF provide assistance and aid to the country. Students in third grade are taught about sexually transmitted disease because of the prevalence of Aids.
     The most important consequence and goal that I developed during “conversations” with my foreign partners is to maintain an on-going communication for continued sharing and learning from each other. My professional network is now global and includes professional friends from very different parts of the world.



                                                                                References

Claudio, (9/2011). Retrieved from personal e-mail

Mary, (9/2011). Retrieved from personal e-mail.
　
　
　

International Contacts – Part 3

          Both of my conversation partners responded that quality teachers are highly educated with experience in the field.  Claude, from Benin, Africa writes, “The schools which offer good teaching quality are private school with high school fees.  Good quality teaching here in BENIN is found in private school because in some of those schools we can find qualified teachers with high degrees.  Moreover the teachers have liability of good results otherwise they will be dismissed the following year.  There are weekly tests for students in private schools in all the subjects.  Most teachers in public schools are not qualified since nowadays students who completed a degree at university apply for a position for part-time work in public school without any prior teaching background.  This affects seriously the students’ performance when they sit for different tests at the end of the year” (Claudio, 10, 2011).

          Mary, from Christchurch, New Zealand discussed barriers to quality teacher in ECE within her country.  She wrote, “Early childhood teachers in New Zealand are not paid as much as primary or secondary teachers and they work longer hours and don't get the holidays that primary and secondary teachers get. The current government has been cutting operational grants to early childhood teachers because it believes that the teachers employed by the early childhood centres do not have to all be qualified.  That is why many centres have asked for a small hourly donation so that they can keep all of their qualified teachers and pay for them to do further study.  I think the government's lack of understanding of how important early childhood education is will have a trickle-down effect in the future when the kids enter primary school with lack of literacy and numeracy as well as social skills.  Quality centres hire primary trained teachers with additional early childhood qualifications. Primary training takes three years and it would take an additional one year of early childhood training to get certified in early childhood as well. Other teachers go back to school to get their early childhood qualifications” (Mary, 10, 2011)

          Claude shared his professional goals.  He wrote, “First, regarding my professional goal, i'd like to tell you that i'm very passionnate with teaching and i like continuing teaching to students in English in both private and public schools.I really like English and in this regard i'm longing to study English for a few weeks in the forthcoming years maybe either in US or UK for improvement of my spoken English. i've been saving for that” (Claudio, 10, 2011).

          This assignment has been very enlightening reading first-hand about the educational systems in foreign countries.  My conversation partners have been wonderful responding and answering the questions I pose to them each week.  Through the course of our correspondence, we have formed friendships.  My professional network has become global.

References

Claudio. (10, 2011). Retrieved from personal email.

Mary. (10, 2011). Retrieved from personal email.

Sharing Web Resources

Teaching Tolerance e-newsletter contained an article entitled, “Alabama Immigration Law Tough on Students” by Sean Price. The article discusses the effect of Alabama’s anti-immigration law that was upheld by a federal judge, making the state “No. 1” when it comes to cracking down on immigrants. The law authorized law enforcement to detain people suspected of not being U.S. citizens and requires schools to ask new enrollees for a copy of their birth certificate. Students who are U.S. citizens by birth, but their parents may not be are most likely going to leave the state. Many children have been in tears. They are afraid. Several legal groups, including the southern Poverty Law Center plan to appeal the Alabama Law (Price, S., 2011).

I explored two links on NAEYC’s website; the first was the Newsroom and the second was Position Statements. In the Newsroom I found two recent press releases. The first was released on July 28, 2011 entitled, “U.S. Senators Sherrod Brown and Kay Hagan Introduce NAEYC’s Recommendations for ‘Ready Schools’ for All Children in the Elementary and Secondary Education Act”. This legislation, building on the National Education Goals Panel Report on Ready Schools, as well as work in Ohio, North Carolina, and other communities, will help elementary schools provide the conditions and collaborations that will support all children in sustaining the gains they make in preschool through the early grades. Readiness includes ready children, ready families, ready communities, ready early care and education, and ready schools. Becoming a “ready school” includes conditions such as the use of developmentally appropriate curricula and teaching practices, support for teachers to enhance their knowledge of child development and learning, strong collaborations with families and community early childhood education providers, and professional development for school principles (NAEYC, 2011).

The second press release was dated October 11, 2011 and entitled, “U.S. Senator Robert Casey Introduces NAEYC’s Recommendations to Strengthen the Birth to Third Grade Continuum of Learning in the Elementary and Secondary Education Act” The reauthorization of the Elementary and Secondary Education Act encourages further state, community and school-level policy and practices that reflect what we know is needed to create an effective continuum of development and learning from birth through age 8 that sets the course for every child’s success in school and life (NAEYC, Oct., 2011).

The Position Statement tab on NAEYC’s website contains 35 plus position statements, standards, and “where we stand” statements. Positions statements I felt to be relevant to our topics of study are “Positions Statement on a Call for Vigilance and Action by All Policymakers on Behalf of Children and Families” and “Anti-Discrimination Position Statement”. Respectively, these position statements address legislation in Arizona with respect to immigration and related issues as a concern for NAEYC because it does not benefit children, and a commitment to the rights and interests of all children with respect to the hiring and retaining individuals working in the early childhood field (NAEYC). Relevant standards and “where we stand” statements include “Standards for Professional Preparation Programs” and where we STAND on standards for programs to prepare early childhood professionals. Both are about what future teachers should know and be able to do by addressing six standards that emphasize inclusion, diversity, family and community relationships, assessment, curriculum, and becoming a professional (NAEYC).

Completing this research provided insight that some states are not supportive of immigrants and have adopted laws that are harmful to children born in this country who have parents that are not citizens.

References

NAEYC (2011). U.S. Senators Sherrod Brown and Kay Hagan Introduce NAEYC’s Recommendations for “Ready Schools” for All Children in the Elementary and
Secondary Education Act. Retrieved from http://www.naeyc.org/newsroom/pressreleases/Senators_Brown_and_Hagan_introduce_…

NAEYC ( Oct., 2011). U.S. Senator Robert Casey Introduces NAEYC’s
Recommendations to Strengthen the Birth to Third Grade Continuum of Learning in
the Elementary and Secondary Education Act. Retrieved from
http://www.naeyc.org/newsroom/pressreleases/senator_casey_introduces_naeyc/recomm…

Price, S. (2011). Alabama Immigration Law Tough on Students. Teaching Tolerance.
Retrieved from http://www.tolerance.org/blog/alabama-immigration-law-tough-students

NAEYC web site. Position Statements.

