Blog Assignment: When I Think of Research...

Happy Holidays

I would like to begin thanking all my classmates for their responses and insights. I would also like to thank our Professor Dr. Davis. She encouraged us and allowed us an opportunity to think beyond our interpretations with critical questions and guidance.
Prior to my educational research studies I had limited comprehension concerning the research process.

My insights and perceptions of an early childhood professional have been modified or confirmed, such that: “I have always believed sound research would benefit science and the public”. Through insights in this course I have begun to define sound. The data is truly valid, reliable, useful, ethical, and worth the researchers efforts to provide the best data possible without biases, political issues, or other challenges. Some perceptions I have encountered are how broad the topics can be. One topic easily opens doors for additional and even more in-depth studies.
My research is focused toward poverty and how it impacts childhood development. Throughout each week I begin to learn the research process and how it will guide me to an understanding of the steps organizing my topic simulation. I can now read others research and identify with the methods, designs, and ethical issues. I look for qualitative and quantitative methods, or mixed methods. Based on single studies there are ways shown how to survey, observe, and document participation.

Some challenges I faced was arranging my research questions to justify my research validity and a sound outcome. I was able to overcome this challenge by exploring past and new information each week in my lessons. As I incorporated mixed methods I begin to feel more confident about my simulation. Applying mixed methods I was able to do survey gathering public information, then evaluating the data through the quantitative method. To ensure validity I choose to use the investigator triangulation method. This allowed alternative interpretations of the data.

International Research

The dynamics of early childhood play is a topic researched in depth by researchers around the world. Researchers and theorist are trying to connect links between academics and play. There are many concerns that continue to surface for example: Can children benefit from pretend play? Are children able to acquire academics skills through play? Do children learn social skills through play? Do children benefit from outdoor play?


Since I was a child outdoor play has taken on a new perspective. I remember looking at the clock just waiting for recess. The girls would gather and pretend we were fashion models or play house, while the boys played football and wrestled on the ground. This was a very important time of our school day. I understand that there are many opportunities for children to learn through indoor play, but I do not feel outside play should be neglected. Changed opportunities for children to pursue their interests and play in indoor settings should not be neglected when considering the relative benefits of outdoor play. Indeed it may be important to consider whether outdoor play is still as relevant to childhood as it has been in the past. Perhaps changes in indoor environments have shifted the balance and outdoor experiences have become less relevant. Children need the opportunity to get out of the classroom. This helps them physically and emotionally. It gives them an opportunity to explore nature and the environment.


Today on a typical school day many children do not even have an opportunity to go outside. Because we feel the crunch and if it’s close to test time, many teachers will opt to more test taking skills or reviewing standards information.


This special edition of the European Early Childhood Education Research Journal provides an important contribution to the evidence base on outdoor play. By bringing together researchers from a range of countries, using a range of methodologies in a wide range of outdoor settings, it becomes possible to examine the different affordances of various outdoor spaces (within centres/schools, public parks, wild areas), the relationship between institutional practices and children's play in outdoor spaces and the relationship to early childhood pedagogy.


Resource:
Waller, Tim. Sandseter,Ellen Beate H., Wyver, Shirley, Hagsér, Eva, Ärlemalm, Maynard, Trisha. (2010). The dynamics of early childhood spaces: opportunities for outdoor play? Special Issue: Outdoor play and learning. European Early Childhood Education

Reseach and My Family Blog 3 Assignment

As I walked around my Aunt’s house and we reminisced about the old days we stood quietly staring at Little Ricky’s picture. Ricky passed away at age 6. He was born with a hole in his heart and in 1961 they did not have the knowledge or technology to perform open heart surgery on children.

On January 1, 1991, I became a proud aunt of a beautiful baby boy only to learn Joshua was born with the same heart disease as Little Ricky. (Ricky was Joshua’s second cousin) Thanks to research and modern technology Joshua has had two successful surgeries. He now attends college and lives a very normal and healthy life style.

I remember listening to my mother and family talk about both boys being called a blue-baby. I didn’t really know what that meant, but after my research I now understand the term.

Years of research has proven to be beneficial to children’s health and development. I’m sure there had to be some risk for the greater good through out the process, but worth the sacrifices for man-kind.

