My Support

     There are many factors within my daily environment that are supportive to me. One factor involves my family support. My family supports me by encouraging me to never get too discouraged when I am tired and do not want to continue with my education. My family encourages me with their positive words and through their support of watching my children from time to time to give me a break and some much needed quiet time to study. Another factor supporting me is relationship with my boss and his wife. They often tell me how important I am to their business and do their best to work around my needs, such as if I need more time to do activities with my children or need a half a day to study. My friends' support is another factor impacting my life. My friends' support me through asking me how my life is going and if I need anything from them. My friends also help me stay balanced by making go out and do fun activities from time-to-time instead of just kids, work, and school. And, last, but the most important support in my life is my faith in Jesus Christ. I believe without Jesus in my life I would not have peace and my life would definitely be very fruitful. I would be much more discouraged without my positive supports in my life and my life would seem more difficult. I think I would even feel empty and somewhat lost more often than not.

     A specific challenge to me would be if I were new to a country that did not predominately speak my language. I would need to have a translator in order to do my job as a hygienist and a teacher or I would need to have patients and students who spoke my language. I would probably have to find a job that made less money and required very little communication. My family and friends' support would likely not be enough to help me emotionally or financially, unless they sent me money to live on. I would definitely need to learn how to speak the native language, learn about the culture, and find other supports and services to help me linguistically. Having the type of support in a foreign country and trying to learn another language would not only be difficult for me to support my family, but would also be a challenge for my children to fit-in, learn, and grow without the support from that country's people valuing me and my family and helping us with our developments.

"My Connections to Play."

"My Connections to Play."
1. Quotes:
"You can discover more about a person in an hour of play than in a year of conversation."

~ Plato (Greek Philosopher)

"Play is the only way the highest intelligence of humankind can unfold."

~ Joseph Chilton Pearce


2. Pictures of toys for myself:





      When I was younger, my play was supported simply by my parents telling me and my siblings to go outside and play. I lived in a small town surrounded by fields, forests, and lakes. It was there, where I grew up, that before the age of nine I had been a princess, a doctor, a teacher, a police officer, a professional ball player, an architect etc. Of course, my professions were not earned, but rather acquired through my imagination and "interests of the day." The role of play in my life supported my interests and creativity and allowed me to be engaged in my activities. 
      Play today seems less meaningful to children than it was when I was a child. As a child, my play did not involve too many devices with screens. My play involved using my imagination and creativity along with learning to collaborate well with my peers in order to meet many of my goals in playing. Therefore, my hope for children today is to have more opportunities to be engaged in activities that are child-directed and provided materials that encourage activities that are meaningful and promote learning. 
    I think the role of play should positively impact children so that it is evident in their years as adults. Play supports children's learning about their environment. And, within an environment, children learn how to make sense of their world and how to solve problems more effectively. Additionally, children also are more likely to learn how to be effective communicators with others and gain better perceptions of others as well. Overall, play fosters the type of learning and skills children will need to support their success as adults.

　




　

Relationship Reflection

Relationships are important to me for many reasons. One reason relationships are important are becuase positive relationships are edifying, support my self-esteem, and teach me how to treat others in a way they want to be treated.

Diana (Mother):

My mother and I have a positive relationship because she supports my ideas and encourages me to take risks. She also gives me honest advice when I ask her for it and she gives me suggestions on ways I might want to consider when making big decisions.


"Nanny" (Grandma):

My grandma and I have a positive relationship because she also supports my decisions and offers support by reflecting on what it was like "back in her day." Factors that contribute to my relationship with my grandma are commonalities between us. I enjoy learning about "her day" and believe that older individuals have a lot of wisdom to offer.


Kalpana (Friend):

My friend and I have a positive relationship because I feel we are both honest and open with each other. We give advice to each other, even when the advice is not something we want to hear. We also come from very different cultures, as she is from India and I am from the United States, and seem to value each other's cultures and beliefs, even when we think parts of our cultures are strange. Factors contributing to our relationship is our honesty and open-mindedness.


Patients (Dental Patients):

I felt I should mention my patients because I feel I have earned their trust and have formed a positive relationship with them over the years. Factors that have contributed to my relationship with my patients are having good listening skills, valuing opinions, and being compliant.



