Thinking of Child Development/Thank You

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. - Clay P. Bedford

Get over the idea that only children should spend their time in study.  Be a student so long as you still have something to learn, and this will mean all your life. - Henry L. Doherty

In early childhood education, children develop a love for learning.  This love it what propels all future learning forward.  These quotes reinforce the idea that we should never stop learning. 

Thank You to all of Early Childhood Development Colleagues

This course has been amazing.  Here we have learned about develop from infancy up through middle childhood.  I have truly enjoyed the discussions that we have had with one another.  This insight has forced me to think critically and differently about the development of our students and the issues surrounding their development such as: attachment, resiliency, and trauma.  I wish you all well within the field of early childhood. 

Regards,

Deirdre

My Supports

Sources of Daily Support and Their Benefits

God-provider, protector, and a Father that makes life easier

Family-emotional, physical support, and love

Friends-emotional support and extended family

Community-ensures all aspects of the above support systems coming together

All of these supports are important and essential to my well being.  Each plays both an interconnected and isolated role.  All are centered around a relationship with God.  Therefore, without one the system is off balanced.  Without family as sense of belonging leaves, while without friends peer interaction becomes difficult.  The community serves as the collaborative support of all of the above.  Without a community, how would friends and families interact differently with one another? 

The Challenge

The challenge that I choose was that of being blind.  A blind person relies on others for transportation.  Family and friends would be needed in order to aid in this area.  However, blind individuals are able to cook, feed themselves, and take care of themselves daily.  With proper systems in place, tasks such as getting dressed can be quite simple.  However, family members and friends would be needed to create these initial systems.  Tasks such as managing finances would require the assistance of a trusted family member.  How would the life of a blind person be different without these supports?  While service dogs can be provided to aid in daily life, tasks such as allowing someone else to manage the finances require trust.  How can such systems be developed without the supports of family, friends, and even members of the community?   

Assessing in Early Childhood

Today the focus in on accountability.  That is the ability of teachers to demonstrate growth in their students.  As a result of this, the education movement focuses more and more on standardized assessments.  Several early childhood professionals  agree that children should be assessed.  The question is, how should they be assessed?  Often times this manner of assessment is deemed to be developmentally inappropriate.  For example, as a kindergarten/first grade educator I feel as though I find myself conducting more assessments than instruction.  Is this the environment that we desire?  It is my belief that young children should be assessed through observation and authentic assessments or through producing a product.  Verbal assessments serve as a critical way of determining student progress as well.  Only then, with a combination of the above assessments can we get a true holistic picture of the growth a child is achieving.  A standardized assessment is only a glimpse into how a child thinks.  Nonetheless, some children are excellent test takers while others are poor test takers.  As a result of this, how can we ensure that the assessment is both a reliable and valid indication of a child’s progress?  

According to the Programme for International Student Assessment, Australia ranks sixth in reading, eighth in science, and thirteenth in mathematics amongst fifty-six countries (Wikipedia, n.d.).  This intrigued me and made me what to investigate their approach to primary education.  In Australia, children attend preschool-kindergarten between the ages of four and five (Wikipedia, n.d.).  This is not a part of compulsorily education.  It serves to aid children in social learning and introduce them to formal schooling the next year.   Kindergarteners are between the age of five and six.  This experience is categorized as transitional.  As a result of this, emphasis is not placed on this part of the educational experience (Wikipedia, n.d.).  This would lead us to believe that assessment are not valued at this part of the educational experience.  A few years ago, an Aussi foreign exchange student  informed our English literature class that they were not given grades.  Rather, their performance was looked upon holistically to determine promotion to the next grade (Personal Interview, 2002).  Will we ever begin to view education as a holistic approach as opposed to isolated evidence of an assessment?  If so, what strides must we take to get there.  I too agree that observations and work samples should be used to determine promotion.  How and when will our educational system evolve to include more than standardized assessments?    

References

Education in Australia. Wikipedia (n.d.). Retrieved from www.wikipedia.org  

My Connections to Play

Quotes about play and my childhood:

Play fosters belonging and encourages cooperation. 

