THANK YOU! THANK YOU! THANK YOU!

This is just a note of thanks to all of my colleagues during this eight weeks.  It has been a pleasure to read the different blogs and discussion throughout the past weeks.  I enjoyed the journey the detailed information from the assignments and the great responses given to keep us all engaged during the entire course. 

I pray that as we all continue this journey our knowledge and understanding of Early Childhood will grow and expand and enhance whatever we do for young children and their families.

Compelling Quote/Statement

The most compelling statement from our reading for me was from the Smidt text.  It stated "Prout (2005) suggested that we need to broaden our concept of childhoodto include childhoods of the poor as well as those of the rich.  In other words childhood itself cannot be seen as a single simple concept but one that has to take on the diversity of the reality of childhoods across the world" (Smidt, 2006).  This statement really moved me because I often believe that when we are teaching our children skills or testing them we are basing their needs and information not on the middle class or poor child but the upper class.  I agree with this statement we must consider the complexity of childhood and look at "childhoods across the world" (Smidt, 2006).


Resource

Smidt, S. (2006). The developing child in the 21st century: A global perspective on child development. New York, NY: Routledge.

ASSESSMENT

Considering a commitment to viewing young children holistically (i.e., a commitment to “the whole child”), what, if anything, do you believe should be measured or assessed? Explain your reasoning. Since we are all created differently and unique and also we develop as human beings differently; I think that we should be measured and/or assessed the same way.  Just as we cannot measure the success of a family without considering culture neither can we assess an individual based on another individual.

In what ways are school-age children assessed in other parts of the world? (Choose a country or region of the world for which you have a personal affinity.) JAPAN - “An assessment for education was to be levied upon each household based on its financial status, and households without children of school age were equally liable. The assessment for each village was determined by the distance to the school. Attendance was expected from the age of about six to about thirteen and instruction was divided into three levels. The curriculum, which reflected the Civilization and Enlightenment movement, included an introduction to foreign languages as well as Western arithmetic” (Japan)

What additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children would you like to share with your colleagues? My concerns with assessment are that they be fair.  In assessing children we must consider all factors that come into play to include culture and whether or not the children received equal amounts of education and/or preparation to be successful in the assessment given.

Resources 

Japans modern education system. Chapter I -  Education during the late edo and early meiji periods - 2 The Educational Policy of the New Meiji Government (9)  The Establishment of Elementary Schools and New Country Schools Retrieved December 11, 2010 from http://www.mext.go.jp/b_menu/hakusho/html/hpbz198103/hpbz198103_2_019.html

POVERTY

Poverty – well when I was growing up I remember my mother telling me when I was older that we were considered to be poor.  But, I never thought that.  We did not visit the grocery store often.  This is how we coped with the stressor as a family my grandparents raised chickens, pigs and we had a garden of vegetables.  During hunting season my uncles would hunt deer, rabbits, and squirrels.  Even though we were not able to go to the store often we always had what we needed.  As far as clothing there were a lot of cousins so we shared a lot of clothing and shoes.  Going to the store on our bikes to buy candy was a treat.  I remember going into pastures running from cows and picking black berries for my grandmother to make blackberry cobbler for dessert.  We did not have candy or sweets in the house unless it was a special occasion i.e. Birthday, Easter, Christmas, Thanksgiving.

India is the country in the world that you would like to know more about and/or for which you have a special affinity.

“Several specific risk factors, and poverty is among the most commonly investigated of socio-demographic risk variables” (Gulati, 2008, p. 108).  “Children experience poverty as an environment that is damaging to their physical, mental, emotional and moral development. Living in poverty has been connected to poor cognitive and behavioral outcomes” (Zill, Moore, Smith, Steif & Coiro 1990; Moore & Stief 1991).

In this study was done on the basis of the following risk factors: “Low maternal age at subject child’s birth, low maternal education, low paternal education, father’s low status occupation, large sibling size, chronic illness in the family, drug abuse in father, alcohol abuse in father (women of this region cannot take alcohol) and inter-parent discord” (Gulati, 2008, p. 110).

According to the article some of these children may experience behavioral problems and others do not.  To minimize the harm of poverty is by “constructing a poverty line along the basic needs approach by using estimated shadow nutrient prices” (Coondoo, 2008, p. 20).  If the poverty line were constructed based on nutrient prices more families would become affordable.  While this would not alleviate poverty it would decrease the amount of families suffering from this stressor.