I found the following information helpful:
Approximately 10 percent of the cardiac surgery in this country is performed on infants and children. Problems requiring this surgery are almost exclusively congenital in nature-the children are born with heart defects. Congenital defects vary from straightforward problems, such as a “hole” in the heart, producing mild symptoms or none at all, to complicated malformations that result when a good portion of the heart has failed to develop. Normally, these lead to life-threatening situations. Depending on the heart defect, there are two common conditions that may arise. Children who have more than the normal amount of blood flow to the lungs as a result of a defect may suffer from congestive heart failure. A large hole between the left and right main chambers of the heart (ventricles)can produce this. On the other hand, children with blockage resulting in less blood flow to the lungs may suffer from blueness of the skin (cyanosis). Although they may gain weight and grow well, they are cyanotic because of the low level of oxygen in their blood. These children are often physically limited, and they can suffer from complications such as infections and blackouts.

Retrieved November 17, 2011 http://www.med.yale.edu/library/heartbk/25.pdf

Blog Assignment: My Personal Research Journey

My interest in poverty continues to grow. My sub topic for research is: How can poverty impact a child’s growth and development process from early childhood into adulthood? I need help structuring my research question. I feel it is perhaps to broad. I know what my goal is but I'm having difficulty with proper wording.

Through current research long term health issues in children related to poverty have been connected to adulthood diseases. Children that are raised in a lower SES are more likely to have higher cortisol levels linking to diabetes, obesity, emotional stressors depression, anxiety, and drug additions. I have been able to find many resources with qualitative and quantitative literature I’m just unsure how to pull out the relevant literature. I’m hoping to be able to identify what’s going to be relevant and what’s not.

Through the charts I’m beginning to understand the process of gathering useful published data and acquiring additional substantial information to help me gain a deeper knowledge of a specific topic.

Last Post for Current Issues and Trends in Early Childhood Course

I wish to begin by thanking my colleagues for their encouragement and sharing their international contact insights and podcast research. I was disappointed I never heard back from my contact, but I enjoyed reading your contacts each week. I feel I gained helpful knowledge that will allow me to have a better understanding of global childhood issues.

Throughout the course I learned that countries all over the world have similar issues and concerns about quality and affordability of early childcare and educational programs. Lack of funding is a global issue to supporting early childhood programs that impacts the quality of all programs. It’s then like a trickling effect. Programs that do not meet readiness standards create poor quality programs and eliminate excellent teachers. Accessibility and affordability to early childhood programs is another concern faced by many. This trend continues not only in America, but all over the world.

One of my goals in working towards finding solutions to the current concerns of early childhood professionalism will be to maintain my awareness on the issues and current trends in early childhood education, not only in my own community, but globally.

Access and Quality are the Roots to a Child’s Success

The UNESCO web site offers many resources to expand my knowledge and understanding of creating a universal early childhood program reaching all children.

Access
Child development begins at birth and access to quality childcare is vital for early development. Many countries are committing themselves to “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.” Governments were urged to expand equitable access to quality early childhood services underscoring the importance of instituting policy in favor of the poor. Many countries provide alternate services for poor children without providing high-end quality and costly accessibility. Therefore many children still do not receive the early developmental skills and pediology needed to compete with more fortunate children. In these instances the government resources are redistributed to help the more privileged and overlooking the poorer communities.

Quality
I believe early childhood programs should look at the whole child and assist that child with skills to transition into higher education. High quality childcare, particularly for children from disadvantaged backgrounds, promotes motivation, confidence, good cognitive and linguistic development and school readiness (Quality). We have researched and studied the importance of quality childcare throughout Issues and Trends and all research leads back to quality and access. Materials should support culture and developmentally appropriate curriculum for child interaction.

Investment
Finding funds for the programs is the biggest factor for the governments. Once countries recognize the positive value of state investment in this area, the next challenge is to mobilize funds. In general, government funding for early childhood is extremely small. For this reason approaching the private sector (non-profit and for-profit) can be an effective strategy (Investment).

This once again will limit accessibility and quality education for those living poverty in third world countries and the U.S.A.


Resource
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/quality/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/access/
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/investment/

Diversity and Pre-School Equalities

As I followed outside links they lead me to an article in Time US titled Rethinking Pre-K: 5 Ways to Fix Preschool. After searching the site I found Webley’s (2011) research shows that when the first day of school rolls around, the child from the low-income household will be as many as 1.5 years behind grade level in terms of language and pre-reading and pre-math skills.

