I have personally experienced the affects of two different wars. My first experience of war was when I was just a child. Desert Storm took place when I was about five years old. My family at the time was living on a military base and I was attending a school that was for military children. I was one of the fortunate children, in that my father was never deployed. Even though my father was not deployed my family and I had experienced the stress of war. One of the biggest factors was my family living in a complete different country from my extend family. My memories of holidays consist of my mother, father, and brother. There would be times that we would have to celebrate Christmas or Thanksgiving without my father, because he was working late hours due to the war. I am very grateful that I still had the chance to see my father and hug my him. There were a lot of my friends who were not as fortunate as I was. A lot of my friends had one parent who was deployed. Since my family was so far away from "home," we had developed a new family with our church. The main reason why I was able to still have a great childhood was due to my family and church family. I was able to cope with the many different stress of being a military brat by having other children my age dealing with the same situation around me. I feel that some of the consequences of the different stresses that I dealt with as a child has caused me to be hesitant towards change. I had to constantly deal with change, and now as an adult I want nothing to do with it. Even though the war had some negative affects, it has also had positive ones. I have a great sense of pride and citizenship towards America. I am very thankful for my country because I know from first hand experience what has been sacrificed for me to live here. I understand that Freedom isn't Free.
When I was a teenage I experienced the beginning of another war. This experience was very different because I did not live on a military base. I remember 9-11 like it was yesterday. I remember President Bush getting on TV and telling the military men to get ready, because they are about to make the citizens of this country very proud! I remember declaring war on terrorism, and wondering what all does that entail for me and my family. I remember my family going through such hardship because my father was in the military. Not everyone was accepting of the fact that America was going to fight terrorism. There would be people who would come up to uniformed military men a spit in their faces and on their shoes. My father would come to my basketball games in his uniform and people would yell and get upset with him. This left a very different taste in my mouth. I had missed being surround by other military families. I was so proud of my father and what he stood for. All of my experience made my pride for my counry and military grow deeper then ever.
I know this is not the norm. Many children are on the opposite spectrum of war. There children are in areas where war is taking place in their front and back yards. This gives those children a whole different stress level then what I had experienced. There are many children who physically watch their families die in the cross fires of war. One of the countries that is currently experiencing this is Afghanistan. In 2011UN Assistance Mission in Afghanistan had reported that there had been 3,021 deaths during that year (ActionAid, 2012). Many of the schools and social places in Afghanistan have been destroyed due to war (ActionAid, 2009). The affects of the schools and social places being destroyed have caused many of the children to not have a place for education or playing (ActionAid, 2009). War has affected the families poverty which in return affects the level of education, nutrition, and health (Wellcome Trust, 2009). There has been stories of young children who have been trained by the government to fight and then turned into soldiers (ActionAid, 2009). Wellcome Trust (2009) had taken a survey of the children in Afghanistan to see the mental affects that war and poverty has had on the children. The results showed that one out of five children are likely to suffer from psychiatric disorders like: extreme anxiety, depression, and post-traumatic stress disorder (Wellcome Trust, 2009). Even though the children have experienced extreme hardship, Wellcome Trust (2009) also "... found that children reported great distress and hardship in their lives. But they also had remarkable strength to function, to get on with their lives, to help their families, and to work and study." It is sad to see how the choices of others causes severe consequences on the most vulnerable. War is a horrible thing, but it is a part of our world and unfortunately always will be. We need to find a way to keep these children out of harms way and to protect them from the consequences of war.
Resources
ActionAid. (2009, October 25). Afghanistan's Children of War. Retrieved from http://www.actionaid.org.uk/100581/children_or_war.html
ActionAid. (2012, May 17). NATO Chicago Conference: act now on women's security in Afghanistan. Retrieved from http://www.actionaid.org.uk/103231/nato_chicago_conference_act_now_on_womens_security_in_afghanistan_says_actionaid
Wellcome Trust. (2009, August 21). Afghan school children 'affected by everyday stress as much as war-related trauma.' Retrieved from http://www.welcome.ac.uk/news/2009/news/wtxo5687.htm
Saturday, May 26, 2012
Saturday, May 12, 2012
Sudden Infant Death Syndrome (SIDS)
I have found that as a mother-to-be it is important to find out the different cause and preventions for SIDS. I have a sibling that had died of SIDS, and find it crucial to learn about ways that I can prevent this from happening to my own child.
A infant who seems to be healthy, but dies unexpectedly in their sleep due to not breathing, will be diagnosed with SIDS. In 1990 1 out of 8 infants in the United States of America passed away from SIDS (Stassen Berger, 2009). Thankfully the number of deaths have decreased, due to the increase of multicultural awareness for infant care (Stassen Berger, 2009). Scientist started to conduct studies to find out why Hong Kong's ration for SIDS was 1 in 3,000 and New Zealand's was 1 in 200, both where seemingly higher then the USA ratio (Stassen Berger, 2009). Being able to take a closer look at the different cultures with lower ratio for SIDS has allowed doctors and scientist to come up with several facts to the prevention of SIDS.
