"Be who you are and say what you feel,
because those who mind don't matter,
and those who matter don't mind." --Dr. Seuss
I love this quote because it teaches children to be themselves and to not worry about what others think of them. Sometimes during childhood, life can be tough. Tough questions, touch answers. But I believe that if you teach a child to stay true to themselves, this is the best gift that we can bestow upon them. During the ages of 4-11, many changes are taking place. Quite a few changes are cognitive, yet some are physical and emotional, as well. However, I feel the biggest change is that of the social environment. School begins at age 5 and so does the importance of friendships, peer interaction and social skills that will carry us through a lifetime. I find it crucial that as a child comes into their own and begins to find themselves, we as teachers and parents need to nurture their likes and dislikes, encourage them to try new activities and to listen and be there when they need a friendly ear.
Monday, December 17, 2012
Saturday, December 8, 2012
Testing For Intelligence
Testing For Intelligence
I have to admit that I am partial to the approach that the ASCD, the Association of Supervision and Curriculum Development, uses called The Whole Child. According to their website, ASCD is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner (http://www.ascd.org/). This assessment tool, The Whole Child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success (ASCD, 2012). I recently learned about this approach during a class in my post-graduate work. The Whole Child approach is, in my opinion, the complete opposite of the standardized testing that takes place now in most schools. In order to test for intelligence, I highly agree that the child's social, emotional, physical, and cognitive development should be included in the assessment. Using standardized tests to pigeon-hole children has been detrimental to children for years now. No two children are alike. No two children come from the same family background or socio-economical background. No two children are raised with the exact same values, morals and ethics. Furthermore, most of the time, teachers are instructed to "teach to the test" because their job depends on it. I can remember taking tests as a child in elementary school. However, never did my parents receive a notice that said our school may be taken over by the district and shut down because our test scores were so low. How does this help the children of this school? What if it just happens at the next school? I'm highly convinced that The Whole Child approach used by ASCD is more beneficial to the child, parents and teachers of any school.
Oddly enough, the ASCD has affiliates around the world. Places such as Canada, the Caribbean and even Japan. I was curious to see if this platform would show up in a brief search on the Internet. Sadly it did not. However, I did find that Japan does in fact have assessment tools not unlike the U.S. Conversely, I was surprised to find that children do not take these tests in Kindergarten or Elementary school. Also, curriculum for each school is based nationally by the Japanese Ministry of Education, unlike the U.S. in that we allow each state to decide what curriculum should be taught in our schools.
Reference
Association of Supervision and Curriculum Development. (2012). Retrieved from http://www.ascd.org
I have to admit that I am partial to the approach that the ASCD, the Association of Supervision and Curriculum Development, uses called The Whole Child. According to their website, ASCD is the global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner (http://www.ascd.org/). This assessment tool, The Whole Child approach, which ensures that each student is healthy, safe, engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success (ASCD, 2012). I recently learned about this approach during a class in my post-graduate work. The Whole Child approach is, in my opinion, the complete opposite of the standardized testing that takes place now in most schools. In order to test for intelligence, I highly agree that the child's social, emotional, physical, and cognitive development should be included in the assessment. Using standardized tests to pigeon-hole children has been detrimental to children for years now. No two children are alike. No two children come from the same family background or socio-economical background. No two children are raised with the exact same values, morals and ethics. Furthermore, most of the time, teachers are instructed to "teach to the test" because their job depends on it. I can remember taking tests as a child in elementary school. However, never did my parents receive a notice that said our school may be taken over by the district and shut down because our test scores were so low. How does this help the children of this school? What if it just happens at the next school? I'm highly convinced that The Whole Child approach used by ASCD is more beneficial to the child, parents and teachers of any school.
Oddly enough, the ASCD has affiliates around the world. Places such as Canada, the Caribbean and even Japan. I was curious to see if this platform would show up in a brief search on the Internet. Sadly it did not. However, I did find that Japan does in fact have assessment tools not unlike the U.S. Conversely, I was surprised to find that children do not take these tests in Kindergarten or Elementary school. Also, curriculum for each school is based nationally by the Japanese Ministry of Education, unlike the U.S. in that we allow each state to decide what curriculum should be taught in our schools.