Being an important statement to me Webley (2011) states: When you look at findings like this, it's not hard to see why educators and government officials believe so strongly in the need for early-childhood education, particularly for low-income children. A half-century's worth of data has shown that reaching kids early helps them avoid repeating grades in elementary school, stay on track to graduate high school, earn more money as adults and spend less time in prison or on welfare. Recent studies have also pointed to third grade as a critical benchmark — if children are not performing at grade level by then, they may never catch up — making the years leading up to that point increasingly important.

I have a hard time understanding why money for prisons, roads, excess government spending is so readily available when it is clear where our tax dollars need to be spent!

Earlier I selected the Pre-K Now Origination to gain knowledge of current changes occurring within the early childhood programs. New information gathered this week from the newsletter that added to my understanding of equity and excellence in early care and education is related to our Latino population. Interesting fact: The future productivity of the U.S. workforce depends on our current commitment to providing high-quality early childhood education programs for all children, but especially for the quickly growing Latino population (Pre-K Now, 2011).

Facts and insights about issues and trends in the early childhood field I gained this week from exploring the newsletter are:
Latino children make up the largest and most rapidly growing racial/ethnic minority population in the United States.
The largest percentage increases in the Latino population during the last ten years have occurred in the South (North Carolina, 394 percent; Arkansas, 337 percent; Georgia, 300 percent; Tennessee, 278 percent; South Carolina, 211 percent; and Alabama, 208 percent)(Pre-K Now, 2011). I high-lighted Georgia my state.


Resources
Pre[K]Now: A Campaign of the Pew Center on the States http://www.preknow.org/ (Newsletter: http://www.preknow.org/signupform.cfm )
Webley, Kayla. Monday, Sept. 26, 2011. Rethinking Pre-K: 5 Ways to Fix Preschool. Time US Retrieved: http://www.time.com/time/nation/article/0,8599,2094847,00.html#ixzz1acIaV7oC

Alternative Assignment Global Children’s Initiative

Attempting to establish a global wide approach to early childhood development the Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda (Global Children’s Initiative).

Harvard University’s “Global Children’s Initiative” website introduces a global initiative that will educate our policy makers with an understanding of the importance of early child development beginning at birth. The organization also supports expanding global understanding of how healthy development happens, how it can be derailed, and how to get it back on track. Last build leadership capacity in child development research and policy—focused on both individuals and institutions—in low- and middle-income countries to increase the number and influence of diverse voices and perspectives that are contributing to the growing global movement on behalf of young children (Global Children’s Initiative).

I have gained insight to the three domains: early childhood development; mental health; and children in crisis and conflict situations.
1) Early childhood is a global concern for all nations with a focus on the poor and poverty stricken.
2) Mental Health is affected by severe health issues related to HIV/AIDS in Rwanda; and
addressing child maltreatment and mental health in other countries.
3) Children in crisis and conflict situations. I truly think this can be a broad area and include children all over the world. Not only do we have nature crisis in different parts of the world, but we also have children here in the United States that losses a mother of father to war daily. Due to the economical situation more and more families are finding themselves hungry and homeless. Crisis and conflict has no boundaries as to whom it will affect.

I find it to be true; the wealthier are always in a better position to provide for their children regardless of what nation they live. Our lower and middle income families suffer the most: less health benefits, less accessibility to quality early development facilities, just not enough generous people to help those less fortunate. Who suffers? Everyone!

Center on the Developing Child, Harvard University. (2011). Global Children’s Initiative retrieved (http://developingchild.harvard.edu/initiatives/global_initiative

My Interest in the Pre-K Future Programs

Specific information which seemed particularly relevant to my current professional development are my studies through the last several weeks that lead me back to my interest in the pre-k and early childcare programs. My studies have impacted my thoughts as to how the new programs are going to impact our current programs and what improvements do we have to look forward to as educators? This week I looked at a website that explains President Obama’s “Race to the Top” program and the hopes of improving our lower income children’s future socially and academically; therefore, creating a stronger workforce in the future. He will implement $500 million dollars into in State-level competitive grants to improve early learning and development programs. These grants are to fund programs beginning from birth to kindergarten targeted toward lower economical areas For me this is exciting! For more information link to: RACE TO THE TOP (AUGUST 23, 2011) Retrieved September 28,2011 http://www.ed.gov/news/press-releases/obama-administration-releases-final-application-race-top-early-learning-challeng

The information gave me insight that our advocates and supporters are promoting new policies for the early childhood programs to help ensure we as educators will have future funding and research that will help guide us . This week’s studies gave me hope that our economists, neuroscientists, and politicians are working together for the concern s of our children. To continue my growth I look forward to following these policies to see the impacts or hopefully positive intended consequences in reference to our early childhood programs.