When a study was conducted in Bangladeshi infants, who have a low SIDS ratio, they found out several interesting facts to aid in preventing SIDS. One fact that they discovered was that the infants in Bangladesh were mostly breast feed. They also found that the infants were frequently surrounded by their families, even during times of sleep (Stassen Berger, 2009). Due to the families always being around the Bangladeshi infants were less likely to get long periods of sleep at the same time (Stassen Berger, 2009). They find that there was a correlation between the findings of the study of Bangladeshi infants and Chinese infants. The Chinese infants also experienced a lower chance of dying from SIDS. When studying the interactions between the Chinese mothers and infants they found some similar findings to that of Bangladesh studies. The Chinese infants were also, in most cases, breast feed. The Chinese mothers would also engage with their infant while the infant was sleeping. They would touch the infant or rearrange the way the infant was sleeping. It was through the study of the Chinese that doctors began to see the importance of placing infants to sleep on their backs and not on their stomachs or sides. It has been through these studies and studies of other cultures that doctors are able to say that breast feeding, infant sleeping on their backs, and the use of a pacifier are all great preventive measures for SIDS. Even though there are preventive measures for SIDS, there are still some environmental issues that can still lead to SIDS. Some of those environmental issues are families with low SES, parents who choose to smoke around the infant, overdressing the infant at night, teenage mothers, formula feeding, and low birthweight (Stassen Berger, 2009). After finding these facts, doctors in the Untied States were able to dramatically decrease infants who died of SIDS (Stassen Berger, 2009).
I found this study to be very informative. It shows the importance of branching out from our own comfort zones and learning from those who are around us. What if the doctors and scientist never decided to branch out and study the measures that other cultures took to prevent SIDS? Would the ratio of infants who died of SIDS be lowering, or would it be higher then ever? We need to be willing to learn from one another. I am personally thankful for these doctors and scientist efforts, because I can now take measures and certain precautions to prevent my infant from dying of SIDS. Even though there are still more studies to come, it is good to know that we are on the right track.
References
A infant who seems to be healthy, but dies unexpectedly in their sleep due to not breathing, will be diagnosed with SIDS. In 1990 1 out of 8 infants in the United States of America passed away from SIDS (Stassen Berger, 2009). Thankfully the number of deaths have decreased, due to the increase of multicultural awareness for infant care (Stassen Berger, 2009). Scientist started to conduct studies to find out why Hong Kong's ration for SIDS was 1 in 3,000 and New Zealand's was 1 in 200, both where seemingly higher then the USA ratio (Stassen Berger, 2009). Being able to take a closer look at the different cultures with lower ratio for SIDS has allowed doctors and scientist to come up with several facts to the prevention of SIDS.
When a study was conducted in Bangladeshi infants, who have a low SIDS ratio, they found out several interesting facts to aid in preventing SIDS. One fact that they discovered was that the infants in Bangladesh were mostly breast feed. They also found that the infants were frequently surrounded by their families, even during times of sleep (Stassen Berger, 2009). Due to the families always being around the Bangladeshi infants were less likely to get long periods of sleep at the same time (Stassen Berger, 2009). They find that there was a correlation between the findings of the study of Bangladeshi infants and Chinese infants. The Chinese infants also experienced a lower chance of dying from SIDS. When studying the interactions between the Chinese mothers and infants they found some similar findings to that of Bangladesh studies. The Chinese infants were also, in most cases, breast feed. The Chinese mothers would also engage with their infant while the infant was sleeping. They would touch the infant or rearrange the way the infant was sleeping. It was through the study of the Chinese that doctors began to see the importance of placing infants to sleep on their backs and not on their stomachs or sides. It has been through these studies and studies of other cultures that doctors are able to say that breast feeding, infant sleeping on their backs, and the use of a pacifier are all great preventive measures for SIDS. Even though there are preventive measures for SIDS, there are still some environmental issues that can still lead to SIDS. Some of those environmental issues are families with low SES, parents who choose to smoke around the infant, overdressing the infant at night, teenage mothers, formula feeding, and low birthweight (Stassen Berger, 2009). After finding these facts, doctors in the Untied States were able to dramatically decrease infants who died of SIDS (Stassen Berger, 2009).
I found this study to be very informative. It shows the importance of branching out from our own comfort zones and learning from those who are around us. What if the doctors and scientist never decided to branch out and study the measures that other cultures took to prevent SIDS? Would the ratio of infants who died of SIDS be lowering, or would it be higher then ever? We need to be willing to learn from one another. I am personally thankful for these doctors and scientist efforts, because I can now take measures and certain precautions to prevent my infant from dying of SIDS. Even though there are still more studies to come, it is good to know that we are on the right track.
References
Stassen Berger, Kathleen. (2009). The Developing Person through
childhood 5th edition. New York, NY: Worth Publishers
Saturday, May 5, 2012
Personal Birth Experince and Birthing experinces in Cuba
I am currently four months pregnant with mine and my husbands first child. All I have to compare this birth to is my mother's birthing experience with me.