Reference
Association of Supervision and Curriculum Development. (2012). Retrieved from http://www.ascd.org
Monday, November 26, 2012
Consequences of Stress on Children's Development
War
I come from a long line of family that were in the Navy. My mother. My father. My paternal Uncle. My paternal Grandfather. My maternal Grandmother. My maternal Grandfather. Although I did not grow up with my parents being in the Navy, when "war time" comes, you can bet that our household was buzzing with talk of politics. I am not comparing myself, by any means, to the children that grow up in countries where war is a daily part of life. However, I can remember when I was about 12, in 1992, when the Gulf War began. I have a distinct memory of seeing the bombs that were released over Baghdad, each night on the television. I did not understand why. I did not understand what we were fighting over. I did not even understand why we had to write to soldiers in the military in my 6th grade class.
But then, September 11, 2001 happened. Now I was 21. Now I understood what was going on, why we were bombing another country, and what we were fighting over. I, like so many people, remember that fateful day. Yet the days following it are even more vivid. The fear lasted for days, weeks, and even months. I was living in a town with a military base. Night after night, I was worried that it would be bombed. We lived in an area where the only way out of town was to go over bridges, which were all closed, at the time. I felt like a sitting duck. I remember going outside, after 3 days of staying in, to run to the store. The town was eerily quiet. It seemed as though 90% of the town had left. Being a military town, this may have been true, but I was not expecting the quiet and desolation that I saw driving down the main street in the town.
If I was honest, I would have to say that I'm not over 9/11 yet. I have a hard time looking at pictures or watching specials on television about the events of that day. However, I think one image is burned into my brain permanently: people jumping from the windows of the World Trade Center. So sad.
War in Syria
I have friends who are from the country of Syria. In fact, they still have relatives living there today. I have avoided looking into the crisis that is taking place in the country of Syria because I hate to see people dying and children effected so harshly during war time. However, I decided to look up the Syrian crisis because it is my job to defend the rights of children and to help when ever I can.
I was able to find an organization called War Child, UK, that directly deals with the Syrian conflict. The website revealed a paper written on the effects the conflict in Syria is having on children who not only live there, but have also fled to refugee camps.
This quote sums up the problem entirely:
"The treatment of children has been undeniably callous. Children and young people have been summarily massacred; illegally detained; sexual abused; used in combat; abducted and tortured, denied schooling and access to humanitarian aid; and deliberately targeted in violent attacks" (Williams, 2012).
The article goes on to explain how the organization, War Child, UK wants to help these children in Syria. They speak of community outreach in Syria and in Lebanon, where most refugees are heading. There is a component of sustainability needed, as well as psychosocial support. Furthermore, there is an extreme need for a supportive education component because most children are not receiving their education in refugee camps or are afraid to go to school due to becoming a target of bombing attacks.
References
William, R. (2012, July 22). Syria: A War on Childhood. Retrieved from War Child, UK website: http://www.warchild.org.uk/sites/default/files/Syria%20-%20War%20on%20Children%28final%29.pdf
I come from a long line of family that were in the Navy. My mother. My father. My paternal Uncle. My paternal Grandfather. My maternal Grandmother. My maternal Grandfather. Although I did not grow up with my parents being in the Navy, when "war time" comes, you can bet that our household was buzzing with talk of politics. I am not comparing myself, by any means, to the children that grow up in countries where war is a daily part of life. However, I can remember when I was about 12, in 1992, when the Gulf War began. I have a distinct memory of seeing the bombs that were released over Baghdad, each night on the television. I did not understand why. I did not understand what we were fighting over. I did not even understand why we had to write to soldiers in the military in my 6th grade class.
But then, September 11, 2001 happened. Now I was 21. Now I understood what was going on, why we were bombing another country, and what we were fighting over. I, like so many people, remember that fateful day. Yet the days following it are even more vivid. The fear lasted for days, weeks, and even months. I was living in a town with a military base. Night after night, I was worried that it would be bombed. We lived in an area where the only way out of town was to go over bridges, which were all closed, at the time. I felt like a sitting duck. I remember going outside, after 3 days of staying in, to run to the store. The town was eerily quiet. It seemed as though 90% of the town had left. Being a military town, this may have been true, but I was not expecting the quiet and desolation that I saw driving down the main street in the town.
If I was honest, I would have to say that I'm not over 9/11 yet. I have a hard time looking at pictures or watching specials on television about the events of that day. However, I think one image is burned into my brain permanently: people jumping from the windows of the World Trade Center. So sad.