New Insights and Information from Conversation Partners

     My conversation partners, Claudio (Claude) and Mary have been super helpful enlightening me about the educational systems in their respective countries if Benin, Africa and Christchurch, located on the South Island of New Zealand. Claude grew up in the town of Portonovo, which means new port named after the city of Porto in Portugal. People form Portugal discovered Portonovo and thought it looked like their city of Porto. Claude works 18 hours per week teaching English in a public school where he works as a civil servant. He also teaches French (the native language of Benin) in a private school. In Benin there is a nation-wide program called “Education For All”, a subsidy granted by the government to both public and private schools. “However, that subsidy is insufficient to such an extent that some schools lack enough classrooms. Some international donors often come for help with furniture supply. Besides, there is shortage of school materials namely books for students. The government just send some in the schools and the principal of schools give out to teachers. Then the students are to pay money to photocopy the whole book. Some students' parents often lack money for photocopying the book. As a consequence, some teachers expel the students from their class. For my sake, i never expel my students. when there is a student with a book on a table, i usually tell the student without the book to use it with his neighbour with the book.  Moreover, the government doesn't provide the classrooms with computer. This is one of a major issues we, EFL teachers are confronted with here. Adding to that, the students have no grounding about computer” (Claudio, 2011). Claude explained that the government does not support early childhood education. UNICEF is actively working with young children in his country.
     Mary explained that poverty is rampant in New Zealand and on the rise. Food is very expensive and there is a Government Sales Tax on everything. Health care is free and there are lots of benefits for people with children as well as those unemployed or suffering from disabilities that prevent them from working (Mary, 2011). “Schools here are labeled so to speak according the area they are located in and how well the people in the neighbourhood around the school are doing economically. For example, my school is located in a well to do area where housing prices are high and the median income of the area around the school is quite high. Schools are rated on a decile scale from 1(lowest) to 10(highest). My school is a decile 9. This means that most of the children there come from families where income is high, education is highly regarded and this rating gives the school has a good reputation. However the bad side of this is that because the school has a high decile rating with supportive parents who are able to help out financially when asked to, the government limits the operational funding of the school. My school has to find funding every year to pay for the numerous teachers' aides that we have. There are lots of students with high needs and the number increases every year. The school also has to find ways to buy computers and find the extra funds to send teachers on professional development courses. Decile 1 schools receive lots of funding from the government because the school population cannot afford to help out the schools when they need more money for things. The children are fed breakfast every day and the school helps families to pay for school uniforms. I think that the decile ratings of schools automatically make people label the school and have a pre-determined idea of what the school's population may look like. Test results are not used to label the school as performing or not performing up to standards as I believe they are in the US (Mary, 2011). 
     Early childhood programmes here in New Zealand receive lots of government funding for now. The previous Labour government(which was more to the left) granted every child 20 hours of free childcare as soon as the child turned 3. I volunteered to pay an additional fee per hour to ensure that my daughter’s preschool teachers get to have release time for professional development and that they get to hire extra teachers to help out and to ensure that they hire qualified teachers who have specifically trained as Early Childhood teachers. The current National kept the 20 hours of free childcare, however believes that the early childhood centres don't need to have teachers on their staff who are all qualified to teach Early Childhood that they can have some teachers who have no training at all. They undervalue the profession of Early Childhood teachers” (Mary, 2011).
      The more I learn about Benin, the more I admire Claude for his drive and persistence in obtaining an education at a university and his dedication to the teaching field. He explained that when he explained email to his fourth grade class that, “ they are astonished when i tell them that one can send a message to a person living thousands of miles away and have answer back within a couple of minute when the correspondent is connected” (Claudio, 2011). In Christchurch, Mary experiences diversity in much the same way as in the US. “NZ has had a huge influx of Asian immigrants in the past 20 years and had to adapt quickly to accommodate their needs” (Mary, 2011).

References

Mary, (9/2011). Retrieved from personal e-mail.
Claudio, (9/2011). Retrieved from personal e-mail
　

Sharing Web Resources

While reviewing The Teaching Tolerance e-newsletter, I came across an article entitled, “Two decades of Teaching Tolerance”.   This article explained that the teaching tolerance program was founded in 199 by Morris Dees.  The mission of the program is to promote respect for differences and an appreciation of diversity in the classroom and beyond (Thomas J. E., 2011).  The article highlights issues related to tolerance by year beginning in 1991.  Many groups are mentioned, including gays and lesbians, homeless children, educating children of illegal immigrants, and children with learning disabilities.  The article is relevant to my professional development because it focuses on the broad spectrum of diversity, including areas not typically included in diversity.  Reading this article broadened my thinking to include sexual preference and homeless children as part of teaching diversity.

The new issue of NAEYC’s Young Children magazine includes the article, “Moving Bodies, Building Minds:  Foster Preschoolers’ Critical Thinking”.  This article explores how teachers help children develop their working memory through movement (Marigliano, M. L., Russo, M. J (2011).

When body movements are paired with language, and language paired with sensory motor experiences, children have two ways to make meaning of their experiences.  When initiating a movement activity, teachers can use the scaffolding technique of engage, expand, and empower to create a rich experience.  Creative movement activities foster critical-thinking and problem-solving skills while encouraging joyful exploration.  During creative movement experiences, children learn to think before they act, pay attention to detail, and consider differences between experiences (Marigliano, M. L., Russo, M. J (2011).

This article adds to the volumes of research conducted by scientists on the importance of quality early childhood education on brain development.  Critical thinking and problem-solving are qualities that enhance positive development toward becoming productive adults.

            Insights I’ve gained by exploring Teaching Tolerance website and NAEYC website are that diversity and research on the developing brain are broader than I originally thought.  Diversity includes subjects of hate groups such as gays and lesbians.  The argument that highly educated and trained early childhood professionals are needed to enhance healthy brain development is made stronger by including research on movement education for young children.