Poverty in China

I found this to be very interesting. It seems like a small sacrifice for such a compelling outcome.

A 1% reduction in world military spending could provide primary schooling to all the world's children. A 10% reduction could eliminate illiteracy completely for a decade. If 0.5% of world military spending were diverted to immunization, all children could be vaccinated against preventable diseases for the next 10 years (UNICEF, 2004)
I ask, “Why is it we cannot come together as nations to provide and protect our children?”

CHIPS is committed to providing knowledge for every nation on childhood poverty in hopes of obtaining commitments internationally.
Through my findings of a review, existing research and knowledge on childhood poverty and wellbeing in India, with a specific focus on Rajasthan, I learned:
Drought and environmental deterioration have significantly undermined livelihoods and exacerbated poverty in Rajasthan. Responses which may contribute to poverty cycles include pressures on children to work, undermining their education and health.

Children from 10-15 per cent of households had migrated for work, usually with parents, but sometimes alone. Income from migrant children's work constituted between 18 and 45 per cent of the poorest households' income.
In debtedness, related to drought-related pressures and social obligations (eg marriages, death feasts) affected over 80 per cent of households, and was a major factor leading to intergenerational poverty cycles.
http://www.childhoodpoverty.org/index.php?action=chipactivities-int

Pre-K Now Organization

Pre-K Now and child advocates across the country recognize that the most important people we work for are children and families. Parents, grandparents, siblings, aunts, and uncles all want the best for the children in their lives. Finding affordable, high-quality pre-k can be a significant challenge.

Pre-K funding is a nationwide issue. Each and every state has a different approach to funding and supporting the program. No doubt we want what’s best for our children but due to finances within the home high quality early childhood programs are not attainable.
Through the Pre-K Now organization a checklist is provided to help assist parents with choosing a high-quality program. The checklist can be printed or downloaded at: http://www.preknow.org/families/findprek/find.cfm

I’m currently following the pre-k cut backs and issues that have affected my state. I know many teachers whose hours and benefits were cut which is forcing many of them to look for alternative positions.

I also had an opportunity to work at two different schools in my county in pre-k classes this week. One was in an area with predominately white children of a wealthier socioeconomic status. I witnessed higher standards for these students and there was more parent involvement. Then I worked in an inner-city school with higher poverty and almost no parent involvement. The discipline issues occurred more frequently and there appeared to be fewer expectations for these students. I am aware of the economic differences related to the two schools, but what disappointed me was the standards were nhot the same.

EDUC-6162-2 Issues and Trends in the Early Childhood Field

In a fast paced world new issues and trends arise daily in the early childhood education profession. We as professionals will be reaching out all over the universe and collaborating with other professionals trying to make sense of all the challenges and changes we face.

Blog Assignment Part 1: Establishing Professional Contacts

For assignment one:  we are to contact another professional in another country, or we could listen to a pod cast and this is were my assignment began:

I log on to the following web site: 

Website: World Forum Foundation Radio. Includes links to podcasts of conversations with early childhood professionals.   http://www.worldforumfoundation.org/wf/radio.php

As I scanned through the various pods this particular one was interesting.  I listened to MECCS's principal, T. J. Skalski.   The school is an indigenous charter school located in Canada.  It’s somewhat wilderness country with the school on a beautiful hillside setting. Skalski has an amazing story how she becomes interested in this school and how her grandmother is an inspiration in her decision. She is the fifth principal in five years.   Skalski states, “The school has the elements needed for movement towards new approaches to curriculum delivery through historical approaches to learning. Preserving the language, sustaining a way of life, and understanding honored protocols are the keys to learning self-discipline. Embracing sacred teachings such as love, respect, courage, honesty, wisdom, humility, and truth — inherent teachings connected to the cultural value system — reignites hope to what seems to be a lost generation." (Kalinowshi).

 I have done extensive research on this school and have attempted to further communications with Miss Skalski.  I’m excited to learn more about this native community school and how she has impacted the schools success. Something I learned in the indigenous way, skills are developed through practice, hands-on experience. Not experiencing success is not seen as 'failure,' but as a teaching, a learning experience which adopts a more hopeful powerful learning that resonates more deeply with the student.  I like this learning attitude and approach.    To be continued.