     Although my relationships are mostly positive ones, there are some challenges to developing and maintaining relationships that I have learned to experience over time. One challenge is learning what is important to them and how I can find ways to value their beliefs. Another challenge is to have effective conversations when I disagree with them. In addition, it is also challenging keep relationships current. I think one characteristic to my relationships being partnerships is having a common interest in something and cultivating that interest and a will in wanting to invest in forming a relationship with someone. I feel my relationships with others in my personal and professional life contribute to my work as an effective early childhood professional because I have effective relationships with individuals who have differing cultures, views, and beliefs other than my own. I also feel my ability to be a good listener and value differences will be supportive in my impact on being an effective early childhood educator.

Childhood Quotes

There are only two lasting bequests we can hope to give our children. One of these is roots, the other, wings.

- Hodding Carter

 

I have enjoyed getting to know everyone throughout this course and wish everyone the best of luck throughout our program.  It is an honor to learn more about infants and young children and to be a part of supporting children's learning and development by learning what they have to teach us.  Thanks for all of your posts!

Testing for Intelligence?

I believe according to the National Association for the Education of Young Children (NAEYC) (2003):

• Assessments should be made appropriate, valid, and reliable as central part of all early childhood programs. To best  assess young children’s strengths, progress, and needs,  use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes. The purposes of doing assessment are: (1) making sound decisions about teaching and learning, (2) identifying significant concerns that  may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions.

 

• Indicators of effective assessment practices • Ethical principles guide assessment practices. • Assessment instruments are used for their intended  purposes. • Assessments are appropriate for ages and other char- acteristics of children being assessed. • Assessment instruments are in compliance with professional criteria for quality. • What is assessed is developmentally and educationally  significant. • Assessment evidence is used to understand and im- prove learning. • Assessment evidence is gathered from realistic settings  and situations that reflect children’s actual performance. • Assessments use multiple sources of evidence gathered over time. • Screening is always linked to follow-up.  • Use of individually administered, norm-referenced tests  is limited. • Staff and families are knowledgeable about assessment.

However, some assessments, according to Asia Society (2013),such as China's language programs should focus on classroom assessment and external assessment. Although traditional testing is still widely used and serves its prescribed purpose, classroom assessment is also used to align with what students have learned and how they have learned. Because the goal of curriculum is for language use, it is important to require students to apply the newly gained communicative competence to similar but different contexts (Asia Society, 2013).

Among the assessment tools that teacher will use for classroom assessment include:

• Performance-based assessment tasks
  
• Self assessments
  
• Peer assessments
  
• Teacher observations
  
• Portfolios
  
• Quizzes and tests
  

Multiple measurements taken across time provide a more comprehensive picure of students' ability to use Chinese for meaningful purpose than would an assessment scheme that focuses on students' ability as measured by tests and quizzes alone (Asia Society, 2013).

 In addition, NAEYC (2003) believes:

• Indicators of effective curriculum • Children are active and engaged. • Goals are clear and shared by all. • Curriculum is evidence-based. • Valued content is learned through investigation and  focused, intentional teaching. • Curriculum builds on prior learning and experiences. • Curriculum is comprehensive. • Professional standards validate the curriculum’s  subject-matter content. • The curriculum is likely to benefit children.
  
  

Overall, I also believe according to the NAEYC 2003):

Assessing children should be integrated through support for programs implementing recommendations for curriculum and program evaluation requiring a solid foundation. More positive results and greater accountability from programs for children should have essential supports for teacher recruitment and compensation, professional preparation and ongoing professional development, and other appropriate practices of quality early education.   Moreover, to create an integrated, well-financed system of early care and education that has the capacity to support learning and development in all children, including children living in poverty, children whose home language is not English, and children with disabilities. Unlike many other countries, the United  States continues to have a fragmented system for edu- cating children from birth through age 8, under multiple auspices, with greatly varying levels of support, and with inadequate communication and collaboration. Many challenges face efforts to provide all young children with high-quality curriculum, assessment, and evaluation of their programs. Public commitment, along with investments in a well-financed system of early child- hood education and in other components of services for young children and their families, will make it possible to implement these recommendations fully and effectively.

