Learning Includes...

"So learning includes being able to:

•  make and challenge meaning
• to construct metaphors and explore paradoxes
• to develop and use individual symbols and codes in the process of learning to decode the established symbols and codes of their culture and society."  Sandra Smidt reflecting on Reggio Emilia philosophies

"Childhood does not exist, we create it as a society, as a public subject. It is a social, political, and historic construction" Rinaldi
Children are "the most avid seekers of meaning and significance" Rinaldi

"Children are not just passive partners in interactions with others, but are active participants.  This means when they engage in relationships and interactions with [others], they work hard at making sense of the feelings, the needs, the intentions, and the golas of these others" Judy Dunn

"Play is memory in action" Jerome Bruner

"Education is a self organizing system where learning is an emergent phenomenon. If children have an interest, then education happens." Sugata Mitra

Testing for Intelligence

When I attended the NAEYC conference a couple weeks ago, I attended a wonderful class on sensory boxes.  I believed that the class was going to give me some great ideas on different sensory activities to do in sensory boxes, but instead, the focus of the class was on apparatuses that could be built on, above, and around sensory boxes.  They were multiple leveled, or they had dividers, or they had holes in strange places, they allowed the children to move and transport the materials, but most of all, they provided opportunities for children to explore, discover, and problem solve.

When we talk about assessing children, what are we assessing?  Last week I performed an observation on a child who both the teacher and the parents believed that she was very smart and too advanced for the rest of the class and wanted to know what they could do for her.  After my observation two things were apparent to me: academically her cognitive skills in logical thinking, memorization, ability to pay attention, and representational and symbolic thinking were where they needed to be, but her ability to problem solve was low. Second, her social and emotional development was very low and her language development was slightly low.  How can I say this child is advanced if she is only advanced in one area of development?  I love the Teaching Strategies assessments that focus on the whole child: Social-Emotional, Physical, Language, and Cognitive.  While each of these areas consists of several different aspects, it is important to realize that there is more to a child than just cognitive development.  A child that knows all her ABC's and 1,2,3's but does not know how to make friends, trust others, recognize her own feelings or the feelings of others, or use thinking skills to resolve conflicts, is a child that still has a lot to work on.  As her teachers are setting individualized goals for her, they may not be taking away continuing to teach cognitive skills, but instead they are focusing on social and emotional skills and insuring the are providing the right opportunities or her.

Many times the education system here in the United States puts early childhood education (education under the age of eight) in demand of shoving academics down children's throats.  We are taking out the natural environment of learning "PLAY" and trying to force kids to sit down at table and memorize facts and do worksheets, and practice flashcards.  How is that working for us?

A look at Finland.  Did you know children do not start formal education there until they are seven years old? Prior to that they spend their time playing; learning through exploration, experiencing cause and effect, and trying things out on their own.  They are self-directed learners who spend hours per day in outdoor classrooms or other environments that are conducive to learning the things they want to learn and interacting with others, without the pressure of rote memory or tests that will evaluate what they have learned. What is Finland's perspective?  To take on a holistic approach, looking at their academic skills or readiness to begin to learn, their emotional and social development, their health status, and early identification of learning difficulties.  Assessments are conducted individually, assigned and conducted by the teachers as well as self-evaluated by the students.  The teachers determine the outcomes they want the children gain, and then assess based on that.  Imagine a school system where everyone else isn't telling you exactly what the students are supposed to learn or how you have to teach them. The teachers can determine this based on the needs of their students.  A school system where all children receive their health care and nutritional components provided for them free of cost, so these do not get in the way of their ability to learn.  And a system where early childhood education is not only supported, but free and accessible to all who want it.

An interesting blog, the guardian, states:
"The Finnish curriculum is far less 'academic' than you would expect of such a high achieving nation. Finnish students do the least number of class hours per week in the developed world, yet get the best results in the long term. Students in Finland sit no mandatory exams until the age of 17-19. Teacher based assessments are used by schools to monitor progress and these are not graded, scored or compared; but instead are descriptive and utilised in a formative manner to inform feedback and assessment for learning.
Great emphasis is put on pupil and teacher trust and well-being. Outdoor, practical learning opportunities and healthy related physical activity sessions are a regular feature in the curriculum: helping to maintain a healthy body and mind."
http://www.theguardian.com/teacher-network/teacher-blog/2012/apr/09/finish-school-system

Are we pushing education too early, taking away the fun of learning, and discrediting the things children learn through play just because someone tells us that we need to test our kids at an early age?
Time to open an early childhood school for children 3-8 where they really learn through play the things they want and are ready to learn, a school that lets them explore and discover new things, a school that takes care of all the needs of the children, not just focuses on their academic achievements.