Michael Kalinowski . (2011). Exchange Early Childhood Leaders.  Mother Earth’s Children’s Charter School. Retrieved from http://www.childcareexchange.com/resources/view_article.php?article_id=5019192

Blog Assignment Part 2: Expanding Resources

This is where my resource experience begins:

The pre-k program is an issue I follow because I too agree the learning process begins early.  I began with this site which only opened many issues I had on my mind.

Resource:  Pre[K]Now: A Campaign of the Pew Center on the States   http://www.preknow.org/

Across the nation, state and local school systems, recognizing the strong and growing evidence of pre-kindergarten’s effectiveness in closing achievement gaps and improving school performance, are implementing early learning programs as part of their education reform efforts. In low-performing districts, pre-k has emerged as a promising turnaround strategy, reaching children before they become low-achieving middle and high school students. As members of Congress discuss reauthorizing the Elementary and Secondary Education Act (ESEA), they should look to state and local turnaround initiatives as examples of how strategic use of limited funds for proven early education programs can raise student achievement and to identify opportunities for smart federal investment. (Pre[K]Now: A Campaign of the Pew Center on the States).

  Ok this sounds great and I agree we need a strategy, but what I don’t understand is:  If we know earlier education is so effective, why isn’t it first priority?  In the state of Georgia the pre-k programs are being cut along with teacher salaries and benefits, therefore our pre-k programs do not attract qualified and highly educated teachers.  Plus, many parents have to seek other private facilities for early education and many families cannot afford or are not able to provide any outside accommodations for their young child. Then what?  

Next,  to expand on the assignment I wanted to be able to identify with specific information and how it relates to my area and I chose the following site:  Resource:

 Education Programs Face Crippling State and Local Budget Cuts ... Jul 28, 2011 ... More than half the states cut funding for higher education this year, in some ... cliff ' that has been looming since the federal funds were released. ..... next year in the wake of the latest round of state budget cutbacks. Georgia Pre-K Programs Brace For State Cuts. .... Senate backs 4.8 percent cut to colleges ...      cef.org/education-programs-face-crippling-state-and-loc...

This site then leads me to the Channel 41 News Report:  Resource:

Local Pre-K Programs Brace for State Cuts:  Retrieved September 10, 2011 http://www.41nbc.com/news/local-news/2232-local-pre-k-programs-brace-for-state-cuts

  41 NBC News, parents and government representatives address local pre-k cuts. Governor Deal suggests 160 day calendar versus 180 days or half-days. This creates many hardships on parents not to mention the calendar gap will affect our students learning.  Deal states that by cutting the calendar days teachers will only receive a 10% cut in salaries versus a 25% cut.  This is my opinion, “But there should not be any cuts in this department if this were the learning process begins”.

  Actually for educators to get the job done, abide by all ethnic standards  and   Make sure what you are teaching, all students  will be able to pass standardized tests, regardless of any disabilities.  This is challenging for any educator.  To continue my assignment I have posted a response to a comment on this issue.

I’m afraid these changes and the context of these changes are going to deliver future negative consequences.

My Supports

 Recipe for Support:

Ingredients: loyalty, trust, communication, love, reinforcement, encouragement, comfort, be a source of strength, foster, maintain, keep from falling,

First: Combine loyalty, trust and communication to establish a healthy relationship.

Second:  Reinforce the first three ingredients with some encouragement, comfort, and love.

Last:  In order to maintain the support you will need to foster the relationship, and be a source of strength to keep the support from falling apart.

There are so many acronyms for the word Support.  But for me I connect support and strength together.

My first support is the Bible. Through my readings and studies I’m sustained through God’s word. When I’m down or discouraged I can always find guidance, encouragement, and truth.  I am assured I have support through my Faith.

 Second I have an unbelievable family support team. I returned to school as an adult with grown kids. Everyone in my family is proud of me because I was the first in my family to graduate with a college degree. They provided me with love and encouraged me through tuff situations. Our family saying, “I got your back!” what more could you ask for? We are a strong and supportive family. We extend this support to all family members and we often adopt a friend that may need a helping hand or a support system. This happens often due to lack of family supports, unlike ours.  We are blessed!

Third I have my colleagues and friends. I know that you too have made many new friends in this profession. We are there for each other in all times. You need a poster board? Naturally you walk next door or down the hall to friend. You need help on a parent conference form? Where do you go? To a colleague that is always there to help and support you no matter what your needs are.

 Colleagues are also there for moral support. They are there to encourage you and be advocates for you.

So, if you take some acronyms provided and combine them together,

 you get a strong foundation for SUPPORT.