References

 Jill E. Thomas, J.E., (Sept. 2011).  Two Decades of Teaching Tolerance. Retrieved from

     http://www.tolerance.org/magazine/number-40-fall-2011/two-decades-teaching-tolerance

Marigliano, M. L., J. Russo, M. L. (Sept. 2011) Moving Bodies, Building Minds  Foster

Preschoolers’ Critical Thinking:  And Problem Solving through Movement. Retrieved from http://www.naeyc.org/files/yc/file/201109/Moving%20Bodies_Russo_Marigliano_Online_0911.pdf



Conversation Partners

     My conversation partners are Claudio from the Republic of Benin, a small African country and Mary from New Zealand. Since I introduced Claudio in a previous blog I will introduce Mary. Mary and her husband are exchange teachers living in New Zealand. Mary has a preschool aged child that attends a preschool with children whose parents come from a wide range of countries like South Korea, China, India, Taiwan, England, Australia, Samoa, Fiji and other places. “There is a big map of the world on the wall and they put pictures of the kids next to the countries where they come from” (Mary, 2011). Mary teaches part-time in a fifth grade class, called “year six” in New Zealand. “It is a very inclusive classroom with a huge range of abilities. There is one autistic boy who has a teacher's aide with him. The other kids are great at making sure he is included in games and in the classroom programme. When his aide is not there, there are plenty of students who want to sit with him and help him out. There are a few (children) with some clear learning needs but they are not labelled.” (Mary, 2011). New Zealand is struggling with the effects of constant earthquakes. Fear, stress and lack of sleep are effecting teachers as well as students.
     Claudio writes frequently and shared much information about poverty in his country. Unemployment and nepotism are main issues he identified that lead to poverty. Additionally, “In the rural areas, there are some men with low-paid job who get two or three wives and when the wives beget children, they are not able to support them. Another cause about poverty is low -salary of civil servants. The salary of public workers are low to such an extent that they are unable to perform all their daily needs.For instance in BENIN, a junior primary school teacher earns 120 US dollars as a monthly salary.” (Claudio, 2011). Claudio also addressed issues of hygiene and safe water in Benin. “In my childhood, people living in a town called Aguegue used to drink water from the river. As a result they contracted many diseases such as cholera, diarrhea, etc. Nowadays with the aid of USAID and other international institutions , there are tap water all over the remote areas. In the past, people used to go to toilet in the bush but today there are public convenience all over the place.” (Claudio, 2011). Claudio explained that it is mandatory for people to respect rules of hygiene.
     In Claudio’s last email he said he did not understand how the United States could have a problem with unemployment when there is an “organize visa lottery for foreigners to come and work and even settle there permanently?” (Claudio, 2011). I researched visa lottery and discovered that the Visa Lottery Program is managed by the Department of State, which by law awards up to 55,000 permanent resident visas a year to applicants from countries with relatively low rates of immigration to the United States compared to other countries, based on data from the previous five years. The visa lottery was established by the Immigration Act of 1990 in an attempt to bring individuals to the U.S. from countries that had been sending few immigrants to the United States in the past (NumbersUSA For Lower Immigration Levels, n.d.). The diversity visas (green cards) grant permanent residence and employment opportunities to successful applicants. The original intent of the law was to increase diversity of the United States population. Today there are many problems with the program.
     A new insight into issues of poverty is that even though poverty looks different in different parts of the world and may be on different severity levels it is caused by many of the same factors.

References

Mary, (9/2011). Retrieved from personal e-mail.

Claudio, (9/2011). Retrieved from personal e-mail

NumbersUSA For Lower Immigration Levels, (n.d.). Retrieved from http://www.numbersusa.com/content/issues/visa-lottery.html
　

　

Sharing Web Resources

The websites I am reviewing are National Association for the Education of Young Children found at:  http://www.naeyc.org and Teaching Tolerance a Project of the Southern Poverty Law Center found at:  http://tolerance.org/teach/index.jsp .  NAEYC is a resource for teachers that cover a variety of topics related to the early childhood field including policy, national and international trends and issues, classroom ideas, conferences, and research topics.  The website provides a plethora of resources for early childhood professionals from publications to accreditation, past issues, and leadership opportunity programs to name a few.  I prescribed to one of the magazines published by NAEYC and will receive six issues a year.  The current issue of Young Child magazine features an article on movement education.

Teaching Tolerance website contains information related to discrimination.  The website has tabs for their magazine, professional development, classroom activities, teaching kit, and mix it up publications.  The current issue of Teaching Tolerance magazine features an article about making physical education classes more inclusive.  Another article that caught my attention is entitled, “Bully at the Blackboard”.  The article discusses a veteran teacher of 38 years that lost her patience with a kindergartner and called him, “Piggy, piggy!  Oink, Oink”.  The other children in the class followed suit (Koenig, D., Daniels, R. H., fall, 2010). 

According to Dr. Twemlow children as well as teachers bring their own background and experience to the classroom.   “What teachers need to know is that our brains are hard-wired to obey those in charge,” says Twemlow.   Dr. Stuart Twemlow is well-known for his research on teacher bullying, including a 2005 study in which 45 percent of sampled teachers said they had bullied a student at some point in their careers.  If bullying was seen as a process, not a person anti-bullying programs would be more successful (Koenig, D., Daniels, R. H., fall, 2010). 

Teachers bullying students interested me because bullying is usually thought to occur between students when it happens in the classroom.  I am reminded again of the importance of self-evaluation.   We must always be cognizant of our limitations and appropriate steps to take to alleviate built-up stress.

Reference

Koenig, D., Daniels, R. H., fall, 2010.  Bullying at the Blackboard.  Teaching Tolerance. Retrieved from http://www.tolerance.org/magazine/number-40-fall-2011/bully-blackboard