~Stuart Brown

In our play we reveal what kind of people we are. 

~Ovid

My Essential Items of Play as a Young Child:

As a child, I loved to play with dolls.  Through them I learned how to be nurturing.  As an only child, they also served as “friends.”  My favorite doll was a Cabbage Patch doll that went everywhere with me. 

The model kitchen was also a favorite pastime of mine.  It was later passed down to younger cousins.  Here through socio-dramatic play we learned how to interact with one another and probably assumed gender roles as well. 

How People Supported Play and the Role of Play in my Childhood:

Play served as a means of exploration, learning, and reinforcement.  I learned how to interact with others, play alone, and how to experience the world around me in a fun manner.  My parents were always receptive to listening me play and often interacted with me.  As an only child, I often played with older cousins who would teach me through play.  From playing with them I learned how to tie my shoes, braid, sew, and even make peanut butter and jelly sandwiches.  Everyone around me supported play including interacting with my imaginary friend.  I now know that imaginary friends serve the purpose of teaching us how to interact with others around us. 

Similarities and Difference in Play Then and Now:

When I was young, most play occurred outside.  We loved to explore nature and run.  It was nothing like having the fresh breeze brush against our skin.  Today, most play occurs indoors.  Video games and television monopolize the majority of play.  People are also less trusting to send children outside to play.  However, children do still have imaginary friends and still play in a “rough and tumble” fashion as well as pretend play.  I believe that play still serves the purpose of learning and exploration.  My hope for younger children is that they are able to learn through play in schools like I was able to.  This made school fun, exciting, and engaging. 

Role of Play Throughout Life:

Play not only builds schema for young children and affords them to the opportunity to practice new skills, but it also allows them the ability to experience life in a fun and exciting way.  Adults often forget that play serves to re-energize us and relax us from the daily stresses of life.  Play later on in life provides opportunities to meet new people and experience new things, just as it does in childhood.  

The model kitchen was also a favorite pastime of mine.  It was later passed down to younger cousins.  Here through socio-dramatic play we learned how to interact with one another and probably assumed gender roles as well. 

Poverty

As an educator in a low income school, 95% of my students live at or below the poverty line.  How does this translate over into their academic lives?  What effects does this stressor have on them?  How do they cope with this?  As a primary teacher, most of my students are unaware.  Their older siblings however are aware and often times have to assume the role of a mini-parent in that parents work long and extended hours.  Since our school district is in favor of neighborhood schools our students all live around one another.  Since the majority of them are living in poverty, this stress is not as evident.  In terms of future development, children living in poverty begin to have experience lower performing schools as well as assume responsibilities within the home.  This can be stressful in childhood, especially if these responsibilities equate to financial stress.  However, programs such as: WIC, Medicaid, Food Stamps, Welfare, and Head Start help to lessen the stresses of poverty.  But in an affluent nation the disparities in income continue to increase as there is a significant gap between the wealthy and those living in poverty in comparison with developing countries.    

Other Regions of the World

Wikipedia (n.d.) states a third of the world’s poor reside in India.  Most individuals survive off of less than $2/day.  Efforts continue from the Indian government to aid in reducing poverty.  These include but are not limited to: subsidized housing, access to food, improving access to loans, reducing illiteracy as well as malnutrition, and promoting education/family planning.  As a result of this, children in India must experience poverty as a stress.  Institutions such as the Caste system still exist in rural areas and may deny some families access to governmental programs.  A lack of food results in malnutrition.  When the brain and body is malnourished, it does not focus on achieving developmental milestones, but rather survival.  Thus poverty experienced here impacts development in all areas socially, cognitively, and physically.   To date the efforts that were made as an attempt to reduce poverty in India still exist after being implemented in the 1950s.  