My family was stationed in Italy when my mother was pregnant with me. They went to the military doctors located on the base that my father was working at. When my mother was five months pregnant with me she started to have major complications, which lead to her water breaking. My mother was rushed to the hospital were the doctors had performed a number of test on her to find out the cause of her water breaking so early on in the pregnancy. My mother and father were given a room that was shared with another family. It so happened that the family that was in the same room as my parents were missionaries. They heard the doctors telling my parents that the chances of the child living were very low. The missionaries knew that my parents believed in God and asked them if they could all pray together. The missionary family and my father gathered around my mother, and they all began to pray for the child that she was carrying. Shortly after they were finished praying the nurse came back into the room to take my mother for another check up on the status of the baby and more testing. When the doctors took the ultra sound they were in shock to find that the womb was completely healed and had enough fluid to get her through to the end of her pregnancy. When they came back to my mother and father with this information, my parents were overwhelmed with joy and thanksgiving towards our Heavenly Father. The doctors then did testing on my mother to find out what time of damage had been done to the child. This was the testing to see if the child had any forms of disabilities. When the test results came back positive for the child having 100% chance of mental retardation, my parents were strongly encouraged by the military and the hospital to abort the child. Both of my parents told the doctors and the military officer "No we will keep the child that God has given us!"A few months later the military decided that their facility was not capable of helping my mother in the delivery her child. When she was eight months pregnant the military made the decision to fly her to military base located in Germany. She was suppose to be going to Germany for a check up, so the military did not allow my father to go, when she had got there she went into labor. In March my mother gave birth to me in Germany. She was there all by herself because my father and brother were in Italy and her family was in the United States of America. I was a healthy 7 lb baby. As soon as my father found out, he got on a train and rushed to Germany to be with my mother. Here I am 26 years later and I do not have mental retardation, in fact I do not have any forms of disabilities. The only thing that I do have, is a learning disability called dyslexia, which has nothing to do with my mother's complications that she had experienced. As my husband and I continue on the path of our first birthing experience we have made the choice to not test our child for birth defects or disabilities. We are willing to love and protect the child that God gives to us. I hope that my birthing experience will be less dramatic then my mother's experience with me.
I have my mother's experience to compare my birth experience to, but we also have my husband's experience. I was very interested in finding out the differences and similarities to those who are born in Cuba. I first became interested in this when my husband came with me for my first blood work testing. Afterwards he told me, wow you are so fortune because the needle was so sharp. He continued to tell me that he remembers getting shots in Cuba to be a very painful process due the needles being very dual. That sparked my curiosity to want to find out more about the differences between our birthing experiences. Due to Cuba being a communist country it is not always the most sanitary place to have a baby (Weldon, Ruby, 2009). About 30% of the women who go into labor in Cuba are told that they will have to have a c-section (Weldon, 2009 & Schnitger, 2003). My husband's mother was told that she would need to have a c-section in order to give birth to her child. She was told that it was due to the size of her child and that it would be best for her to have a c-section. Also in Cuba they have clinics that offer 24 hours of care to expecting mothers (Weldon, 2009, Schnitger, 2003). Once the mother gives birth she is admitted into the hospital for two or three days for recovery (Schnitger, 2009). I found that even though Cuba is not the riches place, it does take pride in their women and try to make the best of the accommodation that they have. My husband was born in Cuba and he is a healthy grown man.
I think that my experience has some similarities to a child who is born in Cuba. The first similarity is that my mother was also told that she would need to have a c-section due to complications that occurred during her pregnancy. However my mother was admitted into the hospital for longer the two the three days after giving birth because I had to be closely monitored. I know that my husband and I will experience something different because our child will be born in the United States of America.
Resources
Schnitger, Eileen. (2003). Not feminist, but not bad: Cuba's surprisingly pro-health system. Retrieved from http://nwhn.org/not-feminist-not-bad-cubas-surprisingly-pro-woman-health-system
Weldon, Ruby. (2009). Cuban Health Care: Doctors without band-aids. Retrieved from http://matadornetwork.com/community/rubyweldon/cuba-health-care-doctors-without-band-aids/
My family was stationed in Italy when my mother was pregnant with me. They went to the military doctors located on the base that my father was working at. When my mother was five months pregnant with me she started to have major complications, which lead to her water breaking. My mother was rushed to the hospital were the doctors had performed a number of test on her to find out the cause of her water breaking so early on in the pregnancy. My mother and father were given a room that was shared with another family. It so happened that the family that was in the same room as my parents were missionaries. They heard the doctors telling my parents that the chances of the child living were very low. The missionaries knew that my parents believed in God and asked them if they could all pray together. The missionary family and my father gathered around my mother, and they all began to pray for the child that she was carrying. Shortly after they were finished praying the nurse came back into the room to take my mother for another check up on the status of the baby and more testing. When the doctors took the ultra sound they were in shock to find that the womb was completely healed and had enough fluid to get her through to the end of her pregnancy. When they came back to my mother and father with this information, my parents were overwhelmed with joy and thanksgiving towards our Heavenly Father. The doctors then did testing on my mother to find out what time of damage had been done to the child. This was the testing to see if the child had any forms of disabilities. When the test results came back positive for the child having 100% chance of mental retardation, my parents were strongly encouraged by the military and the hospital to abort the child. Both of my parents told the doctors and the military officer "No we will keep the child that God has given us!"A few months later the military decided that their facility was not capable of helping my mother in the delivery her child. When she was eight months pregnant the military made the decision to fly her to military base located in Germany. She was suppose to be going to Germany for a check up, so the military did not allow my father to go, when she had got there she went into labor. In March my mother gave birth to me in Germany. She was there all by herself because my father and brother were in Italy and her family was in the United States of America. I was a healthy 7 lb baby. As soon as my father found out, he got on a train and rushed to Germany to be with my mother. Here I am 26 years later and I do not have mental retardation, in fact I do not have any forms of disabilities. The only thing that I do have, is a learning disability called dyslexia, which has nothing to do with my mother's complications that she had experienced. As my husband and I continue on the path of our first birthing experience we have made the choice to not test our child for birth defects or disabilities. We are willing to love and protect the child that God gives to us. I hope that my birthing experience will be less dramatic then my mother's experience with me.