References

Coondoo, D., Majumder, A., Lancaster, G., Ray, R. (2008). Alternative approaches to measuring temporal changes in poverty with application to India. Contemporary Issues & Ideas in Social Sciences. Retrieved November 27, 2010 from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=4&hid=111&sid=2da09a2a-83cb-4154-9f7a-6e8ec5af36de%40sessionmgr104

Gulati, Jatinder K., Dutta, Jayanti (2008). Risk, conflict between parents and child adjustment in families experiencing persistent poverty in India. Journal of Family Studies. Retrieved November 27, 2010 from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&hid=111&sid=2da09a2a-83cb-4154-9f7a-6e8ec5af36de%40sessionmgr104

Child Development and Public Health

Breastfeeding

In the Berger text it states that “beast fed babies are less likely to become sick, because breast milk provides them with antibodies against any disease to which the mother is immune. It also decreases the risk of many diseases that appear in childhood and adulthood, among them asthma, obesity, and heart disease (Oddy, 2004)” (Berger, 2009, p. 154). “Some researchers say that bottle feeding may be best in cases where the mother may be an HIV-positive or uses toxic or addictive drugs. Even with HIV-positive mother’s some still say that breast milk is best” (Berger, 2009, p. 155).

An article from the Times of India it stated “"Proper breastfeeding right from the birth of a baby up to six months can provide appropriate amounts of protein, sugar, fats and water along with important protective substances like IgA (immunoglobulin A ) and protective cells. Both are essential for a strong defence mechanism. Breastfeeding minimises the chances of development of allergy so common these days resulting in recurrent cold and even asthma," (Isalkar, 2010).

In researching breastfeeding there appears to be an agreement that it is better for young children to build up immunes systems against disease.  In further research even if mothers have a disease it is also stated that breastfeeding is still better for the young child.

My conclusion is that the formula that is man-made will never produce exactly what the human body is made to do.

References

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers

Isalkar, U. (2010). Breastfeeding, proper nutrition can keep condition at bay [Pune]. The Times of India. Retrieved November 14, 2010 from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=9&did=2187078791&SrchMode=2&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1289765313&clientId=70192

PERSONAL BIRTHING EXPERIENCE & RAJASTHAN, INDIA

PERSONAL BIRTHING EXPERIENCE:

I remember being in the delivery with my cousin who was young and giving birth to her first child.  I remember the painful experience from the physical squeezing of my hand and her hitting on the bed during delivery.  But once her daughter was born she was so excited and immediately began to discuss things that she wanted for her daughter.  Exhausted from the birth she went to sleep but wanted to feel her baby near her before going to sleep. 

I chose this example because I was able to physically witness the miracle of birth with my own eyes.

When speaking of birth and its impact on child development I must go back to the Berger text there are many risk factors “underweight, under eating, underage, and drug use” (Berger, 2009, p.122).  My cousin was a young expectant mother.  I was a miracle that she had a healthy baby girl, but the risk factor of being very young left the possibility that their may be some abnormalities in the young child.

RAJASTHAN, INDIA:

“Most assessments of family and community practices related to neonatal health have focused on events well after birth, such as the use of pre-lacteal feeds, exclusivity of breast-feeding, bathing and clothing, and care seeking for illness.3 Studies of newborn care practices at the time of delivery have largely focused on the tying and cutting of the umbilical cord because of concerns about neonatal tetanus, but have not described the monitoring of progress of labor and immediate newborn care, including resuscitation, drying, wrapping and initiation of breast-feeding” (SD Iyengar, 2008).

Some of the differences and similarities with your experience in India no prenatal care was given and even after from the study above there did not appear to be an urgency to provide a sanitary environment no immediate care and nurture for the mother or child after giving birth.

What additional insights, if any, about the impact of the birthing experience on development, did you gain from this comparison?  There are cultural differences or is this just the evidence that poverty is global as it relates to childhood development.  Is this the result of poverty or a cultural practice in this area of India.  It was also noted that “India suffers the largest share of the world’s burden of maternal and neonatal deaths” (SD Iyengar, 2008).

References:

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers

SD Iyengar, K Iyengar, JC Martines, K Dashora1 and KK Deora. (2008). Childbirth practices in rural Rajasthan, India: implications for neonatal health and survival formative research on childbirth practices. Journal of Perinatology, 28, S23–S30. Retrieved November 4, 2010 from http://cv8yh9th3f.search.serialssolutions.com.ezp.waldenulibrary.org/?SS_LibHash=CV8YH9TH3F&genre=article&sid=sersol%3AuniqueIDQuery&id=10.1038%2Fjp.2008.174

HELLO TO ALL!