Hunger

A couple weeks ago I posted about Malnutrition and the effects it has on children.  Today I wanted to share a few stories regarding hunger::

It's 9:00am and breakfast is being served at preschool.  The children are sitting and eating around a table engaging in conversation with their peers and teachers.  Out of twenty 3&4 year olds, four of them have not eaten since yesterday's snack at preschool which was at 3:00pm.  How do they cope?  They eat a lot while they are at preschool and their teacher allows them to eat as much as they want.  When we can, we send food home with them, in hopes that they will have something more to eat and other family members will not take it from them.

In her younger years, she never knew when her next meal would come.  In response, she learned to horde food, to take more than she needed, to hide it in her pockets, to shove it under her pillow, and do whatever it took to insure one more meal.  Now, as a well fed young adult, she can't stop the compulsion to take food, to hide food, to horde food, to buy or make extremely more than is needed regardless of the cost.  She doesn't fit in.  She feels awkward, but she can't let go.  One may say she has overcome her childhood as she has become successful and is able to afford even the finest restaurants in town, but her emotional state has not changed with her physical successes.

Many have heard of the devastation and tragedy in the Phillipines as the worst storm swept through.  Thousands of people were killed, and those who were not are suffering.  This natural disaster has left them without power, shelter, food,clothing, money, and even friends and family.  They are overwhelmed with confusion, heartbreak, and are not sure what moving on means.  Relief efforts have provided food and water, shelter materials, medicine, clothes, and other relief aids.  Through the efforts of many individuals and combined efforts of organizations and worldwide government assistance programs many are being treated, but this does not mean hunger has subsided, that disease is not spreading, that shelter is adequate, that violent outbreaks don't continue, and that support systems from family and friends have been restored.  How do they cope with these stressors?  How will this affect the young children who have survived in the long run?  While there is much we are all doing to help minimize the effects, the reality of the situation still lies heavy on the minds, hearts, and souls of so many.

Read more from:
http://www.thestar.com/news/world/2013/11/10/philippines_destruction_a_great_human_tragedy_as_more_than_10000_feared_killed.html
http://www.usatoday.com/story/news/world/2013/11/11/philippines-haiyan-recovery/3494327/
http://thefaceofhunger.stophungernow.org/
http://lightbox.time.com/2013/11/19/seven-days-of-tragedy-photographer-recounts-covering-typhoon-haiyan-for-time/#1

The list goes on ...  Natural disasters and relief efforts have been going on for years.  The effects and stressors on an individual and family can go on for years as well.

NAEYC

Ready for a week of learning at NAEYC conference in DC. So excited

Malnutrition

Abraham Maslow's hierarchy of needs places physiological needs, that of food, water, shelter, clothing, adequate sleep, etc, as the basis for all growth, development, and motivation.  Above anything else, these basic things are needed before a child can be ready to grow and learn.  Yet many children all over the world are not receiving these basic needs.

I work with many children who experience hunger because of their situation in poverty.  Our center strives to provide them with healthy meals and proper nutrition to sustain good health that is optimal for learning.  All over the world, hunger and malnutrition are even a more severe problem than those I currently work with.

Malnutrition is evident in roughly 1/3 of the children in developing nations (Berger, 2012).  Infants and children who are chronically malnourished may suffer in these three ways: (Berger, 2012, p.156)

1. Their brains may not develop normally.
2. No body reserves to protect them against common diseases.  About half of all childhood deaths occur because malnutrition makes a childhood disease lethal.
3. Some diseases result directly from malnutrition.

Read these sad facts below on hunger from http://www.stophungernow.org/hunger-facts

Facts on Hunger

• Hunger is defined as a feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat. Oxford Dictionary, 2013
• Malnutrition is defined as a lack of proper nutrition, caused by not having enough to eat, not eating enough of the right things, or being unable to use the food that one does eat. Oxford Dictionary, 2013
• Undernutrition contributes to 2.6 million deaths of children under five each year - one third of the global total. UNICEF, 2011
• Nearly 870 million people, or one in eight, were suffering from chronic undernourishment in 2010-2012.  FAO, 2012
• Undernourishment kills more people every year than malaria, tuberculosis and AIDS combined.  USAID, 2012
• In 2011, 1 in 6 children were estimated to be underweight in developing countries with most (56 million) living in South-central Asia.  WHO, 2011
• Almost 1 billion people across the globe will go to bed hungry tonight, 200 million of them children. USAID, 2013
• The proportion of children under 5 years old in developing countries who were underweight is estimated to have declined only 11% between 1990 and 2010 from 29% to 18%.  This rate of progress is insufficient to meet the MDG target of halving 1990 levels of underweight by 2015.  WHO, 2011