War in Syria
I have friends who are from the country of Syria. In fact, they still have relatives living there today. I have avoided looking into the crisis that is taking place in the country of Syria because I hate to see people dying and children effected so harshly during war time. However, I decided to look up the Syrian crisis because it is my job to defend the rights of children and to help when ever I can.
I was able to find an organization called War Child, UK, that directly deals with the Syrian conflict. The website revealed a paper written on the effects the conflict in Syria is having on children who not only live there, but have also fled to refugee camps.
This quote sums up the problem entirely:
"The treatment of children has been undeniably callous. Children and young people have been summarily massacred; illegally detained; sexual abused; used in combat; abducted and tortured, denied schooling and access to humanitarian aid; and deliberately targeted in violent attacks" (Williams, 2012).
The article goes on to explain how the organization, War Child, UK wants to help these children in Syria. They speak of community outreach in Syria and in Lebanon, where most refugees are heading. There is a component of sustainability needed, as well as psychosocial support. Furthermore, there is an extreme need for a supportive education component because most children are not receiving their education in refugee camps or are afraid to go to school due to becoming a target of bombing attacks.
References
William, R. (2012, July 22). Syria: A War on Childhood. Retrieved from War Child, UK website: http://www.warchild.org.uk/sites/default/files/Syria%20-%20War%20on%20Children%28final%29.pdf
Saturday, November 10, 2012
Child Development and Public Health
SIDS or Sudden Infant Death Syndrome is a topic dear to my heart because a close family member lost her daughter almost one year ago. The little girl was only a month younger than my twin boys, so needless to say finding out about her daughter passing away made me hug my boys a lot tighter. The child was only 2 months old. She was primarily healthy but was suffering from a bit of a cold at the time. Without explaining personal aspects of the case, I am sad for the family, but some things could have been avoided to help the child. One, she was laying tummy down on her mom when she passed away. Two, both parents are avid smokers. Both aspects are known to aide in the cause of SIDS.
According to Berger (2009), there are notable differences in ethnicity in regards to SIDS. Before a worldwide campaign to refuce the risk, only 1 baby in 3,000 in Hong Kong died of SIDS, compared with 1 baby in 200 in New Zealand (Berger, 2009).
This statistic was alarming to me. However, after the campaign Back is Best began, the SIDS rate in New Zealand fell by more than 70%. Another campaign regarding wrapping the child's mattress with a special polyethelene cover to prevent the emitting of toxic fumes was also helpful in reducing SIDS.
I believe that in my working environment, I will definitely share statistics and the risks of SIDS. I am a strong advocate for putting children on their backs to sleep, as well as having the infant in the same room as the caregiver.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
According to Berger (2009), there are notable differences in ethnicity in regards to SIDS. Before a worldwide campaign to refuce the risk, only 1 baby in 3,000 in Hong Kong died of SIDS, compared with 1 baby in 200 in New Zealand (Berger, 2009).
This statistic was alarming to me. However, after the campaign Back is Best began, the SIDS rate in New Zealand fell by more than 70%. Another campaign regarding wrapping the child's mattress with a special polyethelene cover to prevent the emitting of toxic fumes was also helpful in reducing SIDS.
I believe that in my working environment, I will definitely share statistics and the risks of SIDS. I am a strong advocate for putting children on their backs to sleep, as well as having the infant in the same room as the caregiver.