It feels really great to be in my second course here at Walden University.  It is also great to see some of my classmates from the previous course.  Let's begin the journey through the next eight weeks.

NAEYC AND DEC CODE OF ETHICS

NAEYC Code of Ethical Conduct

I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child. If we come into a child care center with this in focus we will be able to help children develop appropriately.  Children are unique and they all learn at different levels.

I-1.4—To appreciate the vulnerability of children and their dependence on adults. Children are very vulnerable so we must be careful what we do as adults as we shape the lives of children.  Taking careful notice of their vulnerability will keep us in line.

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.  Environment is so important to children’s learning.  If the environment is conducive to learning for children more creativity will happen the classroom setting.

The Code of Ethics of the Division for Early Childhood (DEC)

Professional and Interpersonal Behavior

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.  This is important because children model the behavior of adults.  We must be conscience that children are watching and learning from everything that we do.
2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.  This is vitally important to me it all speaks to have respect for oneself in turn it will cause families to gain trust.  Once trust is gained from families it becomes easier to help the children and family.

Enhancement of Children’s and Families’ Quality of Lives

       3.  We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work,   honoring their beliefs, values, customs, languages, and culture.  Again, we cannot be advocates without respect.  We all learn from each other and children teach us as well through their innocence.

References

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

1.      The Association for Childhood Education International (ACEI)

Association for Childhood Education International. (2010). About ACEI.

Retrieved October 5, 2010 from http://acei.org/about/

The Association for Childhood Education International (ACEI) expresses respect and commitment to the welfare and/or rights of young children and families clearly in their vision and mission statement.

2.      Early Childhood Development and Care Journal

Early Childhood Development and Care (2009). Special Issue: Listening to young children’s voices in research – changing perspectives/changing relationships. Retrieved October 8, 2010 from http://content.ebscohost.com.ezp.waldenulibrary.org/pdf9/pdf/2009/J2T/01Feb09/36359715.pdf?T=P&P=AN&K=36359715&S=R&D=ehh&EbscoContent=dGJyMNHX8kSeprc4zdnyOLCmr0iep65Ssqm4SrKWxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44Dt6fIA

I enjoyed this article because it takes about including children in research concerning them.  Actually listening to what the children have to say.

3.      The National Association for the Education of Young Children (NAEYC)

This program “is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive organization” (National Association).

NAEYC is an excellent resource for new professional and existing professionals to the Early Childhood field.  The online website speaks to Accreditation, Conferences, Other Resources, and How to obtain certifications in Early Childhood.

National Association for the Education of Young, (2010). About NAEYC. Retrieved October 7, 2010 from http://www.naeyc.org/content/about-naeyc

4.  Smart Beginnings

Smart Beginnings, (2010). Retrieved October 9, 2010 from http://www.smartbeginnings.org/

This is a wonderful program that is sponsored by the Virginia Early Childhood Foundation.  It is definitely a valuable resource for our child care center here in Richmond, Virginia.  We have mentors to assist us with the Virginia Star Quality Rating Initiative.  There are also valuable resources on the website for children, families and educators.

OTHER RESOURCES FROM WEEK 5:

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4465394/educ6005_readings/naeyc_dap_position_statement.pdf
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
• 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.
  Use the Academic Search Complete database, and search using the article's title. 

Part 2: Global Support for Children’s Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
• World Forum Foundation
  http://www.worldforumfoundation.org/wf/about.php
  This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
• World Organization for Early Childhood Education
  http://www.omep.org.gu.se/English/about_OMEP/
  Read about OMEP’s mission.  
• Association for Childhood Education International
  http://acei.org/about/
  Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/ 
• Children’s Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.preknow.org/
• Voices for America’s Children
  http://www.voices.org/pages/page.asp?page_id=22807
• The Erikson Institute
  http://www.erikson.edu/
     

Part 4: Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.) 

• 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

Walden University (Producer). (2010). Learning Resources. Retrieved October 7, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4465394&Survey=1&47=7787673&ClientNodeID=984650&coursenav=1&bhcp=1

WORDS OF INSPIRATION AND MOTIVATION

Lyndon B. Johnson (1965) Commencement Address at Howard University stated:

The family is the cornerstone of our society.  More than any other force it shapes the attitude, the hopes, the ambitions, and the values of the child. And when the family collapses it is the children that are usually damaged. When it happens on a massive scale the community itself is crippled.