EDUC 6161-7 "My Connections to Play"

I would like to share an incident that occurred just this week!

My dad is a pastor and every summer my parents travel to different worship conferences. This year it was held in South Carolina. My daughter and I went over to join them for one night.  After our arrival my dad wanted to show me the inside waterfall from the glass elevator. Keep in mind my dad is 74 years old. We proceeded to the elevator and no one else was around at the time. We get on the elevator and we go to the first floor, then up to the fourth floor and during this time we are looking down at the waterfall trying to decide which floor had the best view. It was so much fun. We would ride up and down laughing and engaged in the moment. When we returned to the room my mom asked where we had been. I simply replied, “Playing”. My point is you are never too old to be engaged in some type of play.

Play was a positive part of my life. During my generation we were encouraged to go outside to play and we did happily. We would stay out all day and play with neighborhood friends. We felt safe in our neighborhood and everyone knew everyone. Through this interaction we formed lifelong friendships. We learned to solve our problems and work out game rules amongst ourselves, and parents were close by for remediation when needed.

I have fond memories of learning to ride my bike without training wheels. My dad would take off one wheel then the other.  I still ride my bike and I enjoy the inner peace I feel and relation.

                                                     

                          

Unlike the children of today I experienced a childhood full of fun outdoor activities engaged in neighborhood games, or long afternoons of sitting under the big oak tree dressing Barbie’s with girlfriends. It is no longer safe for children to roam their neighborhoods engaging in social and physical activities. I had an opportunity to be a child and explore my imagination and creativity through my experiences.

Through pretend play I developed social skills by using the Barbie’s to communicate, acting out my own prior social experiences. As I grew older I learn to scaffold from these pretend play days. If children of today had these same opportunities it would perhaps eliminate possible future behavior issues.

I want to share these two quotes, because I believe play has no limits.

“The true object of all human life is play”.

 G. K. Chesterton British author 1874–1936

“Those who play rarely become brittle in the face of stress or lose the healing capacity for humor”.

Stuart Brown, MD  Contemporary American psychiatrist

Reflection

I believe play is a life learned innate characteristic for all humans. We experience some type of play throughout our entire life and play has no age limits. Play can be described as imagination, creativity, fun, laughter, interaction with others, or sometimes just alone.  It can be physical or it can be engaging with cognitive challenges. Sometimes a type of object will help guide our play encouraging the development of social skills.

 I’m troubled and an advocate for play. How do we as educators challenge a world of technology? Neighborhoods that is no longer for safe play? And very little home support?  My generation has been long gone. Stay home moms are rare. My mom and most all the neighbors mom’s stayed home. Our neighborhoods are no longer filled with laughter from the children playing hop scotch on the sidewalk, or boys racing by on their bicycles. As we have all witnessed children now prefer to stay inside the comfort zone playing video games and chatting on line.

Go outside “Are you kidding”? Not only are they missing the opportunity to develop socially, but why do you think so many of our children of today have various illnesses due to poor diets and lack of exercise. As a dear friend of mine would say “HELLO”.

This is perhaps one of my strongest experiences that I bring as a new older teacher. Through life experiences I understand every theory and concept of play and how important it is for us to try to incorporate play in addition to the standards. We have to get creative with our lesson planning.

Resources

Quotes retrieved July 22, 2011.  http://www.thestrong.org/about-play/play-quotes

Clipart retrieved July 22, 2011.  http://classroomclipart.com/cgi bin/kids/imageFolio.cgi?img=0&bool=phrase&cat=all&search=bicycle

http://www.fotosearch.com/photos-images/children-riding-bicycles.html

Relationship Reflection

I’m blessed to have both of my parent’s in my life.  They have always supported me and stood behind me good and bad.  They have always allowed me think for myself, yet provided guidance when needed. They taught me family values and how to love others. They have always been my rock and I don’t want to know what it will be like without them.

Thanks Mom and Dad, I love you!

My two best friends are my daughters.  We share everything and have a bond that is indescribable. They encouraged me through school and they are still on my side lines. I support them as they travel through life.  Trust and honesty fosters our strong and healthy relationship. The oldest is married now and has a wonderful husband and I couldn’t ask for more. She is a high-school history teacher.  The youngest lives at home and is in college, and I don’t want her to ever leave.

Mommy loves you girls!

When I Think of Child Development …

When I Think of Child Development I think of the whole child.  As I complete my early childhood development class I have a better understanding of the three domains that intervene together creating the whole child. My knowledge has deepened and my ideas have changed regarding children and their places in our future society.  Reflecting back on course resources I have chosen the following quotes.