References

Asia Society. (2013). Assessments. Retrieved from http://asiasociety.org/education/chinese-language-initiatives/assessment

National Association for the Education of Young Children and National Association of Early Childhood. (2003). Where We Stand. Retrieved from www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf

Consequences of Stress on Children's Development

Stressors I experienced as a child were through natural disasters of tornados and flooding. As a child, I lived in a small rural town. I remember one Spring our town and the surrounding smaller towns experienced flooding. I remember our family letting other people affected the most by the flooding stay at our house. My family also helped fill bags full of sand and deliver them to places close to the rising rivers. I do not remember feeling scared about the flooding, but feeling a sense of excitement and urgency.

Another natural disaster I experienced as a child was a tornado going through our small town. I remember feeling scared during the time the tornado went through as we waited with a flashlight in our basement for the tornado to pass. We were fortuneate that the only damage our house receieved was one of our trees falling into a side of the house and busting an upstairs window. I believe I coped with these stressors well because I had the support of my family and the community of people who reached out to help and work together.

I would like to learn more about stressors affecting European countries, such as noise. I learned the European Commission, which governs the European Union (E.U.), considers living near an airport to be a risk factor for coronary heart disease and stroke, as increased blood pressure from noise pollution can trigger these more serious maladies. The E.U. estimates that about 80 million people are exposed to airport noise levels and considers this to be unhealthy and unacceptable. In addition, airport noise can also have negative effects on children’s health and development. A study examining the impact of airport noise on children’s health found higher blood pressure in kids living near Los Angeles’ LAX airport than in those living farther away. Moreover, a 1995 German study found a link between chronic noise exposure at Munich’s International Airport and elevated nervous system activity and cardiovascular levels in children living nearby. And a 2005 study published in the prestigious British medical journal, The Lancet, found that kids living near airports in Britain, Holland and Spain lagged behind their classmates in reading by two months for every five decibel increase above average noise levels in their surroundings. The study also associated aircraft noise with lowered reading comprehension, even after socio-economic differences were considered. The best efforts made to reduce this pollution is to limit airport expansions and campaigns are done to educate the public on this issue.
                                                                                                             (What are the Health..., 2013)

Reference

What are the Health Effects of Airport Noise and Airport Pollution? Airport noise and pollution linked to increased health problems. (2013). Retrieved from http://environment.about.com/od/pollution/a/airport_noise.htm

Child Development and Public Health (SIDS)

I chose the topic of Sudden Infant Death Syndrome (SIDS).  I chose this topic because the United States' SIDS rate is still too high and so I wanted to learn about a country with a very low SIDS rate.  I learned that Japan, another industrialized country like the United States, not only has one of the lowest infant mortality rates (less than 3 infants per 1000 live births compared with around 7 for the United States), but is a country of the lowest SIDS rates in the world (between .2 and .3 babies per 1000 live births compared with approximately .5 per 1000 infants for the US) (McKenna, 2013).  The Japan SIDS Family Organization reported that SIDS rates continue to decline in Japan as maternal smoking is almost non-existent and exclusive breastfeeding reaches up to 75 % (McKenna, 2013).  Additionally, one report shows that as bedsharing and breastfeeding increased and as maternal smoking decreased, SIDS rates decreased. This suggests yet again that it is not necessarily bedsharing, but how it is practiced, that can be dangerous (McKenna, 2013).  In all, there are many factors associated with SIDS. Other potential risk factors include: smoking, drinking, or drug use during pregnancy poor prenatal care prematurity or low birth weight mothers younger than 20 tobacco smoke exposure following birth overheating from excessive sleepwear and bedding stomach sleeping                                                                               (Kids Health, 2013) This is one topic I definitely want to know more about as it could greatly impact my work with children.  I will have a center that accepts young children as young as 6 weeks of age.  Knowing more about SIDS will help me minimize risks associated with SIDS and maximize children's safety from 6 weeks of age to 12 months of age.  I will continue to learn more about this topic and share what I know with families as well.  References Kids Health (2013).  SIDS.  Retrieved from http://kidshealth.org/parent/general/sleep/sids.html McKenna, James J. (2013).  Cosleeping Around the World.  Natural Child Organization.  Retrieved from http://www.naturalchild.org/james_mckenna/cosleeping_world.html

Childbirth Around the World

Middle Eastern Patients:  Pregnancy and Childbirth  

•

Pre-natal care depends on financial stability.  The expectant mother is encouraged to eat a well balanced meal and rest adequately.