References

Poverty in India, (n.d.). In Wikipedia Online Encyclopedia.  Retreived from: http://www.wikipedia.org/

Immuizations

In developed countries, immunizing children is a common practice.  In the United States children begin to receive immunizations with a weeks of birth.  Immunizations serve as a way for the immune systems to build up defenses to foreign bodies.  In doing so, the person is protected in the event that they were to come into contact with the disease.  There are two types of immunization.  The first is active immunization.  Active immunization occurs naturally when a person comes in contact with a foreign body.  On the contrary, passive immunization occurs when an individual is given pre-synthesized elements that in turn do not require the body build up its own defenses.  This generally occurs through a vaccine.  This topic is meaningful to me in that many diseases can be prevented through vaccination.  Living in a country where we have access to vaccinations, this eliminates the spread of many diseases.  As an educator, states mandate which vaccinations children must receive prior to entering school.  This helps to ensure overall health.  Healthy children are such to perform better and lead more productive lives. 

In contrast, children in developing countries in Africa there are not many resources for vaccination.  Outreach agencies such as the American Red Cross and the Measles Initiative help to ensure that children have the ability to be vaccinated.  Vaccination in rural developing areas is difficult given the fact that many children do not have access to clinics and doctors.  Likewise, facilities are often far away.  With programs such as the American Red Cross and the Measles Initiative medical professionals are able to enter the villages of Africa.  It is here that they are able to administer vaccinations free of charge.  Poverty and lack of public funding make it difficult for vaccinations to occur in developing countries.  Support from world organizations, enable the children of developing nations to receive the vaccinations that will ultimately keep them healthy. 

Birthing Experiences

The Birth of My Cousins

Nineteen years ago, my aunt gave birth to my twin cousins.  As is common in being pregnant with twins, she was put on bed rest months before they were born.  Following going into labor, she had to have a cesaran section.  The twins were born three minutes apart from one another.  She went into labor before 38 weeks, which is common with twins.  The older twin weighed about a pound more than the younger twin.  They weighed four pounds 3 ounces and three pounds, 15 ounces respectively.  I do not recall much more about the birth as I was very young.  I choose this example because it was a special day.  While all births are special, it is always amazing to witness the birth of multiples.  At the moment, I knew immediately that our lives would be different.  I knew that my identical twins would have to decipher their identity from one another and that this would uniquely impact their childhood.  I knew that they would have to develop a way to coincide in experiences but yet have identify themselves as individuals.  Now that they are nineteen I see two very different individuals despite what genetics may say.  

Childbirth in Ethiopia 

Very few women in Ethiopia are able to get to health care facilities because of their distance or they are unable to pay for the services.  Most women give birth at home in an unassisted manor.  Very few women have access to prenatal care.  The facilities of which they give birth are not the most sanitary and often only have minimal staff. Due to the lack of prenatal care and birthing assistance, women who are in need of help during labor often labor for days at a time, only to give birth to a still born child.  Efforts are then made in repair centers to assist the women with any damage that results from childbirth.     

Early Childhood Development

Hello Everyone,

Welcome to my blog!  I look forward to learning how children develop and how we can foster developmental growth in them through this course. 

Effective Programs and Practices

Hello Everyone!

Welcome to my blog!  I am excited about our journey through this course together and I look forward to learning about the components that make early childhood programs effective. 

Thank You-Foundations in Early Childhood Colleagues

Dear Colleagues,

I would like to take a moment to thank each and every one of you for your support throughout our journey through this course.  I look forward to collaborating with each and every one of you and wish you all the best! 

Code of Ethics and my Interpretation

Division of Early Childhood (DEC) Code of Ethics:

Professional and Interpersonal Behavior:

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child. 

Each child is different, yet they all are of the utmost importance.  We have to celebrate the differences of the children we encounter and cultivate each child in the manner that benefits them the most, so that they are able to reach their highest potential. 

Professional Development and Preparation:

4.  We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services. 

Individuals who are new to the field deserve guidance and support from veteran colleagues.  While this may appear to be a one sided relationship, both parties learn from the wealth of experience as well as the fresh perspectives that new early childhood professionals bring to the field. 

Responsive Family Centered Practices:

4. We shall empower families with information and resources so that they are informed consumers of services for their children. 

Families deserve to know the resources that are available to them in terms of advocating for the best needs of the children.  Families should be allowed to make informed decisions based upon the options that are presented to them. 