Establishing Professional Contacts/Expanding Resources

Global Correspondence

In preparation for this assignment to establish professional contacts with early childhood professionals outside the United States I sent 19 emails to potential education professionals using the The Global Alliance of NAEYC website and one email from an alternate source I located by surfing the web. I also asked my niece visiting in the Netherlands to contact elementary schools for contacts, I asked my neighbor’s girlfriend living and teaching in Canada to correspond, and my daughter provided a contact from one of her friends that recently moved to the United States from Spain. Of the 20 emails I sent, seven were delivered. I received a response from one of the emails from an English teacher in Benin. I am planning to meet with my daughter’s friend tomorrow to exchange email addresses. I have not received a response from my contact in Canada.
Claudio Hounkponou is an English teacher from Benin with whom I have been corresponding. Claudio identified some issues in Benin that effect education as: “First, there is a low rate of girls attending school , most people in the rural areas especially peasants and farmers refuse to send their girls to school. For, according to them girls are to stay at home for household shores. Second, there is lack of appropriate materials for teaching.So, most teachers here lack adequate teaching materials. Besides, all the students don't have the books for learning. Third, the classrooms are narrow with great number of students sometimes exceeding sixty. Fourth, we have the issue of training and retaining of teachers. In today's Education in BENIN ninety percent of teachers are young people who need to be trained and retrained.”
The Republic of Benin is a small country about the size of Pennsylvania located in West Africa. Benin is bordered on the south by the Atlantic Ocean, on the north by the Niger River, on the west by Togo, and on the east by Nigeria. The country is under military democratic rule. The climate is hot and humid with an average temperature between 75 degrees and 89 degrees Fahrenheit. There are two rainy seasons and two dry seasons. Tourists are attracted to see the elephants, lions, antelopes, hippos, and monkeys. The economy is agricultural with cotton being the main crop. There are 110 Peace Corps volunteers in Benin that promote sustainable development through activities in health, education, the environment and small enterprise development (infoplease, n/d). Claudio mentioned in an email that French is their official language and “Furthermore, we have some america's volunteers in our secondary school”.

Reference

infoplease, n/d. infoplease All the knowledge you need. infoplease. Retrieved from http://www.infoplease.com/country/profiles/benin.html


Expanding Resources

I selected The National Association for the Education of Young Children website to explore and study because I would like to become a member to receive the many benefits offered including a subscription to one of their magazines. While researching NAEYC’s website I noticed easy access to their position statement, developmentally appropriate practices, an E-zine and many other resources I frequently reference. The home page to their website is visually appealing with alternating topics, publications and resources in the learn more section. This website appears to be very extensive and includes a section on publication that is of interest to me.
The NAEYC’s website supports the early childhood community by providing information about all of their publications plus the on-line publications including a scholarly journal, books and variety of brochures and other publications. You may research specific topics and authors using this website. The website provides research references as well as ready to use ideas and materials for classroom teachers.