•

A midwife or physician is acceptable at birth.  It is preferred that it be a female.

•

In some cultures the man is not present at birth, while in others he is encouraged to be present.  Female members of the family are present during the birth for support to the mother.

•

If there is a problem with the baby, the best person to speak with would be the father, because he usually has final say in medical outcome.

•

The male is always circumcised, usually before departure from hospital, or if Muslim, seven days after birth.  In some families it is recognized as a period of festivity.

•

Women are encouraged to breast feed, breast feeding usually takes place for one year.

Source: Middle Eastern Patients (2013). Retrieved from http://members.tripod.com/mattmiller_16/id5.htm

     According to the above Website, Middle Eastern women are also encouraged to live healthy lifestyles and get plenty of rest such like my sister and other women where I live.  Women also seek medical professionals during pregnancy and delivery and are also encouraged to breastfeed their babies.  One main difference between the Middle East culture and my own birthing experience story, is that men, usually the father of the baby, are encouraged to be present during the birth of their baby and both parents usually have a say in their baby's final medical outcome. 

Childbirth in My Life

     Although I have given birth to three children myself, my sister's recent birthing experience comes to mind when I think about the influences of child development.  My sister was 43 years old when she gave birth to her first, and probably only, child.  Her son was born a month early early due to complications with my sister's blood pressure.  About two weeks prior to being diagnosed with high blood pressure, my sister mentioned how bloated and tired she felt to me, as well as a picture of her swollen foot via cell phone.  And, from my own experience of pregnancies and typical bloating from being pregnant, I quickly determined her bloating was not normal and suggested she go to her doctor immediately.  When she called to make an appointment with her doctor, the doctor told her it was probably not necessary for her to come in and that bloating was common.  I still insisted my sister make the appointment and at the very least told her to get her blood pressure checked.  My sister did not insist on making the appointemt with her doctor, but did have her blood pressure checked and discovered it was dangerously high.  With such high blood pressure her doctor put her on medication and ordered bed rest.  During the two weeks of bedrest, my sister's high blood pressure continued to be dangerously high and her doctor made the decision to take the baby a month early by C-section.  My nephew was fortunately born healthy and my sister's health improved. 

     I chose my sister's birth as an example because of the timing of it.  My sister was an older mother and was having complications that could harm both her and the baby by damaging the placenta and my sister's organs.  I think sometimes we need to seek the advice and/or services of a variety of people to gain a better idea of when and how we should react to our circumstances, especially when it is a new experience.     

Examining Codes of Ethics

Examing Codes of Ethics:

I-1.5—To create and maintain safe and healthy settings

that foster children’s social, emotional, cognitive, and

physical development and that respect their dignity

and their contributions (NAEYC, 2005).

This is so vital in supporting children’s well-being and learning.  In doing so, we are following best practices and helping children reach their fullest potentials to be successful and productive members of society. 

I-1.10—To ensure that each child’s culture, language,

ethnicity, and family structure are recognized and

valued in the program (NAEYC, 2005).

Embracing and respecting diversity is key to forming collaborative relationships with children and their families.  It also lays the foundation for what children think about themselves within a community and effects how others view them within a community.  It is important to build children’s self-esteem by acknowledging their importance and contributions to the community. 

.

 I-1.12—To work with families to provide a safe and

smooth transition as children and families move from

one program to the next (NAEYC, 2005).

Working with families to provide a safe and smooth transition builds trust between educators and families and shows families their child(ren) matter and are an important part of program.  Trust equals greater support for children and more successful outcomes.

References

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

Additionally…

We shall rely upon evidence based research and interventions to inform our practice with

children and families in our care (DEC, 2000).

We shall use every resource, including referral when appropriate, to ensure high quality

services are accessible and are provided to children and families (DEC, 2000).

We shall collaborate with families and colleagues in setting meaningful and relevant

Goals and priorities throughout the intervention process including the full disclosure of

the nature, risk, and potential outcomes of any interventions (DEC, 2000).