References
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
Saturday, November 3, 2012
Birthing
My only experience with birthing is when I gave birth to my twin boys. It was my first pregnancy. When the doctor told me that he saw two distinct eggs, yet right on top of each other, he informed me not to get my hopes up because sometimes one of the twins may pass away in utero. Needless to say, I quickly changed doctors! In the end, I had a tough pregnancy. Riddled with preeclampsia and high blood pressure. I sort of opted for a Cesarean section. Being told that I could have natural child birth to the first baby but then need a c-section anyway for the second baby made me just go with the c-section all together. I did in fact go into labor, but the pains were not that bad. The spinal block was just awful. I screamed. It hurt. But then, as if having a 5 lb baby shoved into my rib cage wasn't enough, they tipped me back on the table and I panicked. I felt like I couldn't breathe. They seemed to be quick about what ever it was they were doing behind the little paper partition that was up because soon I heard them say that Baby A weighed 4lbs 5oz. I panicked again. I knew not more than a month before I had an ultrasound that showed that Baby A weighed exactly that, 4lbs 5oz. I realized how small he was when all they brought me was a bundle of blankets with a tiny face peaking out. Then I heard them say that Baby B weighed 5lbs 3oz and I knew something was wrong. Baby A, Andrew, as we would name him, hadn't gained any weight in the last month, but Baby B, David, had gained weight. Turns out my placenta was huge! Still not sure why. Also, turns out Andrew's umbilical cord was half the size of David's and apparently David was hogging most of the nutrients at the end of my pregnancy. But then, my worst nightmare came true. Andrew was having trouble breathing. So I'm laying on the table while the nurses are whisking away my babies. One to the NICU and one to the regular nursery. I was told later that this was the first time they had ever separated twins. The boys are identical. They have been with each other from moment ONE! I was worried about the effects, if any, this might have one them. Andrew recovered quickly. He is my fighter. One week. Only one week in the NICU and he was fine. Amazing. They stitched me up and sent me to recovery. However, I couldn't see straight. Literally. I couldn't read the clock on the wall that was no more than 5 feet away. My blood sugar had dropped and I needed medicine to correct it. After a bit, I felt better and quickly asked about my babies. They brought David to me right away. I called to the NICU about Andrew as soon as I could and went to see him the next morning when I could finally get out of bed. I'm proud to say that I was up and around the next day with only Motrin to help with the pain. We took David home a few days later and then Andrew a few more after that. However, I could just tell that David was looking for Andrew. David was not whole until we laid Andrew in the crib next to him. I think that if Andrew would have passed away, God forbid, David would have had a whole in his heart. I'm not sure his development would have been changed in any way, but he may have grown up missing something.
I've always wanted to go to Ireland, so I decided to look up how they give birth there. It seems to be the same methods: regular birth, c-section and water birth. However, I did notice one difference. The country of Ireland seems to place importance on doing labor in water, but not necessarily giving birth in the water. I was surprised by this fact. It seems that in the U.S. we are on our backs pushing the baby out or, as in my case, tipped up to get the baby out during a c-section. I was also delighted to find that Ireland has the highest birth rate in the EU. I would be inclined to make the connection that more than likely it has to do with the ability to have labor in water. Less stress on the mother can bring greater results to the unborn child in the terms of blood flow and adrenaline. Some research has shown that the baby can have injury or a traumatic experience all together if they are born from a stressed out mother. I wonder if water labor is the way to go?
I've always wanted to go to Ireland, so I decided to look up how they give birth there. It seems to be the same methods: regular birth, c-section and water birth. However, I did notice one difference. The country of Ireland seems to place importance on doing labor in water, but not necessarily giving birth in the water. I was surprised by this fact. It seems that in the U.S. we are on our backs pushing the baby out or, as in my case, tipped up to get the baby out during a c-section. I was also delighted to find that Ireland has the highest birth rate in the EU. I would be inclined to make the connection that more than likely it has to do with the ability to have labor in water. Less stress on the mother can bring greater results to the unborn child in the terms of blood flow and adrenaline. Some research has shown that the baby can have injury or a traumatic experience all together if they are born from a stressed out mother. I wonder if water labor is the way to go?
Saturday, October 20, 2012
Codes of Ethics
NAEYC Code of Ethical Conduct
P-1.2- We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure.
*** I am partial to this principle because it encompasses all that we do as educators in the Early Childhood field. I find it encouraging that the principle not only touches on educating children in a positive emotional and social environments, but also speaks of the importance of supporting each child's family and culture. In the past neither of these points were a part of an Early Childhood program. Programs of today are focused on preserving and celebrating the child's culture and offering them an environment that will promote their well-being and the becoming of a well-rounded person.
The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children
Evidence Based Practices- We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
*** My background and B.A. is in Psychology, so I am drawn to any section within the Early Childhood Education field that discusses practices and research. I have learned that when sharing information with colleagues and families of the programs, it is best to have examples and a deeply evidence base in the research. In doing so, I feel that I can rest easy knowing that what I am sharing with others is not shallow, change by night practices that have no deep roots within our field.
NAEYC Code of Ethical
I-1.3- To recognize and respect the unique qualities, abilities, and potential of each child.