My Supports

The technological factors on which I have become depend are my cell phone and my lap top. I have been known to be late for an appointment because I had to run back into my apartment to retrieve my cell phone. There have also been times I have arrived at work, just to find myself in a state of panic upon discovering I forgot my cell!! My cell phone is my life line to my parents, my children, my siblings and my friends. Additionally, I use my cell phone as an alarm, a calculator, and a camera. On equal ground with my cell is my laptop. I also use my laptop to maintain contact with relatives and friends. I pay all my bills on-line. I used my lap top for research. Working on an on-line master’s program would be out of the question without my laptop. My father just turned 91 and his health is not always stable. Maintaining close contact with him and my mother means everything to me, especially because I live a distance from them. My children also live a distance from me. I enjoy the close contact we are able to maintain because of cell phones and computers. As a people we have become dependent on modern technology.
My dependency on technology is paramount to maintaining contact with the most important people in my life - my family and my friends. From them I get emotional support, companionship, fellowship, and friendship. The older I become the more my life revolves around my family. We have a strong emotional bond that changes as we grow and becomes even stronger. My friends are very similar to me in that we are very independent. Our friendship carries us through the ups and downs of life. We validate each other.
I am also one for making lists. I make “to do” lists, grocery lists, and presents lists. At Christmas time I become dependent on my “presents” list. It would be terrible if I forgot to buy a gift for someone! My “to do” lists help me to be organized. I have attended trainings that reinforced the personal reward of accomplishment that accompanies crossing things off lists.
A factor within my life that provides much support that I usually, but not always, take for granted is my health. I keep myself as physically fit as I am able and I maintain a healthy diet. Being healthy is easy for me, but maintaining physical fitness is more challenging. Three years ago I was in a serious car accident and broke my back requiring balloon kypho-plasty surgery, meaning I have cement in my back supporting a vertebra. Imagining a specific challenge hits home for me because of how lucky I feel that I am able to walk. I frequently imagine what it would be like to be in a wheel chair and I prepare myself that as I age I may be faced with the challenge of learning to be in a wheel chair. The biggest impact of not being able to walk would have on me is just that - not being able to walk! Before my accident I participated in 5 and 10K races. The last 10K race I participated in I finished third in my age group. Some of the challenges of being in a wheel chair would be getting in and out of a vehicle, learning to use a stove and other kitchen appliances, using a washing machine, and learning to remain independent. I am aware that there are supports and adaptations that can be made so I would be able to maintain living on my own. The challenge, however, would be learning to use the adaptations. The hardest challenge to face would be adjusting to the attitudes others have toward physically challenged people. Teaching our children to be accepting of individuals that are different is of such importance to the many diverse challenges so many people face.

~~~~~~~~My Connection to Play~~~~~~~~

It is a happy talent to know how to play.
Ralph Waldo Emerson
American writer
1803–1882

The creation of something new is not accomplished by the intellect but by the play instinct.
Carl Jung
Swiss psychoanalyst
1875–1961

I chose the quote by Ralph Waldo Emerson because it represents happiness. My memories of playing as a child are happy. I was in love with play and couldn’t wait to begin a new day of

play! I worked very hard to develop play as a talent! My dad (pictured below) provided a wealth of themes for

play. Our favorite game was to use our toy tractors and wagons to gather grass clippings - just like my dad was doing with hay. My cousins named our game, “Uncle Dom” after my dad. (My daughters, Sarah and Allie are pictured above on their "wheels")
My parents were very supportive of play in that they bought toys and games for my siblings and me. Sometimes my parents would play with us, especially board games. More times than not they allowed us to play uninterrupted. We were permitted to invite friends to our house to play - usually our cousins, and we were permitted to go to their house to play. My parents gave us permission to use two out-buildings in our yard for play houses. We designated one as “for girls only” and one “for boys only”. We would spend days cleaning and decorating and making signs such as, “No boys allowed” and “Keep Out!”. My mother didn’t interfere with our playing and always made sure we had supplies to make signs and decorate. We also had a swing set. We took the swings off and used the bars to make up and perform gymnastic tricks.
I chose the quote by Carl Jung because of the creativity and creations produced by play. When my sisters, cousins and I developed gymnastic tricks, we did it by pure play instinct and creativity. None of us had gymnastic classes. We organized our gymnastic tricks into “shows” and sold tickets for our “performances” to our parents. My uncle always bought a ticket and would compliment us on our ability. Another reason I chose this quote is because of the fun I had designing my child care center. I was very focused on an activity of my choosing. No one was directing me and I was able to use the knowledge I had gathered in college and work situations (scaffolding) in a creative and rewarding way. My memory of the fun I had is equivalent to the fun I had creating a gymnastic show as a child.
When I was a child, growing up on a farm, we did not fear strangers. I could run freely throughout our neighborhood, which consisted of about a dozen houses, and all over the farm. My parents encouraged play in the house, and especially outside. A neighbor allowed us to use his open field as a baseball field. All the neighborhood children would participate, regardless of age (as long as you were old enough to be allowed out of the yard). We all had the same instructions from our parents, “Be home by dark”. My children experienced the same freedom I had on a much smaller scale since our yard was only one acre. However, they didn’t have freedom to wonder around the neighborhood freely because I was afraid of strangers and wanted my children within sight when they played outside. When they were invited to a neighbor’s house I watched them walk until they were safely in the neighbor’s yard. I played games with my children, and allowed for them to play uninterrupted and without my input. My emphasis with my children was on creativity and self-directed play. I knew the benefits of play and had such fond memories of playing as a child I wanted my children to experience the same kind of fun.
Play has been tremendous throughout my life. My earliest and best memories are of playing. I remember playing in the dirt when I was two. The memory sticks with me because my older cousin told me I was going to be in trouble for getting dirty and I remember my fun instantly turning into fear. I associate play with laughter. My sisters, brother and I would laugh and laugh until tears ran down our cheeks. Sometimes we would laugh just because we wanted to. As an adult, laughter is still very important to me. If I find myself not laughing, I know it’s time to “regroup” and take time out to play. My play has changed over the years. Sometimes I consider shopping with one of my sisters play. We make jokes and laugh, and for that brief amount of time we become worry free.

Relationship Reflection

************No man is an island, entire of itself************

This is a quotation from John Donne (1572-1631)

Human beings do not thrive when isolated from others. Donne was a Christian but this concept is shared by other religions, principally Buddhism.

We are social beings. Our lives begin with relationships. As we grow we begin to understand connections between our actions and the way others react to us. This becomes the foundation of forming relationships and understanding how they work. When we cry and someone comforts us we feel a warm satisfaction. When we laugh, others join in and we again feel a warm satisfaction. We are learning that relationships involve give and take and that they meet our needs. We soon develop beyond forming relationships to have our immediate needs met to forming relationships on a higher level that involves companionship and camaraderie.
Reflecting on the role relationships have played in my life, the most outstanding is the relationship I have with my family. In times of joy and sorrow, my family is there to share, support and comfort me. We laugh and cry together, we work and play together. We also grow together. The relationships I have with my family taught me that maintaining relationships over time involves change and growth.
Outside of my family I have several close personal friends, friendships with co-workers, and friendships I maintain with my book club members. Each group represents a different type of relationship with different purposes and different effects on my life. All of my friendships provide companionship/fellowship and support. My friends are very important to me because we have a connection of understanding (interconnectivity) that validates us.