Facts on School Feeding and Education

• There are 66 million primary school-age children who attend classes hungry across the developing world, with 23 million in Africa alone. WFP, 2012
• There are 67 million school-age children who do not attend school. Poor households must often choose between sending their children to school or to work the fields. WFP, 2012
• Research shows that providing in-school meals, mid-morning snacks, and take-home rations through school feeding programs can alleviate short-term hunger, increase children’s abilities to concentrate, learn, perform specific tasks, and has been linked to an increase in the enrolment of girls. World Bank, 2013
• As of 2012, 31 million primary-school pupils worldwide dropped out of school. UNESCO, 2012
• Educated girls are likely to marry later and have fewer children, who in turn will be more likely to survive and be better nourished and educated. UNICEF, 2012
• When a girl in a developing country receives 7 years of education she marries 4 years later and has 2.2 fewer children. Girl Effect, 2013
• Undernutrition during the critical 1,000 days from pregnancy to a child’s second birthday can cause irreversible stunting and mental impairment. USAID, 2013
• Secondary school completion rates for adolescent girls is below five percent in nineteen sub-Saharan African countries. Girl Effect, 2013
• A person’s earnings increase by 10 percent with each year of school they complete. USAID, 2013
• Increasing the average level of higher education in a country by just one year can add half a percentage point of growth to GDP. UNICEF, 2012

As an early childhood educator, I understand the importance of good health and nutrition and the role it plays in a child being able to learn.  Proper nutrition doesn't just start after birth, but begins when a woman is pregnant and providing the nutrients needed for a proper start in life.  Then, as a child needs to grow, physically, emotionally, cognitively, they need to be properly nourished to learn.  I have joined some organizations where I can begin to track the needs of early education and nutrition in other countries so I can determine how I can make a difference in the lives of children all over the world.

Child Birth

When July 15th came and past, the due date for my son, I wondered what I should do next and when my baby would be born.  I was tired and hot and ready to be finished being pregnant.  Days soon turned in to weeks and still no sign of labor.  My appointments to the doctor showed that we were both doing well, but no one would know when he would come.  Finally, I was scheduled to be induced on August 1st.  I arrived at the hospital early in the morning, at 5:00am, just to learn that they had too many births the night before and didn't have any room for me.  They sent me home and indicated they would call me when there was space.  They called me shortly after 7:00am and I was set up in a hospital bed with pitocin started by 8:00am.  Everything seemed to happen quickly after that.  I laid in bed while they monitored the baby's vitals and my contractions.  They started an epidural to comfort me through the contractions and promised that it would wear off before it was time to give birth.  I even fell asleep for some time.  A few minutes before 2:00pm they were telling me to bear down and push, but I still had very little feeling from the epidural.  But I did as I was asked, pushed from my laying position with my knees up and hoped that all went well.  Within minutes my son was born.  Nurses swept him away to run tests on him and then brought him to me when they were certain he was well.

I was fortunate to have trained specialists who worked with me and a hospital room that was prepared for the birth of my baby, even though the initial circumstances were not what I had in mind.  In other parts of the world, especially poorer nations, most births happen at home and many times without the help of medical specialist (Berger, 2012, et al).  A story of a birth in Ghana describes the pregnant women as laying curled on the floor in the corner of a dark and hot hut, in labor and going through contractions without making a single sound.  There is a midwife present as well, quiet in another corner of the hut waiting.  A soft sound from the mother and her body positioning moving into a squatting position gave cue to the midwife that she was ready to have the child.  Still with no words or sounds exchanged, the midwife moves over, helps to support the birthing mother's back and catches the baby upon birth.  The baby then is immediately placed in the arms of the mother, a "gentle birth" as it is called.  This may be typical for women in Ghana, however the mortality rate is at least ten times higher than in North America.

Does the gentleness of one birth compared to another have an impact of future child development?  Does the use of medications, such as pitocin have an impact on the development of this child in the future?  Is it less stressful on the unborn child to have the mother relaxed and resting, even if under medication, during those last few hours before birth compared to the pregnant mother who is curled up in pain?   And what about the quietness of birth compared to the women who are loud and screaming as the child journey's through the birth canal?  Does any of this make any difference at all in the long run of the child's health, growth, and development?

Reference:  Berger, K. S. (2012). The developing person through childhood (6th ed.). New York, NY: Worth Publishers

Renatta M Cooper

Renatta M Cooper said
"Never get comfortable with just what you know"
 "It's not all about you.  You gotta take your ego out of it and think about what's best for this child."

Why attend school when I can learn and read on my own?

I have often wondered the importance of gaining higher education.  If there are things I want to learn, can't I just research them and learn myself?

I thought this, but this term in my master's program I realized the importance of collaborating with others.  I can learn from other people's ideas, strengths, and experiences.  My school has also provided me with resources I was unaware of and opened new ideas and reflection of myself, my goals, my future plans.  Going to school has also given me the motivation to do it, to discipline myself and dedicate my time to learning and growing in the profession I enjoy.

A special thanks goes out to all who have supported me in my efforts this term.  I am excited that I have just completed my first class and am thrilled at the opportunity to learn more.