Let us put our minds together and see what life we can make for our children.

—Sitting Bull, Hunkpapa Lakota Sioux chief

Can you only imagine what possibilities our children could explore if we as parents, teachers were all in one accord preparing their future.

Every child is gifted. They just unwrap their packages at different times.

—Anonymous

This is so true. I understand after raising two daughters and teaching early childhood.

There are no seven wonders of the world in the eyes of a child. There are seven million.

—Walt Streightiff, American author

We as adults can learn from children. They explore with open minds and curiosity. Through their eyes everything is huge.

Assessing the Whole Child

One of the most important ideas to remember is “What is the purpose of the assessment?  What information are you trying to gather and what is the intent of the assessment?” A teacher may assess her class at the beginning of the year to establish activities and reading centers to help establish student achievement.   A teacher will then assess periodically throughout the year to evaluate student progress, how well her children are learning, and students learning styles.  These assessments do not always have to be standardized test.  Some have said that performance assessment is anything that requires students to “do” something as opposed to filling in a bubble on an answer sheet (Stewart).   To assess the whole child a proactive teacher will incorporate portfolios, performance tasks, journals, and projects both written and oral. Using some of these tools, a teacher will be able to identify a child’s strengths and weaknesses. 

While I was researching topics I ran across this web site concerning assessing teachers and not the students. I couldn’t help but to read on. I particularly liked this statement: Importantly, looking at student test scores is not the way to assess teacher quality.  Different classes have different students, different tests produce different results, students will test differently on different days, etc.  Instead we should be looking at what teachers do (Kruse).  We are often judged or assessed by individual’s performance and not the big picture.  There are many obstacles we are faced with and no control over them. 

I believe assessing for both students and teachers needs to have a purpose and it needs to be fair.

Reference

Kruse,  Jerrid W. Teaching as a dynamic activity

Retrieved June6,2011rhttp://educatech.wordpress.com/2011/01/09/assess-the-teacher-not-the-students/

Stewart, Patrick. ().  UCLA Center for the Study of Evaluation.  ASSESSING THE WHOLE CHILD.

                Retrieved   June 6, 2011,  http://www.cse.ucla.edu/products/guidebooks/wolekid.pdf

Child Abuse

 

Child Abuse in America

Children are suffering from a hidden epidemic of child abuse and neglect. Over 3 million reports of child abuse are made every year in the United States; however, those reports can include multiple children. In 2007, approximately 5.8 million children were involved in an estimated 3.2 million child abuse reports and allegations.
http://www.childhelp.org/pages/statistics

Child Abuse in England

I was curious about abuse in England. I found over 80% of children killed or seriously hurt through neglect or abuse were not on England's child protection registers, it has been reported. Only 33 of the 189 children whose death or injury in 2005 to 2007 led to a review were on the registers.

http://news.bbc.co.uk/2/hi/uk_news/england/london/7730939.stm

As a kindergarten teacher I experienced a horrible situation where a grandmother was abusing her grandson.  The child was so smart, I was going to work one on one with him to see just how much he knew.  It was at that time he showed me huge bruises on his legs. I reported the incident and things were not so pleasant afterwards. However, I did see the child again at another school district and his father has custody. The child has some behavior issues in school, but he has the sweetest disposition. I like to think I helped prevent any further abuse.

I just do not understand how anyone could harm a child. All children disobeys and if a parent is that angry, he or she should walk away and take deep breaths.  Or if they feel the need to hit something then hit a wall it's fixable, but a childs emotional development will be damaged for life.

 

Access to healthy water

Americans are so fortunate to have access to daily drinking water.  Decades ago thanks to The Water Act and other pieces of legislation we have water for daily use.  Past presidents expressed a need to regulate pollutants and other hazardous chemicals that flow into our rivers and streams.  This allows us to have water fountains in public places, we are able to bottle water for activities, and enjoy the benefits of healthy water.

In Africa the children are not as fortunate.  A lack of access to clean water kills nearly two million children a year and stunts prospects for economic growth in the world's poorest country.  More than 2.6 billion people do not have access to proper sanitation and dirty water claims more lives than AIDS or conflicts, according to the UN's annual Human Development Report, released in South Africa.