I have my mother's experience to compare my birth experience to, but we also have my husband's experience. I was very interested in finding out the differences and similarities to those who are born in Cuba. I first became interested in this when my husband came with me for my first blood work testing. Afterwards he told me, wow you are so fortune because the needle was so sharp. He continued to tell me that he remembers getting shots in Cuba to be a very painful process due the needles being very dual. That sparked my curiosity to want to find out more about the differences between our birthing experiences. Due to Cuba being a communist country it is not always the most sanitary place to have a baby (Weldon, Ruby, 2009). About 30% of the women who go into labor in Cuba are told that they will have to have a c-section (Weldon, 2009 & Schnitger, 2003). My husband's mother was told that she would need to have a c-section in order to give birth to her child. She was told that it was due to the size of her child and that it would be best for her to have a c-section. Also in Cuba they have clinics that offer 24 hours of care to expecting mothers (Weldon, 2009, Schnitger, 2003). Once the mother gives birth she is admitted into the hospital for two or three days for recovery (Schnitger, 2009). I found that even though Cuba is not the riches place, it does take pride in their women and try to make the best of the accommodation that they have. My husband was born in Cuba and he is a healthy grown man.
I think that my experience has some similarities to a child who is born in Cuba. The first similarity is that my mother was also told that she would need to have a c-section due to complications that occurred during her pregnancy. However my mother was admitted into the hospital for longer the two the three days after giving birth because I had to be closely monitored. I know that my husband and I will experience something different because our child will be born in the United States of America.
Resources
Schnitger, Eileen. (2003). Not feminist, but not bad: Cuba's surprisingly pro-health system. Retrieved from http://nwhn.org/not-feminist-not-bad-cubas-surprisingly-pro-woman-health-system
Weldon, Ruby. (2009). Cuban Health Care: Doctors without band-aids. Retrieved from http://matadornetwork.com/community/rubyweldon/cuba-health-care-doctors-without-band-aids/
Wednesday, April 18, 2012
Reflection
When I first started to think about starting my Masters degree feelings of being overwhelmed flooded my mind. I was unsure as to how I was going to be able to get everything crammed into one day. As the days went by they slowly turned into a week, and before I knew it my last week of my first course was upon me. I know that I am just beginning to start my journey, but it is good to know that I have conquered one of my courses.
It has been through this course that I have been able to grow as a professional in the Early Childhood field. I have been able to take the information and apply it to my classroom. It has been a blessing to see how my hard work is paying off. Not only am I starting to see the benefits in my classroom, but I also feel that I have created bonds with other professionals in the Early Childhood field.
Through these last 8 weeks I have been able to get to know my colleagues. It has been a great encouragement to see the dreams that they have set for themselves. I personally look forward to supporting them as they fulfill their dreams. I am thankful that I have been able to support them and be a part of their journey, as well as they have been a part of mine.
There are times that the days seem long and the hours just do not seem to be there, but knowing that there are others working helped me to stick through it. I loved being able to learn from my colleagues and being able to see what they might of learned from the resources that we had read. There are many times that I would take their input and apply it to what I was learning. I found that they would see things in a complete different perspective then mine and it was refreshing to see someone else point of view.
It has been through the resources and my colleagues that my knowledge has expanded since the beginning of the course 8 weeks ago. I have been able to learn a lot of knew things and I am looking forward to being able to apply all of the new things that I have learned. I am also looking forward to continuing this process. The journey is going to be long, but the benefits will be countless.
It has been through this course that I have been able to grow as a professional in the Early Childhood field. I have been able to take the information and apply it to my classroom. It has been a blessing to see how my hard work is paying off. Not only am I starting to see the benefits in my classroom, but I also feel that I have created bonds with other professionals in the Early Childhood field.
Through these last 8 weeks I have been able to get to know my colleagues. It has been a great encouragement to see the dreams that they have set for themselves. I personally look forward to supporting them as they fulfill their dreams. I am thankful that I have been able to support them and be a part of their journey, as well as they have been a part of mine.