*** I feel that this Ideal is one of the most important concepts in the Early Childhood Education field. Above all else, in our daily routine with children, we should be noticing that each child is their own individual person and that we have a responsibility to help that child grow within their own identity. Comparing children to each other and limiting their potential to a single test score is ultimately detrimental to any child.
P-1.2- We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure.
*** I am partial to this principle because it encompasses all that we do as educators in the Early Childhood field. I find it encouraging that the principle not only touches on educating children in a positive emotional and social environments, but also speaks of the importance of supporting each child's family and culture. In the past neither of these points were a part of an Early Childhood program. Programs of today are focused on preserving and celebrating the child's culture and offering them an environment that will promote their well-being and the becoming of a well-rounded person.
The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children
Evidence Based Practices- We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
*** My background and B.A. is in Psychology, so I am drawn to any section within the Early Childhood Education field that discusses practices and research. I have learned that when sharing information with colleagues and families of the programs, it is best to have examples and a deeply evidence base in the research. In doing so, I feel that I can rest easy knowing that what I am sharing with others is not shallow, change by night practices that have no deep roots within our field.
NAEYC Code of Ethical
I-1.3- To recognize and respect the unique qualities, abilities, and potential of each child.
*** I feel that this Ideal is one of the most important concepts in the Early Childhood Education field. Above all else, in our daily routine with children, we should be noticing that each child is their own individual person and that we have a responsibility to help that child grow within their own identity. Comparing children to each other and limiting their potential to a single test score is ultimately detrimental to any child.
Monday, October 8, 2012
Three Additional Resources
1. Early Childhood Research & Practice
www.ecrp.uiuc.edu
(Internet journal)
2. Bambini: The Italian Approach to Infact/Toddler Care
Edited by Lella Gandini and Carolyn P. Edwards
(Book)
3. The diary of Laura: perspectives on a Reggio Emilia Diary
by Carolyn P. Edwards and Carlina Rinaldi
(Book)
www.ecrp.uiuc.edu
(Internet journal)
2. Bambini: The Italian Approach to Infact/Toddler Care
Edited by Lella Gandini and Carolyn P. Edwards
(Book)
3. The diary of Laura: perspectives on a Reggio Emilia Diary
by Carolyn P. Edwards and Carlina Rinaldi
(Book)
Course Resources
Part 1: 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://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
- 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://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage - World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission. - Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.
- World Forum Foundation
- 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/ - 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/
- 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
Saturday, September 29, 2012
Raymond Hernandez MS Ed Quote
became an administrator "because I felt like I'd have a bigger impact on managing programs, to be able to shape programs, be able to look at how you design a program that's going to best benefit not only the children but also the families of the program"- Raymond Hernandez MS Ed
Louise Derman-Sparks Quote
"I had just a built-in passion that it was important to make a real contribution in the world, to fix all the injustices that exsisted in the world, and I wanted to do that through teaching." - Louise Derman-Sparks
Dr. Greenspan's Quote
From the book: The Learning Tree
"we use the metaphor of a tree, the Learning Tree, to embody the three essential ingredients of learning: Roots represent the different ways children take in information and plan their actions. The trunk of the tree respresents thinking skills, the development of increasingly complex ways of thinking and, importantly, their application not only in academic subjects but also in such areas as friendships and family relationships. The branches represent the essential academic skills of reading, math, speaking, writing, and organizing."
"we use the metaphor of a tree, the Learning Tree, to embody the three essential ingredients of learning: Roots represent the different ways children take in information and plan their actions. The trunk of the tree respresents thinking skills, the development of increasingly complex ways of thinking and, importantly, their application not only in academic subjects but also in such areas as friendships and family relationships. The branches represent the essential academic skills of reading, math, speaking, writing, and organizing."
Dr. Brazelton's Quote
"When we strengthen families, we ultimately strengthen the community. Our goal is that parents everywhere work with supportive providers, feel confident in their parenting role, and form strong, resilient attachments with their children. To help achieve this, providers must be responsive to parents, knowledgeable about child development, and eager to see every parent succeed."
-T Berry Brazelton, MD
-T Berry Brazelton, MD
Saturday, September 22, 2012
Personal Childhood Web
Personal Childhood Web
My most cherished person that has influenced my life is my mom. She has always been a great support in my life, even during the ups and downs. She not only is my mother, but also a friend. She has encouraged me to finish my education because she wants me to have the best possible life. She has taught me about hardwork, how to care for others, to be a good listener and to be a sweet person. She continues to impact my life daily. She is a great grandmother to my two boys. She is always striving to be self-sufficient and has taught me to be the same way. She loves me and has always stressed that no matter what, she will always love me.