So, unless we work to strengthen the family, to create conditions under which most parents will stay together, all the rest—schools, and playgrounds, and public assistance, and private concern—will never be enough to cut completely the circle of despair and deprivation (Johnson, 1965).

Johnson, Lyndon B. (1965, June 4). [Commencement Exercise]. Speech presented at Howard University. [Transcript]. Retrieved September 30, 2010 from http://us.history.wisc.edu/hist102/pdocs/johnson_commencement.pdf

Louise Derman-Sparks, Professor Emeritus of Pacific Oak College in California stated that the success of the at-risk children “had nothing to do with their innate ability, but they needed the tools to know how to survive and thrive in the public school system” (Laureate Education, Inc., 2010).

Laureate Education, Inc. (Producer). (2010). The passion for early childhood [multimedia presentation]. Retrieved September 30, 2010 from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=4465394&CPURL=laureate.ecollege.com&Survey=1&47=4994376&ClientNodeID=984650&coursenav=0&bhcp=1

Personal Childhood Web

My Mentor.  She is a powerful preacher. She is kind and thoughtful.  She genuinely cares about people.  She puts the ministry above her own needs.  She is the reason that I obtained my Bachelor's degree.  She encouraged me even when I wanted to give up or be slack.  She continues to push me to do better.  She stated that "One thing about education, no one can take it from you."  I love her for just continuing to support me and for always telling me the truth.  She continues to impact my life positively and represents greatness for me as an adult.

My father.  We never really had a relationship.  Most of our interactions were negative, but he still had an impact on my life.  He taught me what I did not want.  Today his influence continues to impact my life because I have a desire to be better. I am very grateful that he was in my life.



My father-in-law was quiet always willing to help others, put others needs before himself and his family, very loving and caring.  This person represented the father figure in my life.  He truly exemplified unconditional love when it came to people.  Though he is deceased he continues to impact my life.  I often reflect or think what he would do in certain situations and the answer would always be to give.

My husband, my best friend.  We met for the first time in 1986. He is a comedian. Sometimes quiet.  He taught me how to have respect for myself and others.  He cared for me and has always been there to support me in my endeavors.  Through his support and friendship I can continue to pursue other career goals.  He continues to impact my life and always encourages me. 

My aunt is the family comedian. My mom is from a family of seven, she being the oldest.  This is my favorite aunt who is the second oldest.  She and her family represented stability in a marriage.  She worked very hard and is very good with her hands.  She along with her husband built their first home in which they still occupy today.  She made me feel apart of a big family.  Her influence still impacts my life today because what she had in marriage is what I wanted someday and today I have a family and have been married for twenty-one years.



My sister is very outgoing.  She is ten years younger than I, but she taught me to be responsible, not to be selfish.  She made me feel needed. She continues to impact my life today because I am responsible and I try to put the needs of others above myself.

 

My mom is very quiet but powerful. She represents stability in my life, taught me to be a hard worker. She provided care, love, nurture, and supported all of my extra-curricular activities.  She also introduced me to Christ.  Her influences continues to impact my life today because I am a hardworker.  Also, I am a caring nuturing mother to my son and very supportive of his extra-curricular activities and his education.

 I am so grateful to these individuals that are a part of my life.  Even those that are deceased continue to impact me as an adult.  I would dare say that these are some of the individuals that made me who I am today.



 




 

Corduroy by Don Freeman

I thoroughly enjoy this book because it is very comforting to young children. Starting preschool is a huge step  and sometimes they lose things in their classrooms and are uncertain where to find them. Reminding them about this story and Corduroy’s missing button on his overalls calms them down.

We worry about what a child will become tomorrow, yet we forget that he is someone today. ~Stacia Tauscher

While we all realize that education is very important for the early learner, this quote helps us to keep things in perspective.  We nurture the current, while educating the future.

OUR PRESCHOOLERS HAVE MOVED ON!!

Today, was the first day for our little preschoolers to start Kindergarten.  It was an exciting day for the preschoolers.  Some were hesitant, others were overly excited.  As for the staff.......we were excited for all of the but we missed having them in our classrooms.  Now we start all over with a new group.  You see, education never stops.