There are times that the days seem long and the hours just do not seem to be there, but knowing that there are others working helped me to stick through it. I loved being able to learn from my colleagues and being able to see what they might of learned from the resources that we had read. There are many times that I would take their input and apply it to what I was learning. I found that they would see things in a complete different perspective then mine and it was refreshing to see someone else point of view.
It has been through the resources and my colleagues that my knowledge has expanded since the beginning of the course 8 weeks ago. I have been able to learn a lot of knew things and I am looking forward to being able to apply all of the new things that I have learned. I am also looking forward to continuing this process. The journey is going to be long, but the benefits will be countless.
Saturday, April 14, 2012
Code of Ethics
NAEYC (2005) and DEC (2000) both have a code of ethics that should be followed by those who are working in Early Childhood programs. Here are the few that I found would be helpful if I would apply to my classroom.
The Code of Ethics Ideals from NAEYC (2005)
The Code of Ethics Ideals from NAEYC (2005)
"I-1.3—To recognize and respect the unique qualities,
abilities, and potential of each child."
As an Early Childhood professional it is curial that I remember to treat each one of my students with respect. One way that I apply this idea of ethics to my classroom is by remembering the potential of each one of my students. When receiving my Bachelors degree I remember hearing a story about a teacher. Every morning the teacher would go into the classroom and treat their students as if they were the next President or big scientist. This story left a lasting impact on me. As a Early Childhood teacher I never know who is in my classroom. I could be teaching the next President, scientist, lawyer, doctor, ect. It is my job to teach them to their full potential and to inspire them to be able to be anything that they want to be.
"I-1.4—To appreciate the vulnerability of children and
their dependence on adults."
Working with children is a very important job and is one that should not be taken lightly. When reading this statement it helped me to remember the vulnerability of my students. When teaching my students it is important that I am providing an environment that supports my students and helps them to develop the skills they need to become independent.
"I-3A.2—To share resources with co-workers, collaborating
to ensure that the best possible early childhood care and education program is
provided."
As I continue in the process of receiving my Graduate degree, it is important that I share the information that I am learning. I tend to be someone who is quiet and does not share a lot of information with those that I work with. When reading this statement I realized that is is my professional duty to share my new findings with my co-workers. We can learn from one another and it is through this learning process that each one of us can create an atmosphere that benefits the students.
The Code of Ethics from DEC (2000)
"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."
It is important that I stay up-to-date with current topics and research and to be accepting of correction. By learning from research and correction I will be able to become a better teacher. My goal is to one day become a Master teacher and it that will be impossible if I do not continue my education and learn from my mistakes.
"We
shall empower families with information and resources so that they are informed
consumers of services for their children."
If I am doing my job as a professional with staying up-to-date and continuing to improve myself as a teacher, then I will be able to relay this information to my parents. When a parent puts their child into my classroom they are trusting me with the most valuable gift that they have. It is my job to make sure that I am providing them with the proper information and resources that they need to stay informed about the current research and issues.
"We
shall demonstrate our respect and appreciation for all families’ beliefs,
values, customs, languages, and culture relative to their nurturance and
support of their children toward achieving meaningful and relevant priorities
and outcomes families’ desire for themselves and their children."
As I work with the children it is important that I keep in mind the different types of backgrounds that each one of my students come from. In order for me to know about the different backgrounds of my students, I need to take the time to get to know each one of my student's families. Finding out as much information about my families helps me to provide support.
Saturday, March 31, 2012
Course Resources
Position Statements and Influential Practices
1. 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
2. NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
3. NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
4. 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
5. 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
6. 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
7. 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
8. 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
9. Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Global Support for Children’s Rights and Well-Being
1. 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.pd
2. Websites:
a. World Forum Foundation http://worldforumfoundation.org/wf/wp/about-us
b. World Organization for Early Childhood Education http://www.omep-usnc.org/
c. Association for Childhood Education International http://acei.org/about/
Selected Early Childhood Organizations
1. National Association for the Education of Young Children http://www.naeyc.org/
2. The Division for Early Childhood http://www.dec-sped.org/
3. Zero to Three: National Center for Infants, Toddlers, and Families http://www.zerotothree.org/
4. WESTED http://www.wested.org/cs/we/print/docs/we/home.htm
5. Harvard Education Letter http://www.hepg.org/hel/topic/85
6. FPG Child Development Institute http://www.fpg.unc.edu/main/about.cfm
7. Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
8. HighScope http://www.highscope.org/
9. Children’s Defense Fund http://www.childrensdefense.org/
10. Center for Child Care Workforce http://www.ccw.org/
11. Council for Exceptional Children http://www.cec.sped.org//AM/Template.cfm?Section=Home
12. Institute for Women’s Policy Research http://www.iwpr.org/index.cfm