My closest friends are Joyce and Jacque (pictured above). Joyce, Jacque and I refer to ourselves as the three J‘s. Our friendship has stood the test of time because of our unconditional support and honesty with each other. Other important aspects of our friendship are open communication and respect for each other.
Over time I have learned that friendships take work and commitment. Forming new relationships involves creativity to build upon common interests. Sometimes people are hesitant to form a friendship due to a past negative experience or because of a time factor. Making friends with someone who is hesitant involves learning about their past and finding common ground to build upon. Flexibility, understanding, and persistence may be needed to develop new friendships. The rewards of putting forth the effort to build new friendships are great because as stated in the above quote, “we thrive from the relationships we have.” My closest friendships have stood the test of time because of the effort we each contribute.
Having positive relationship experiences will greatly contribute to my future work in the early childhood field because I am aware of the commitment involved in forming relationships and/or partnerships. I understand how to be flexible and persistent, as well as to learn about someone’s past experiences, all important ingredients needed to develop partnerships with parents. Having good communication skills, the foundation of all relationships, and the ability to be creative are other needed ingredients in forming partnerships and will enhance my future work in the early childhood field.

Let a child take you by the hand and show you life, and what it’s all about:
....That time is not a pendulum, but a tire swing, on a big oak tree
.....That clouds are not Cirrus or Nimbus, but giraffes, elephants, and big billowing sails on a pirate ship
…..That summer storms don’t erode lawns, they make mud puddles
Author Unknown

The following poem is a favorite of mine....

"Children Learn What They Live"

If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.

Copyright © 1972 by Dorothy Law Nolte


Dr. D. and classmates,
Thank you for your support!
Good luck to everyone in future classes!!
Joey

******************Testing******************

Assessing development and accomplishments is an important part of educating children. Viewing a child from a holistic viewpoint involves assessing that child on an ongoing basis to determine his strengths, weaknesses, interests and dreams. Tests/assessments are tools to guide educators in providing appropriate programming to meet the needs of each child and assist him in reaching his dreams. Tests should be used to assist educators and parents to know the child better. Although I think children’s progress needs to be assessed, I don’t agree that the only method or even correct method is a standardized test. Daily assessment through observation and participation are essential to knowing and understanding each child in order to adapt the environment and teacher directed instruction to meet immediate needs. Learners need practice to internalize new skills. As children get older, they are able to evaluate their own progress and set their own educational goals so standardized test may be of more value to them if used properly. Assessments/tests should be used by educators to determine a child’s progress and show areas that a child may excel or need further development, not to determine how much funding a school will receive.
Testing in the United States confuses me. Reasoned speaking and logical argument are not taught in the United States where children are expected to have opinions, not necessarily logic (Berger, 2009). Aren’t many aspects of standardized tests are based on logic? The United States was not much above average on the Trends in Math and Science Study (TIMSS) and it has been suggested that this poor performance is one reason the Unites States has stopped participating in TIMSS (Berger, 2009). Why not use the results to improve programming? I think the answer, in part, may be because tests are used to determine funding, not to determine how to better meet the needs of each child. I think we may have ‘missed the boat” in our way of thinking in the United States. We take music programs, family and consumer science programs, and sports programs out of a school’s curriculum (based on funding) and then wonder why our children aren’t doing well in math. Why are we not applying the knowledge we have about brain development to our educational system after the early childhood years? Too often in the United States teachers are teaching “the test”, which is not addressing “the whole child”. Learning to play an instrument or a second language or spending time painting and drawing or participating in sports are very important for the overall education of children. As stated earlier, the purpose of assessment/testing is to know the child better, help him reach his dreams and provide the appropriate environment and programming to accomplish these goals.
The educational system in Chile involves annually conducting a series of unified tests using Sistema de Medición de la Calidad de la Educación or SIMCE (Education Quality Measurement System) (ABBYY). The test had been used beginning in fourth grade, but in 2010 third grade assessment of the subsector Middle English began. SIMCE collects information about teachers, students and parents through questionnaires of context. This information is used to contextualize and analyze the results of student performance (What is SIMCE, 2009, 2010). Chile’s approach to standardized testing is more child centered. Socioeconomic characteristics are considered. Initiatives implemented at schools based on the results of SIMCE are assessed to determine if a positive effect was accomplished on the level of student performance. The results should help teachers become aware of the diversity of students. The information provided by SIMCE is used by the Ministry of Education to know features of the school and family environment in which students study (What is SIMCE, 2009, 2010). SIMCE is also used to compare Chilean student performance to that of other countries. Although the articles I read described SIMCE as very “child oriented” assessment system. The articles indicate that teachers adjust their classrooms to better accommodate the needs of the children as demonstrated on SIMCE. It would be interesting to observe a classroom in Chile to see this process in motion and compare it to that in the United States.




ABBYY FormReader 6.5 Is Used for National Educational Tests Processing in Chile. Retrieved from:
http://www.abbyy.com/Default.aspx?DN=4c86f1d8-73ab-4b73-9415-b8db23c28f6b

What is SIMCE, 2009, 2010. Retrieved from: http://www.simce.cl/

Berger, K.S. (2009). The Developing Person Through Childhood (5th ed.). New York, NY: Worth Publishers

Poverty

A very good friend of mine grew up in poverty. Her father abandoned her family when she was quite young. She remembers living in a milk house along with her mother and three sisters because they couldn’t afford to rent an apartment. The family received assistance from the local Children and Youth program such as teaching her mother about good nutrition. My friend became pregnant at the age of 15. Today she understands that getting pregnant was a way out of her situation. She was a very good mother considering that she had two children before she was 17. (I tease her that she and her oldest daughter are the same age.) Her children are both very successful college graduates with families of their own. While raising her children, my friend put herself through nursing school. I’m always impressed that my friend is very disciplined and goal oriented. She has traveled around the world. She enjoys a good life and is someone I can count on in any situation.
I have a special affinity to Italy because it is part of my heritage. It was very interesting to discover Italy is one of the top-ranking nations for early childhood education services (babyzone). The Italians have had a profound influence on early childhood education from Montessori to the more recent Reggio Emilia approach (Early Learning in Italy, 2008). I was not familiar with the Reggio approach and learned that it is named for a small city in Northern Italy. The theme of the Reggio schools is letting children lead. In 1991, Newsweek named the Reggio schools among the best preschools in the world (Early Learning in Italy, 2008).
Although Italy is noted for excellence in early childhood education, the country is not without problems. With Italy’s free, intensive education system, essentially free child healthcare, and paid family leave that enables a parent to stay at home during a child’s first year of life, a number of Italian children experience their share of problems, including poverty, unpleasant divorces, and child abuse (Italy Social Problems). The southern region of Italy has the biggest poverty risk, especially amongst families with children and additional adults. The most vulnerable of all children are those residing with single mothers, where unemployment is particularly high and the risk of poverty is approximately 64 - 66% (Italy Social Problems). A major obstacle in combating child poverty within Italy is its inadequate social welfare system. In 2000, (only) 3.4% of national expenditures were used toward social protection for children and families (Italy Social Problems).