NAEYC Code of Ethical Conduct and Statement of Commitment:

Ethical Responsibilities to Children:

I-1.3. To recognize and respect the unique qualities, abilities, and potential of each child. 

I find it very important to help to foster the differences in our children.  Every child has innate abilities and strengths that also impact how they learn and experience the world around them.  Therefore, it is important that we get to know each child and then celebrate their differences as a result of an appreciation for diversity. 

P-1.1.  Above all, we shall not harm children.  We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating, to children.  This principal takes precedence over all others in the code. 

I agree wholeheartedly that this principal takes precedence over all others.  We MUST ensure that our children are always safe and protected.  This is not only limited to the time of which they are with us, but also the time that they spend away from us.  As Maslow stated in his hierarchy, safety needs come first. 

Ethical Responsibilities to Families: 

I-2.6.  To acknowledge families' child rearing values and their right to make decisions for their children.  

Children are all reared differently.  It is imperative that we respect the values and differences in the way that children are reared.  After all, there is not a correct or incorrect way to rear children.  As long as the needs of the children are being met, it is important that we do not try to evaluate the manner of which children are being reared and compare it to our own experiences. 

Ethical Responsibilities to Community and Society:

P-4.11.  When policies are enacted for purposes that do not benefit children, we have a collective responsibility to work to change these practices. 

Often times polices are made that are thought to be in the best interest of the child, but they are not.  When this occurs it is the responsibility of early childhood professionals to change these policies.  We must always act as an advocate for our children, in that they are unable to advocate for themselves. 

I-4.3.  To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities. 

As an educator in low income schools it is imperative to me that all children have equal access to health care, food, shelter, and live in safe nurturing environments.  How can we advocate for all children to ensure that all of the above needs are met? 

Course Resources Part II

Here are some more resources. 

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap

NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf

UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
 
World Forum Foundation http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 

World Organization for Early Childhood Education http://www.omep.org.gu.se/English/about_OMEP/
Read about OMEP’s mission. 

Association for Childhood Education Internationalhttp://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

National Association for the Education of Young Childrenhttp://www.naeyc.org/

The Division for Early Childhoodhttp://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/

WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letterhttp://www.hepg.org/hel/topic/85

FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm

Administration for Children and Families Headstart’s National Research Conferencehttp://www.acf.hhs.gov/programs/opre/hsrc/

HighScope http://www.highscope.org/

Children’s Defense Fund http://www.childrensdefense.org/

Center for Child Care Workforce http://www.ccw.org/

Council for Exceptional Children http://www.cec.sped.org//AM/Template.cfm?Section=Home

Institute for Women’s Policy Research http://www.iwpr.org/index.cfm

National Center for Research on Early Childhood Education http://www.ncrece.org/wordpress/

National Child Care Association http://www.nccanet.org/

National Institute for Early Education Research http://nieer.org/

Pre[K]Now http://www.preknow.org/

Voices for America’s Children http://www.voices.org/pages/page.asp?page_id=22807

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

Course Resources

Here are some resources within the field of Early Childhood:

Fact Sheet: A Summary on the rights under the Convention on the Rights of a Child

This fact sheet is a summary of the rights of children as created by the Convention on the Rights of a Child.  Affiliates from all around the world met to discuss the inherent rights of children.  This document represents a synopsis of these documents. 

http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603355/educ6005_readings/unicef_factsheet_summary_rights.pdf

Zero to Three:

This non-profit organization advocates for children from birth to age three.  This organization partners with other organization and is designed to work in collaboration with parents, educators, and infant and toddler advocates.  They publish evidence based articles and disseminate the information through their website.  The link to the website is as follows:

http://www.zerotothree.org/

Here is the link to an article published by Zero to Three discussing the importance of addressing the needs of infants and toddlers. 

http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603355/educ6005_readings/zerotothree_infanttoddlerpolicy.pdf


Additional Resources

People: Hillary Rodham Clinton 

Head Start: http://www.nhsa.org/ , an organization that specializes in preparing low income children for academic success