13. National Center for Research on Early Childhood Education http://www.ncrece.org/wordpress/
14. National Child Care Association http://www.nccanet.org/
15. National Institute for Early Education Research http://nieer.org/
16. Pre[K]Now http://www.preknow.org/
17. Voices for America’s Children http://www.voices.org/
18. The Erikson Institute http://www.erikson.edu/
Selected Professional Journals
1. YC Young Children
2. Childhood
3. Journal of Child & Family Studies
4. Child Study Journal
5. Multicultural Education
6. Early Childhood Education Journal
7. Journal of Early Childhood Research
8. International Journal of Early Childhood
9. Early Childhood Research Quarterly
10. Developmental Psychology
11. Social Studies
12. Maternal & Child Health Journal
13. International Journal of Early Years Education
Additional Resources
1. Journal for Christian Educators
1. 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
2. NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
3. NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
4. 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
5. 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
6. 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
7. 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
8. 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
9. Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Global Support for Children’s Rights and Well-Being
1. 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.pd
2. Websites:
a. World Forum Foundation http://worldforumfoundation.org/wf/wp/about-us
b. World Organization for Early Childhood Education http://www.omep-usnc.org/
c. Association for Childhood Education International http://acei.org/about/
Selected Early Childhood Organizations
1. National Association for the Education of Young Children http://www.naeyc.org/
2. The Division for Early Childhood http://www.dec-sped.org/
3. Zero to Three: National Center for Infants, Toddlers, and Families http://www.zerotothree.org/
4. WESTED http://www.wested.org/cs/we/print/docs/we/home.htm
5. Harvard Education Letter http://www.hepg.org/hel/topic/85
6. FPG Child Development Institute http://www.fpg.unc.edu/main/about.cfm
7. Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
8. HighScope http://www.highscope.org/
9. Children’s Defense Fund http://www.childrensdefense.org/
10. Center for Child Care Workforce http://www.ccw.org/
11. Council for Exceptional Children http://www.cec.sped.org//AM/Template.cfm?Section=Home
12. Institute for Women’s Policy Research http://www.iwpr.org/index.cfm
13. National Center for Research on Early Childhood Education http://www.ncrece.org/wordpress/
14. National Child Care Association http://www.nccanet.org/
15. National Institute for Early Education Research http://nieer.org/
16. Pre[K]Now http://www.preknow.org/
17. Voices for America’s Children http://www.voices.org/
18. The Erikson Institute http://www.erikson.edu/
Selected Professional Journals
1. YC Young Children
2. Childhood
3. Journal of Child & Family Studies
4. Child Study Journal
5. Multicultural Education
6. Early Childhood Education Journal
7. Journal of Early Childhood Research
8. International Journal of Early Childhood
9. Early Childhood Research Quarterly
10. Developmental Psychology
11. Social Studies
12. Maternal & Child Health Journal
13. International Journal of Early Years Education
Additional Resources
1. Journal for Christian Educators
2. Dobson, James. (1978). The Strong-Willed Child: Birth through Adolescence. Wheaton, IL: Tyndale House Publishers, Inc.
3. Chapman, Gary & Campbell M.D., Ross. (1997). The Five Love Languages of Children. Chicago, IL: Northfield Publishing.
4. Weinfeld, Rich, Barnes-Robinson, Linda, Jeweler, Sue, & Roffman Shevitz, Betty. (2006). Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential. Waco, TX: Prufrock Press Inc.
5. Langston, Rob LD. (2002). For the Children: Redefining Success in School and Success in Life. Austin, TX: Turn Key Press.
Saturday, March 24, 2012
Words of Inspiration and Motivation
There have been and still are many hard workers that have left a lasting impression on Early Childhood Education. As an Early Childhood Educator I find it inspirational to read over their thoughts and writings. Here are just a few of the quotes that I have found that inspire me to be a Master teacher.
Doug Lemov the author of "Teach Like a Champion: 49 Techniques that Put Students on the Path to College" said in an interview Neal Conan (2010).
" When you tell a student to pay attention, does the student know that that means sit up, get your eyes on me, and put your feet on the floor? So, if you give them more specific directions - sit up, get your eyes on me, put your feet on the floor - you're actually teaching the kids who don't know what to do. You're eliminating the ambiguity that lets some of the kids sort of exploit that, and you're making it much, much harder - a kid really has to willfully decide that they're going to defy you."
This is helped to remind me about the importance of giving students specific directions in a way that is not degrading or disrespectful. I know from personal experience that students like to know what is expected of them. Most of the students want to meet your expectations, they just have to know what they are.
In this same interview (2010) Doug Lemov continued to talk about teachers. Here is what is said,
"You know, I think this is the other thing that really excited me about this work, which is, you know, some people say, like, well, is this a formula? And the answer is, no, it's not a formula - that behind every artist is an artisan, that you learn the techniques, you master the tools. You know, I use an analogy in the book of a sculptor. That to be a great sculptor, first you have to learn to handle a hammer and a chisel. There are concrete techniques you have to do to make the chisel run across the rock. But then to be a great artist, you apply it with discretion and mastery. And great teachers deliver this technique in a way that it doesn't belittle students, that shows the respect of them."
I found this to be encouraging because teachers are not crafted from the same mold. We are all different and each one of us will take the 49 techniques and apply them to our classroom in a way that we as an individual can do. Teacher's do not have to be the same. We should all be using the same tools, but the finished project can look differently. If I work hard to keep sharping the tools that I use then I will be able to make a difference in the lives of my students.