Child abuse is a worldwide problem and exists in Italy. Efforts have been made to combat it. A national commission was established in 1997, which aimed to prevent inadequacies in reporting abuse, and thus control this visible problem . The inadequacy in reporting was the numbers of abused were not reported, only the offender (Italy Social Problems). A program called Neutral Space was set up by Milan council in 1993 with the intent to create a safe place where children and parents can reunite with the aid of social workers (Italy Social Problems).

References:

Italy Social Problems. Retrieved from: http://www.tulane.edu/~rouxbee/kids04/italy/_jfarhoum/SocialProblems.html

Early Learning in Italy, (June 4, 2008). Child development news and resources for professionals and parents. Retrieved from: http://www.childdevelopmentmedia.com/blog/?p=16

Early Childhood Education Around the World. babyzone. Retrieved from: http://www.babyzone.com/toddler/toddler_development/early_education/article/internatio…

Nutrition/Malnutrition

Nutrition is meaningful to me because it is one of our basic needs: food , clothing and shelter. Having raised four children, I spent a lot of time and money on groceries. I am very health conscious and have always taken vitamin and mineral supplements. When my children were young I had a cookbook entitled, “Feed Me, I’m Yours”. When I hear about hunger in our country as well as worldwide, I just want to insist, “feed them, they’re ours”!!
In our readings we learned the importance of fat for brain development and that good nutrition and good health are directly related. As we learn about the development of children, the underlying factor is that mother and baby/child maintain a “healthy” diet resulting in the “norms“ for development such as those used on growth charts. During our last course we learned how the brain reacts to malnutrition. An article on nutrition by The World Bank reiterated the brain’s reaction: In the area of cognitive development, when there isn’t enough food, the body has to make a decision about how to invest the limited foodstuffs available. Survival comes first. Growth comes second. Learning comes last (The World Bank Group, 2011).
Malnutrition or under nutrition indicates a lack of some or all nutritional elements such as protein and vitamins and minerals such as vitamin A, iron and iodine (World Hunger Education Service, 2011). Under nutrition impairs behavioral development causing delays in physical growth and motor development. The effects on cognitive development result in lower IQ’s by 15 points (severely malnutrition). Children experience a greater degree of behavioral problems and deficient social skills, decreased attention, deficient learning, and lower educational achievement (The World Bank Group, 2011). Children are the most visible victims of under nutrition. Poor nutrition plays a role in at least half of the 10.9 million child deaths each year. Under nutrition magnifies the effect of every disease, including measles and malaria (World Hunger Education Service, 2011).
Of the 925 million hungry people in 2010, 239 million live in Sub-Saharan Africa (World Hunger Education Service, 2011). One in every three African children born suffers from malnutrition. More than half a million African children suffer from vitamin A deficiency, which cripples young immune systems. Well over half of sub-Saharan children under five do not have enough iron to support a healthy lifestyle. (Health of African Children). Poverty is the principle cause of hunger. In sub-Saharan Africa, the number of people in extreme poverty has increased (World Hunger Education Service, 2011).
It appears that poverty, hunger, economic systems and politics are all a part of the cause of under nutrition. Each effects the other in ways that seems to be a cycle. Poverty causes hunger, hunger causes poverty. Economic systems and politics are viewed as means to over come poverty, economic systems and politics perpetuate poverty. There are many reasons for malnutrition. In developing countries the effect of HIV/AIDS can not be ignored as a contributing factor. For me, more important that analyzing the cause of malnutrition is knowing interventions can be effective, especially early in development. Strong evidence suggests that the earlier children begin benefiting from nutrition interventions the greater the improvement on behavioral development. Long-term studies indicate that nutrition interventions aimed at preschool children in the first few years of life lead to measurable improvements in adolescence and adulthood (The World Bank Group, 2011).
I believe education is a key element in helping children living in poverty without enough to eat. Awareness and avenues to provide assistance are very important. As a future undergraduate educator I am cognizant of the importance of imparting knowledge about world hunger, the causes and effects and the importance of advocating for change.

References:

Early Child Development - Nutrition, The World Bank Group, 2011. Retrieved from: http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXXTCY/EXTECD/0,,contentM…

2011 World Hunger and Poverty Facts and Statistics, World hunger Education Service, 2011. Retrieved from: http://www.worldhunger.org/articles/Learn/worl%20hunger%20facts%202002.htm

Health of African Children. Retrieved from: http://senweb.lr.kl2.nj.us/Library/class%20prjects/Stapleford/Children45/child%20health%20lauren.htm

Giving Birth

Giving birth to four children provides me with many memories. Although all my children’s births were memorable, my first and last were the most difficult. I’m going to tell you about my first childbirth experience. I was married for seven years and researched and planned to give my baby the very best start in life. I quit smoking a year before conceiving and was in very good physical shape. While pregnant I maintained a healthy diet, except for satisfying an extreme craving for ice cream. In preparation for delivery I chose a hospital that had a neonatal unit, just to be on the safe side. At all my appointments with a reputable OB/GYN practice I made sure to remind the physicians I wanted a natural childbirth - no drugs! Two weeks past my due date I finally went into labor. Once situated in the hospital I used my breathing patterns learned at Lamaze class. The nurse told me my contractions were too hard and my baby was in distress. I needed to take a new drug called Nubane. So I agreed. Eventually I was taken to the delivery room and my doctor told me I needed a nerve block. So much for no drugs. After the nurse got on top of me to push the baby out and the doctor pulled with forceps my beautiful little girl was born. Nothing in the world mattered except the beauty of seeing and holding my gorgeous baby!! Sarah is now 27. She teaches problematic high school students while working on a master’s degree in administration. Sarah is planning to get married this fall.

Learning about maternal and neonatal programs in developing countries, I am saddened to learn the surprisingly high rate of mortality and morbidity. Best estimates for Jamaica suggest that between 1,300 and 1,900 women and girls die each year due to pregnancy related complications. Most of these deaths can be prevented with cost-effective health care services (Jamaica MNPI). Although, compared to other developing countries globally, Jamaica’s maternal an neonatal programs are rated slightly higher, especially for access to services in rural areas. Jamaica is rated very high globally for encouraging immediate breastfeeding (Jamaica MNPI). The following describes the birthing experience in a Jamaican hospital:

A birthing experience in the Victoria Jubilee Hospital in Kingston, Jamaica childbirth is a community event . Women share a labor room and encourage each other during the process. This is where first-time mothers get their first “childbirth education classes”. Women also share the delivery room where midwives and nurses work together and assist one and other with each birth (Wilson, L, 1997).

In the United States we value our privacy that is inherent to our culture. Jamaican culture is more community, thus childbirth is a more joyously shared community event (Wilson, L, 1997)

References:

MNPI Maternal and Neonatal Program Effort Index Jamaica. Retrieved from www.policyproject.com/pubs/MNPI/Jamaica_MNPI.pdf

Wilson, L. (Spring 1997). Birth as a Community Experience: It Can Be Achieved in a Hospital! Midwifery Today issue 41. Retrieved from http://www.midwiferytoday.com/articles/community.asp

Ideals and Reflections

I-4.6 To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children’s rights and greater social acceptance of responsibility for the well-being of all children.
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-2.7 To share information about each child’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession. (naeyc)