Another person who is a great influence in my life is my sister. She is a great mom to her three kids and has taught me so much about parenting. I follow her advice and watch the things that work for her in her daily routine. She has always been there for me. She continues to astound me as a model Christian women. She has taught me to love others, be patient and kind and to lead with a clear head and not just my heart. I've always been her little sister but recently we can now call each other friends. I am so glad that our children live close together and will have a special bond.
My fouth grade teach Mrs. Joyce continues to be an influence in my life. She not only taught me how to multiply and divide, but that someday I would grow up to be an educator. She has always been the best example of what a teacher should be: loving, caring, understanding, patient, encouraging and nuturing. I spent a lot of time with her as a young child, during school and after school. Even as I passed Elementary school, I would go back year after year to still see her and say hello. In my early 20's I moved away and lost touch with her. When I went back to the old neighborhood, I realized that the school was closed. Oddly enough, she found me on Facebook. She now encourages me to finish my master's degree and to stay in the educating field. I always wanted to be just like her. :-)
Another wonderful person in my life is my best friend. She and I have been friends for more than 25 years. She is a great influence on my life everyday. She has taught me how to be a better friend, a better mother, a better Christian and a better person. She has always been there for me during the ups and downs. She has made me feel special by just being my friend. She encourages me to finish my education and to follow my dreams. We are like sisters in so many ways. I am lucky to have her in my life because she is a great example of a wonderful spouse, mother, friend, sister, fellow Christian and person.
Saturday, September 15, 2012
Help
If anyone can tell me how to put my settings so that when I post in the About Me section under my Google+ account, it turns up on my blog...I would be ever so grateful!
Fueling my passion...
I find that what fuels my passion for Early Childhood Education is the plain fact that our society is better for having it! Study after study shows that even Preschool classes or Head Start programs increase the high school and college graduation rate and decreases the rate of crime. With the existence of these programs, history has shown that children are not only Kindergarten ready, but do better emotionally, socially and developmentally. And yet, knowing the research reflects these concepts, the government does not mandate Preschool in every state and is still day by day shutting down programs that help children thrive! Good, quality programs are harder and harder to find, let alone the funding to help those that cannot afford such programs. I feel that my passion for ECE is headed by the fact that we as a country are going in the wrong direction. We should be improving and retaining programs that celebrate the concept of family, teach children the fundamentals and teach parents valuable skills, Not doing away with them.
Children's Book
My most cherished book is Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.
Oddly enough I still relate to this book even at 32. Everyone has bad days. Everyone has days were incidents happen one on top of the other. It was comforting to me, as a child, to know that others around me had the same experiences. Being the only one to have a cavity at the dentist. Having to get the all white shoes because they were out of the cool ones with the red or blue stripes. Being squished between two people in the car and not getting a window seat. Your best friend says you are not his #1 best friend anymore and that so and so is now your #1 best friend. And who could forget the time when your mom forgot to pack you dessert in your lunch bag!
But in the end, Alexander, even though he wants to just move to Australia, is reminded by his dad that even people who live in Australia have terrible, horrible, no good, very bad days.
Oddly enough I still relate to this book even at 32. Everyone has bad days. Everyone has days were incidents happen one on top of the other. It was comforting to me, as a child, to know that others around me had the same experiences. Being the only one to have a cavity at the dentist. Having to get the all white shoes because they were out of the cool ones with the red or blue stripes. Being squished between two people in the car and not getting a window seat. Your best friend says you are not his #1 best friend anymore and that so and so is now your #1 best friend. And who could forget the time when your mom forgot to pack you dessert in your lunch bag!
But in the end, Alexander, even though he wants to just move to Australia, is reminded by his dad that even people who live in Australia have terrible, horrible, no good, very bad days.
Sunday, September 9, 2012
First Go Around
This is my first attempt at a blog, so we shall see how it goes! I find it exciting to be able to put my thoughts, feelings, experiences and findings out for the world to see. I hope to make a circle of blogs that will bring insights and help to anyone who is interested in Early Childhood and all that it entails.
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