Lemvo continued to tell Neal Conan (2010),
"This is what I see great teachers, game-changing teachers, do. So the work starts with what they do. And when you watch them in action, you see that yes, it's possible. Yes, you can make a difference. Yes, you can have a classroom that changes your kids' lives."
Doug Lemvo is not the only person working hard to make their mark in Early Childhood Education, but Virginia Buysse has also been working towards change.
Virginia Buysse is a strong activists for giving Early Childhood Educators better resources to help students with special needs. In her article, "Program Quality and Early Childhood Inclusion Recommendations for Professional Development (2009)" she stated,
"... early childhood programs should provide a core curriculum and intentional teaching for all children as well as more specialized instructional approaches for some children who need additional supports to learn."
It is crucial for me as an Early Childhood Educator to make sure that I am receiving the proper education to make sure that I am giving my Kindergartens the best education possible.
Virginia Buysse (2006) says,
"The transition to kindergarten increasingly is viewed by early childhood experts as a key component of school readiness, largely because school entry is a critical time in childrens development and a primary influence on their school careers (p. 15)."
I am a Kindergarten teacher and this encouraged me to know that what I am doing is important and it does matter.
As a teacher I have a deep passion to help my students. Here are some quotes from educators about passion:
Louise Derman- Sparks (Laureate Education inc, 2010) said,
" I had a built in passion that it was important to make a real contribution in the world and to fix all the injustices that were in the world and I wanted to do that through teaching."
Sandy Escobido (Laureate Education inc, 2010) says,
" Passion extends from personal experiences growing up."
Raymond Hernandez (Laureate Education inc, 2010) mentioned that,
"Passion comes from intrinsic motivation I have for the work that I do. Every day that I go to work I look forward to it because I know that the services I am providing for the children is to their benefit. Not anything that is going to benefit me, it's more to benefit them."
Renatta Cooper (Laureate Education inc, 2010) said,
"My passion has been involving through the years. Its an on going process. Its like a ripple... It grows."
Not only does passion play an important role in the lives of educator's, but motivation does also. Here are some quotes from people in the Early Childhood Field about motivation.
Sandy Escobido (Laureate Education inc, 2010) says that her motivation stems from wanting to,
"Train parents to learn how to advocate for their children.
Raymond Hernandez (Laureate Education inc, 2010) believes that,
"Passion comes from wanting to make a difference ... I truly believe that I'm not here to save the world. I am here to make a different in the community that I am working in. To me making a difference may sometimes mean helping one child to be able to be successful in the classroom. That one little sparkle will make a difference for me throughout the whole day"
Our passion will lead us to motivation. Having motivation and passion will lead us to gain wisdom of our field. Here are some quotes about wisdom:
Renatta Cooper (Laureate Education inc, 2010) said,
"I learned that it's not all about you. You have to take you ego out of it and think what's best for this child. And you care about them enough to help them transition to what comes next and what's best."
Louise Derman-Sparks had gained wisdom about preschoolers.
"The pre-school years are critical. They are the first fundamental period. When children are noticing who they are, and the attitudes, and the stereotypes."
References
Buysse, Virginia & Hollingsworth, Heidi L. (2009, March 5). Program Quality and Early Childhood Inclusion Recommendations for Professional Development. Topics in Early Childhood Special Education Online First, doi:10.1177/0271121409332233. Retrieved from http://life.comm.fsu.edu/LIFEArticles/PD/Topics_ProgramQuality.pdf
Coleman, Mary Ruth Ph.D., Buysse, Virginia, Ph.D., & Neitzel, Jennifer, Ph.D. ( 2006, May 1). Recognition and Response An Early Intervening System for Young Children At-Risk for Learning Disabilities. Retrieved from http://www.readingrockets.org/article/11394/
Conan, Neal (Interviewer) & Lemvo, Doug (Interviewee). (2010). Good Teaching Is About Hard Work, Not A Halo [Interview transcript]. Retrieved from National Public Radio Website http://www.npr.org/templates/story/story.php?storyId=124532654
Laureate Education inc. (Producer). (2010). Foundations: Early Childhood Studies [webcast]. The Passion of Early Childhood. Baltimore, Md: Author Unknown.
Doug Lemov the author of "Teach Like a Champion: 49 Techniques that Put Students on the Path to College" said in an interview Neal Conan (2010).
" When you tell a student to pay attention, does the student know that that means sit up, get your eyes on me, and put your feet on the floor? So, if you give them more specific directions - sit up, get your eyes on me, put your feet on the floor - you're actually teaching the kids who don't know what to do. You're eliminating the ambiguity that lets some of the kids sort of exploit that, and you're making it much, much harder - a kid really has to willfully decide that they're going to defy you."
This is helped to remind me about the importance of giving students specific directions in a way that is not degrading or disrespectful. I know from personal experience that students like to know what is expected of them. Most of the students want to meet your expectations, they just have to know what they are.