Early Head Start: http://www.ehsnrc.org/ , an organization similar to Head Start working with children between the ages of birth and three

Children-our most valuable resource

Colleagues- a wealth of information and experience

Yale University Child Study Center-a research center that is a collaboration amongst many disciplines including: psychology, nursing, social work, and social policy to name a few
http://childstudycenter.yale.edu/index.aspx

American Psychological Association-website of the American Psychological Association where current research can be found on topics related to children such as child development
http://www.apa.org/

Words of Inspiration and Motivation

Inspiring Quotes from influential people in Early Childhood:

I shall never forget the faces of the boys and girls in the in that little Welhausen Mexican School, and I remember even yet the pain of realizing and knowing that college was closed to practically every one of these children because they were too poor.  And I think it was then that I made up my mind that this nation could never rest while the door to knowledge remained closed to any American. 

~ Lyndon B. Johnson

The challenge is to practice politics as the art of making what appears to be impossible, possible.

~ Hillary Rodham Clinton

All of us have to recognize that we owe our children more than we have been giving them.

~ Hillary Rodham Clinton

Quotes Regarding Passion:

What an unique opportunity we have in working with children, we as professionals in early childhood have the opportunity to shape a child's life for the better. 

~ Sandy Escobido

My passion comes from the intrinsic motivation I have for the work I do. 

~ Raymond Hernandez

Personal Childhood Web

Mom

Cousin                                                                      

God/ Church Family

Me 

Teachers: Ms. Patterson and Mrs. Brown                                             

                                                                                                                        Grandparents

God/Church

Influence: Spiritual guidance and spiritual foundation for life

Nurturing: Source of Support

Care: Always being there and revealing Christian insight

How I Felt Special: Showing interest in my life

Influence on My Life Today: Spiritual foundation for my life today

Mom

Influence: My inspiration and role model of a Godly woman

Nurturing: Always concerned, thoughtful, patient, and involved

Care: Supporting me and attending to my emotional needs and by always showing concern

How I Felt Special: Showing interest in my life

Influence on My Life Today: By making it known that I was a priority

Grandparents

Influence: Extended support system, provided knowledge, courage, and wisdom

Nurturing: Watching me, spending quality time with me, showing love only the way grandparents can

Care: Supporting me and attending to my emotional needs and by always showing concern

How I Felt Special: By making me feel as though I was the only grandchild

Influence on My Life Today: Showed a sense of community and revealed that family always leaves a trace on the heart

Cousin

Influence: Like a big sister

Nurturing: Supportive and offering advice

Care: Always asking for ways to help

How I Felt Special: By making me feel like a sister and best friend

Influence on My Life Today: Confidant, best friend, and someone to experience life with

Teachers: Mrs. Brown and Ms. Patterson

Influence: Motivator academically

Nurturing: Cooperating with my family in achieving academic goals

Care: Providing enrichment experiences  

How I Felt Special: Providing opportunities to build relationships with me

Influence on My Life Today: Instilling the value of how a relationship with a teacher, makes all the world of difference  



  

Heartfelt Moments:

Educators are like gardeners.  They tend small and delicate flowers.  Some flowers bloom in any environment, while others need special care and others need a firm structure upon which to stand on.  (Pattou, E., 2001)



You were born with wings.  Why prefer to crawl through life? ~ Rumi



Educators are like gardeners.  They tend small and delicate flowers.  Some flowers bloom in any environment, while others need special care and others need a firm structure upon which to stand on.  In my first year of teaching a delicate flower entered my classroom.  It was evident that he was bright.  With the right amount of care, he began to bloom!  He began reading and by the end of the school year he was reading on a third grade level.  Today he attends a language academy where he receives instruction in two languages.  His story is a testament that all children can and will achieve. 

My Favorite Children's Book:

White Socks Only is my favorite children's book of all time.  It allows children to see a glimsp of the past while relating it the future.  In this text, a grandmother shares a story of how she unknowingly intergrated a water fountain.  The text reveals the ability of one individual to drastically change a community. 

How Societal Change Begins:

Let the beauty of what you love be what you do~Rumi