NAEYC states the primary focus of the Code of Ethics is on daily practice. Daily practice or, as Renatta M Cooper coined - “how I want to move through the world” is clarified by the ideals that are the most meaningful to me and help define the focus of my professional goals . Research is very important to me because it provides proof, or validates a theory. Ideal I-1.2 speaks to the importance of implementing research into ECE programs. I will incorporate this into my professional life by ensuring that college students I plan to teach have an understanding of research as it applies to educational and developmental programs as well as the statistical evidence of the long term benefits for society. I am particularly drawn to the statement, knowledge of each child. We must never lose sight of the individual! I will instruct college students, as I did my staff when I ran my child care center - know each child. A simple yet complex task. This thought is enhanced by Ideal I-4.6. The importance of understanding children and their needs begins on an individual level. I am committed to teaching students how to recognize and meet the needs of each child. Ideal I-2.7 speaks of my responsibility to promote the well-being of all children. I will ensure college students grasp the importance of sharing information beginning with families to work toward greater societal acknowledgement of responsibility for the well-being of all children. Parents have a right to participate in their child’s education and developmental programs. I plan to stress the importance of parental involvement for the sake of the parents, but more importantly because of the huge impact it has on the child. Parents and family members can be empowered to become great advocates for their children.

Self reflection:

I have struggled with self reflection because my passion has led me back to a field with so much opportunity for growth. I am able to see the need and potential for leadership and advocacy. Research has produced a dollar figure on the value of investing in early childhood development and education. There is great potential to make great contributions to this field. However, I must be realistic about where I can be most beneficial. I am gaining confidence that I will be an excellent teacher in a community college. At this stage of my life if I can light a spark in my students to pursue a career that involves being a professional, a leader and an advocate I will consider that I have done a good job.

“Don’t hide your candle”
Linda Likins

“Take pride in what you know and have humility about what you don’t know”
Gina Adams

“Don’t emulate people you associate with, just learn from them………”
Dick Clifford

Early Childhood Resources

“staying current is a tremendous responsibility…never get comfortable with what you know”
Renetta M. Cooper

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/~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-usnc.org/
Read about OMEP’s mission.

Association for Childhood Education International: http://acei.org/about/

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/

The Erikson Institute : http://www.erikson.edu/

Selected Professional Journals Available in the Walden Library

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 of interest

http://www.telegraph.co.uk/science/science-news/3341166/Harvards-baby-brain-research-lab.html#

National Child Care Information Center: http://nccic.acf.hhs.gov/

National Association of Child Care Resource and Referral Agencies: http://www.naccrra.org/

National Association of Child Care Professionals: http://www.naccp.org/

National Association for Family Child Care: http://www.nafcc.org/include/default.asp

Information on Early Childhood Intervention

Center for Evidence-Based Practices: www.challengingbehavior.org

Center on the Social and Emotional Foundations for Early Learning: http://csefel.uiuc.edu

Research and Training Center on Early Childhood Development: www.researchtopractice.info

The Campbell Collaboration: www.compbellcollaboration.org

The Pathways mapping Initiative: www.pathwaystooutcomes.org

The Promising Practices Network: www.promisingpractices.net

Inspiration and Motivation: Quotes

Edward F. Zigler, PhD, "Father of Head Start":

"Learning is not a purely cognitive exercise; to learn, children need to have good physical and mental health and have families whose needs are met."

"My politics is children"

Sue Bredekamp, PhD

"not only do you have to consider children as individuals, but you also have to consider children as members of groups with their own cultural identities."

"Learning to read and write is the key to success in school and later in life."

Louis Derman-Sparks

"I absolutely fell in love with three and four year olds - it was the most joyful experience...it made me feel whole."

Sandy Escobido

"We professionals in the early childhood field have the opportunity to shape a child's life for the better."

Renatta M. Cooper

"Working intently with children and families was almost like earning a doctorate because every year there was always a specific challenge."

German proverb

He who teaches children learns more than they do.

Pearl S. Buck

If our American way of life fails the child, it fails us all.

Unknown

A child can ask questions that a wise man cannot answer.

Children seldom misquote. In fact, they usually repeat word for word what you shouldn't have said.

Personal Childhood Web

Since I come from such a large family, it was difficult deciding the people who nurtured me, cared about me, and had the most impact on my life. My grandmother was the most special person in my life. Although she passed away almost 30 years ago, I still feel her presence. Grandma represented love. She was the matriarch. Everyone sought her approval. I had a very special bond with my grandmother. She lived with my family and since, according to everyone else, I was a cry baby as an infant it was my grandmother who held me the most. As I grew I thought my grandmother was perfect and she definitely had a soft spot for me. Grandma taught the importance of love and family. I carry that lesson near and dear to my heart.

My parents taught me not to give up when things get tough. They worked through difficult situations always putting their best foot forward. My dad taught me to have an "I can do it" attitude. If I had a difficult project at school he would always say, "oh come on, you can do it". My mom taught how to multi task. She never appeared overwhelmed running a household with six children and three adults, while helping my dad run our farm business. She did it all! My mother is now the primary care giver for my dad. Their example continues to amaze me! Their ability to adapt and show love is astounding.

Aunt Sue was one of my favorites. Somewhere along the way she was labeled eccentric. She ran two businesses during her lifetime - one making clothes for a boutique and the other running a pottery class for seniors . Aunt Sue didn't learn to drive until she was in her 50's. Life wasn't manageable for her anymore without that skill - so she did it. My Aunt Sue took a special interest in me and always had time to talk with me. She taught me to follow my heart and persevere. My children think I look just like her, and I think she did too. I miss Aunt Sue. I think she would be proud that I am still following my heart.
My lifelong confidant and best friend is my cousin Debbie. I've always had such admiration for Debbie because no matter how hard life got for her she found a way to survive and prosper. Debbie took art classes her entire life. She is now a successful artist in Florida. We're sad to be separated by such a distance, but our bond never falters. We're there for each other. Debbie taught me to be resilient.

Apple Tree! Apple Tree!

Apple Tree! Apple Tree! by Mary Blocksma, illustrated by Sandra Cox Kalthoff is my very favorite book. I first read this book in a book store outside of Pittsburgh. I immediately fell in love with it and bought every copy in the store plus ordered additional copies. That Christmas everyone I knew got a copy of Apple Tree! Apple Tree! The following Thanksgiving my sister organized our nieces and nephews to perform Apple Tree! Apple Tree!as a play for the moms, dads, aunts, uncles and grandparents. The kids loved it as much as the audience! My children read this book so many times the book fell apart. The story of friendship is so endearing to me. The sorrow of saying good-bye still brings tears to my eyes. Love and friendship prevail.

I have a cute story about two children. Jacob and Matthew were friends going to my child care center. One day, while we were taking a walk I over heard Jacob tell Matthew that he went to Florida. Matthew didn't skip a beat with his reply of, "so what, I went to Pizza Hut". Everything's relative!


Siblings
As you can see, I am from a family of girls having four sisters and only one brother. I'm the middle child, number three of six. In the picture I'm the one with long curls.  We are all fairly close in age and a very tight-knit family. Two of my sisters have two daughters and one son. My youngest sister and I have three daughters and one son.  Sorry boys, you're a bit out numbered!

My favorite quote about children comes from a nursery rhyme. What are little girls made of? Sugar and spice and everything nice, that's what little girls are made of. What are little boys made of? Frogs and snails and puppy-dogs' tails, that's what little boys are made of. I found prints of these rhymes in an art shop at the beach and bought them for my center. I think it's important to notice the differences in children. Girls and boys are so different. Every child is unique!

Welcome

Welcome to my blog!
My address is:  http://effyjo.blogspot.com/. 
I am looking forward to using this resource to connect with everyone and share our knowledge and experience of early childhood education.