In this same interview (2010) Doug Lemov continued to talk about teachers. Here is what is said,
"You know, I think this is the other thing that really excited me about this work, which is, you know, some people say, like, well, is this a formula? And the answer is, no, it's not a formula - that behind every artist is an artisan, that you learn the techniques, you master the tools. You know, I use an analogy in the book of a sculptor. That to be a great sculptor, first you have to learn to handle a hammer and a chisel. There are concrete techniques you have to do to make the chisel run across the rock. But then to be a great artist, you apply it with discretion and mastery. And great teachers deliver this technique in a way that it doesn't belittle students, that shows the respect of them."
I found this to be encouraging because teachers are not crafted from the same mold. We are all different and each one of us will take the 49 techniques and apply them to our classroom in a way that we as an individual can do. Teacher's do not have to be the same. We should all be using the same tools, but the finished project can look differently. If I work hard to keep sharping the tools that I use then I will be able to make a difference in the lives of my students.
Lemvo continued to tell Neal Conan (2010),
"This is what I see great teachers, game-changing teachers, do. So the work starts with what they do. And when you watch them in action, you see that yes, it's possible. Yes, you can make a difference. Yes, you can have a classroom that changes your kids' lives."
Doug Lemvo is not the only person working hard to make their mark in Early Childhood Education, but Virginia Buysse has also been working towards change.
Virginia Buysse is a strong activists for giving Early Childhood Educators better resources to help students with special needs. In her article, "Program Quality and Early Childhood Inclusion Recommendations for Professional Development (2009)" she stated,
"... early childhood programs should provide a core curriculum and intentional teaching for all children as well as more specialized instructional approaches for some children who need additional supports to learn."
It is crucial for me as an Early Childhood Educator to make sure that I am receiving the proper education to make sure that I am giving my Kindergartens the best education possible.
Virginia Buysse (2006) says,
"The transition to kindergarten increasingly is viewed by early childhood experts as a key component of school readiness, largely because school entry is a critical time in childrens development and a primary influence on their school careers (p. 15)."
I am a Kindergarten teacher and this encouraged me to know that what I am doing is important and it does matter.
As a teacher I have a deep passion to help my students. Here are some quotes from educators about passion:
Louise Derman- Sparks (Laureate Education inc, 2010) said,
" I had a built in passion that it was important to make a real contribution in the world and to fix all the injustices that were in the world and I wanted to do that through teaching."
Sandy Escobido (Laureate Education inc, 2010) says,
" Passion extends from personal experiences growing up."
Raymond Hernandez (Laureate Education inc, 2010) mentioned that,
"Passion comes from intrinsic motivation I have for the work that I do. Every day that I go to work I look forward to it because I know that the services I am providing for the children is to their benefit. Not anything that is going to benefit me, it's more to benefit them."
Renatta Cooper (Laureate Education inc, 2010) said,
"My passion has been involving through the years. Its an on going process. Its like a ripple... It grows."
Not only does passion play an important role in the lives of educator's, but motivation does also. Here are some quotes from people in the Early Childhood Field about motivation.
Sandy Escobido (Laureate Education inc, 2010) says that her motivation stems from wanting to,
"Train parents to learn how to advocate for their children.
Raymond Hernandez (Laureate Education inc, 2010) believes that,
"Passion comes from wanting to make a difference ... I truly believe that I'm not here to save the world. I am here to make a different in the community that I am working in. To me making a difference may sometimes mean helping one child to be able to be successful in the classroom. That one little sparkle will make a difference for me throughout the whole day"
Our passion will lead us to motivation. Having motivation and passion will lead us to gain wisdom of our field. Here are some quotes about wisdom:
Renatta Cooper (Laureate Education inc, 2010) said,
"I learned that it's not all about you. You have to take you ego out of it and think what's best for this child. And you care about them enough to help them transition to what comes next and what's best."
Louise Derman-Sparks had gained wisdom about preschoolers.
"The pre-school years are critical. They are the first fundamental period. When children are noticing who they are, and the attitudes, and the stereotypes."
References
Buysse, Virginia & Hollingsworth, Heidi L. (2009, March 5). Program Quality and Early Childhood Inclusion Recommendations for Professional Development. Topics in Early Childhood Special Education Online First, doi:10.1177/0271121409332233. Retrieved from http://life.comm.fsu.edu/LIFEArticles/PD/Topics_ProgramQuality.pdf
Coleman, Mary Ruth Ph.D., Buysse, Virginia, Ph.D., & Neitzel, Jennifer, Ph.D. ( 2006, May 1). Recognition and Response An Early Intervening System for Young Children At-Risk for Learning Disabilities. Retrieved from http://www.readingrockets.org/article/11394/
Conan, Neal (Interviewer) & Lemvo, Doug (Interviewee). (2010). Good Teaching Is About Hard Work, Not A Halo [Interview transcript]. Retrieved from National Public Radio Website http://www.npr.org/templates/story/story.php?storyId=124532654
Laureate Education inc. (Producer). (2010). Foundations: Early Childhood Studies [webcast]. The Passion of Early Childhood. Baltimore, Md: Author Unknown.
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