References

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

Course Resources Section

Course Resources Section

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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education
http://www.omep-usnc.org/

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

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.htmHarvard Education Letter
http://www.hepg.org/hel/topic/85

                                      

FPG Child Development Institute
http://www.fpg.unc.edu/

                                      

Administration for Children and Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

                                      

HighScope
http://www.highscope.org/

                                      

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

                                      

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

                                      

Council for Exceptional Children
http://www.cec.sped.org/

                                      

Institute for Women's Policy Research
http://www.iwpr.org/

                                      

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

                                      

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

                                      

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

                                      

Pre[K]Now
http://www.pewstates.org/projects/pre-k-now-328067

Voices for America's Children

http://www.voices.org/

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

                                      

Professional Journals

·        YC Young Children

·        Childhood

·        Journal of Child & Family Studies

·        Child Study Journal

·        Multicultural Education

·        Early Childhood Education Journal

·        Journal of Early Childhood Research

·        International Journal of Early Childhood

·        Early Childhood Research Quarterly

·        Developmental Psychology

·        Social Studies

·        Maternal & Child Health Journal

·        International Journal of Early Years Education

Pioneers of Education

Freidrich Froebel (1782-1852) Pioneer of Early Childhood Education
Freidrich Froebel was a German educator whose philosophy of education influenced such people as Horace Mann and Maria Montessori.  Based on the belief that a young child possessed innate qualities that would unfold gradually within a natural setting, he established kindergartens where free expression, creativity, social interaction, motor activity and learning by doing were the focus.  Many of these same tenets can be found in our contemporary early childhood programs.

Jean Piaget (1896-1980) Pioneer of How Children Learn
Anyone who has taken a child psychology class will have studied the developmental and learning theories of Jean Piaget, the Swiss psychologist. Fascinated with how children reasoned, he began researching and writing books on the subject of child psychology.  When he later married and fathered three children, he was supplied with enough data to write three more books!  His research and subsequent theories have become the basis and foundation of our understanding of normal child development.

Margaret Bancroft (1854-1912) Pioneer of Special Education
Bancroft’s intelligence, imagination, and dedication to her students set her apart as an extraordinary educator.  At the age of 25, she embarked on a courageous and lonely endeavor by opening the first private boarding school in Haddonfield, New Jersey, for children with developmental delays.  She believed that disabled children needed special schools, adapted material, and well trained teachers rather than to be sent to institutions.  Bancroft’s students responded to her love and patience and individually-tailored instruction.  Under her influence, the medical profession began to awaken to their responsibility to help correct defects and disabilities in children.  Admirers of her skill came to train and later became leaders in the field of special education.

 Booker T. Washington (1856-1915) Pioneer of Education for African-Americans
Born into slavery and later freed, Washington knew first hand the difference an education can make in a person’s life.  As a young man, Washington was appointed to head the Tuskegee Institute now called Tuskegee University, which was originally a teacher’s training college for African-Americans.  He was leader of the college from its infancy to the time of his death.  He became a dominant and influential figure among politicians and the general public and did much to pave the way for later civil rights and desegregation of public education.  It was his belief that education was the African-American community’s best chance for social equality and a better future.

 Maria Montessori (1870-1952) Pioneer of Individualized Education
Montessori methods remain the popular choice for many parents who seek an alternative education for their children, especially for the early childhood through the primary years. Before she took an interest in education, Montessori was the first woman in Italy to obtain the training to become a doctor.  She was assigned the post of medical care to the patients of a mental institution and it was there that she encountered “backward” children igniting her passion for education.  Beginning with a daycare facility in one of the poorest neighborhoods in Rome, Montessori put her theories into practice. Her methods were influenced by her previous training in medicine, education, and anthropology.   The results were extraordinary and soon drew much attention from many parts of the world, including America.  The rest, as they say, is history.

Howard Gardner (1943-)  Pioneer of Multiple Intelligences Theory
Gardner’s theory of multiple intelligences has redefined educators’ views of how students learn and should be assessed. Historically, intelligence has been measured through the ability to problem solve and to demonstrate cognitive ability through various controlled verbal and performance type tasks.   Gardner’s theory broadens the field of how individuals display their intelligence by including linguistic, logical-mathematical, musical, bodily-kinesthetic, special, interpersonal, and intrapersonal intelligences.  Through his influence there has been a greater emphasis placed on performance testing and educators have become more conscious of the need for diversification of instructional strategies to match the learning styles and strengths of students.