I have read articles and watched various reports, but I did not know that more children died from lack of water versus AIDS. We as American’s just do not know how blessed we are.

http://www.terradaily.com/reports/Lack_Of_Clean_Water_Strengthens_Poverty_Trap_999.html

Happy Mother’s Day

A mother’s heart is a child’s classroom.

There is just something special about that first newborn. Unexpectedly, my first daughter was an amazing 45 weeks old and a cesarean. I was beginning to think I would never give birth. However, my doctors were monitoring her and she was very healthy and normal. She is now 30 years old and even today we have an amazing bond.

Until this assignment I really haven’t given childbirth in other countries any thought. I talked with a friend from India and found out many fascinating facts. For example:

      Men do not go into the labor room ever.

      If the baby is delivered by cesarean the mother is not allowed to do any thing for 3months and can you believe this: If it’s the first born the mothers parents are responsible for all the expenses.

      One more fact I learned was on the 21^st day after birth they have a huge celebration. Everyone they know is invited to see the new born.

When she came to America she was amazed how American women get out within 3 to 4 days after birth. This chat was fun we laughed and laughed.

Thought for the week

Tellme, and I'll forget. Showme, and I may remember. Involve me, and I will understand.

Food for Thought

Curt Rosengren stated, “Whatever your career path, you’re going to run into roadblocks and experience some bumps along the way” (Rosengren, 2010).  This statement is so true in all professions. I have found from experience roadblocks and bumps only make me stronger. They help me view my obstacles from a different perspective.  As an educator I have had my share, but I’m not giving up on my passion. I thought about doing missionary work in other countries, but as I explained to my mom “I feel my mission field is here in our own communities".

NAEYC

We as educators have an obligation to our students, families, colleagues, and communities to follow core values that are deeply rooted in the history of early childhood and education. Certain ethical standards of behaviors are expected of professional educators. Each standard has a purpose and meaning. I have chosen the following three to express my inter thoughts and how they apply to my profession.

Respect diversity in children, families, and colleagues

I not only respect diverse families and cultures, but I find myself wanting to know more. My sincerity shows and families love to share their foods and books relating to their families ways of life. It’s a great way to help to establish relationships.

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

As I related to diversity in the previous standard building relationships is a very important aspect of an educator’s position. If that relationship of trust and respect is not established no one wins. When we are all in agreement and have trust established, and then the student will have a high success rate.

DEC Code of Ethics

We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.

We should always strive to be our best personally and professionally engaging in new evidenced based information, so we can increase our knowledge and pass this vital information on to our students helping them to be successful.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/

Course Resources

Course Resources

I saw Ron at a conference and he was great!

The Essential 55 - Ron Clark's Book

http://k6educators.about.com/cs/classroommanageme3/a/essential55.htm

Harry Wong

www.classroommanagement.com

 http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

 http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

http://www.unicef.org/crc/files/Rights_overview.pdf

http://www.worldforumfoundation.org/wf/about.php

http://www.naeyc.org/

Quotes

"It is never too late to be what you might have been."

— George Eliot

http://www.goodreads.com/quotes/show/619

This was one of Abigail Eliot’s favorite quotes. I can relate to this quote because I am a non-traditional student and this quote hits home with me. I know it’s never too late to be what you wished you had been or be the best you can at any point in your life.

Sandy Escobido also had an opportunity to work as an early childhood advocate. She stated

 "We in the early childhood profession have an opportunity to shape a child’s life for the better".

”(Escobido 2010).

These two ladies were from different time periods, but ultimately had the same passion. That was to provide early childhood educational opportunities for everyone.

• Video Program: “The Passion for Early Childhood”
  Five early childhood professionals share passion, motivation, and commitment to the early childhood field.

Relationships Influnce Our Lives

Life is developed though influences, the influential family of my life has taught me nurturing, love, respect, and family values.



My parents have been married for 56 years. They raised me in a loving family and taught me how to love.  I feel they have influenced my love and determination for my students.

            

My Aunt Sharon has always held a special place in my heart. From birth till present she has  supported, nurtured, and encouraged me.

                                                          

                    Chance made us sisters

                             Hearts made us friends. 

              My sister is my rock.

                                    

My first child Kandis also know as “G” inspired me to further my education and to follow my dreams.  

Thank you G.

  

My baby girl is in college and at home with mommy. She is my daily  life line. When I’m down she always knows just what to say . She listens to my silly little songs.

Thanks Kel

 

My two girls  have been my inspiration. They are always there for me encouraging  to  me to dream beyond my own expectations. Without them I would not be the educator that I am today.