Ethical Conduct to Children, Families, Colleagues, and Community

NAEYC's Code of Ethical Conduct has four areas of professional responsibility that I follow: with children, with families, among colleagues, and with the community and society.

First, my responsibility to children is to "provide care and education in settings that are safe, healthy, nurturing, and responsive for each child.  (I am) committed to supporting children's development and learning; respecting individual differences; and helping children learn to live, play and work cooperatively.  (I am) also committed to promoting children's self-awareness, competence, self-worth, resiliency, and physical well-being."  Currently I am working on the first two ideals in this section: "To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training" and "To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child".  I am working on this through attending Walden University to work on my master's degree in the field of early childhood. I also attend workshops and conferences and read current articles related to children.  I am looking forward to the NAEYC conference coming up next month in November.

Second, my responsibility to families is to "acknowledge a primary responsibility to bring about communication, cooperation, and collaboration between the home and early childhood program in ways that enhance the child's development." I am also working on this through attending school and applying the principles I learn about family importance to my work.  I have also made efforts to really get to know each family as I complete the intake and enrollment process for each new child at my center.  I am sure to inform families about upcoming events and activities happening at the center and encourage them to participate in our program.

Third, my responsibility to my colleagues is to "establish and maintain settings and relationships that support productive work and meet professional needs."  I will help to develop a "caring, cooperative workplace" where "human dignity is respected, professional satisfaction is promoted, and positive relationships are developed and sustained."  I feel I am good at sharing resources and my knowledge with those I work with to help insure the best possible care and education are promoted in our program.  I have just created a professional development plan for each of the teachers where I will help them meet their professional needs.  I need the most help in recognizing the accomplishments of each individual's professional growth and achievement.

Last, my responsibility to community and society is to "provide programs that meet the diverse needs of families, to cooperate with agencies and professionals, and to assist in the development of community programs that are needed but not currently available."  It is also my responsibility to attempt to "provide the best possible programs of care and education for children and to conduct (myself) with honesty and integrity...I acknowledge a collective obligation to advocate for the best interests of children within early childhood programs and in the larger community and to serve as a voice for young children everywhere."  Sometimes I think it is easy to get caught up in the work I currently do for the needs of the children and families I directly serve, and forget to look into the community to extend my knowledge base to others. I could be doing a better job at community, state, and national outreach efforts for children, in advocating for their needs and the needs of their families.  I strive to stay current on issues in the early childhood field, but I could do more to reach out and share my opinions and collaborate with others. 

Should tobacco taxes be increased to pay for early childhood education?

http://www.ksl.com/?sid=26999790

The above link will take you to an article from Salt Lake City, Utah's local news dated September 26, 2013.  This article talks about what it could mean to Utah low-income preschool aged children if we were to adopt President Obama's proposal to increase tobacco taxes and use the additional tax money to fund early childhood education programs.

I was most interested in "how" they would use the funds.  I want to know if these increased funds would help supplement the cost of childcare/early childhood education for children and families that my organization services.  The article indicated that if they made the proposed increase of 94 cents per pack, it would fund an additional 4,135 children in preschool each year.  This was exciting for me.  Then I learned in the article that it would be proposed that the money only go to preschool aged children in Head Start or a Title I school. 

While I believe these may be good options, I have a few problems with this. Children who attend Head Start and Title I preschools typically are targeted to children who have a parent or other caregiver in the home.  They are offering part day services, 2-4 days per week for anywhere from 2-3 hours per day.  This does not address the many children who live in poverty but whose parents work outside of the home.  There are parents who are working parents who do what they can for their children, but still live at a level which is considered poverty or extreme poverty.  Parents struggle to find quality care for these children simply because they cannot afford very much each month.  Many times, these children are left with neighbors or others who do not know what the needs of these children are and how to meet those needs.  The result becomes these children walking into school at five years old and not being in a position where they are ready to learn.  Then they cost money for years to come as the school district uses federal money to try to catch them up.  While this may be the same concept for federally run programs such as Head Start or the Title I preschools, I think the demographics of children being served is much different.  What are we doing for children who need full time care?  I think we need to look into private and non-profit organizations who are able to supply children who need full day services of high quality early childhood education the same rights to this type of funding.

And what of the children who do not qualify for Head Start or Title I preschools?  Are they left out too? They are not in need of early childhood education?  Is there not ways to fund alternative preschool programs such as parents as teacher programs or at home preschool programs with things parents can be doing with their kids at home.  Or what of the parents who don't qualify for these federal programs but still struggle financially and they would like their children to attend preschool?

What do you think of this plan?  Should we use tobacco taxes?  If so, how should the money be used/distributed?

Good Reads to Understanding the Value of Children

There are days when we have to work to see the potential in children.  The following is a list of good read novels based on true stories that remind us of the compassion we have for children and the potential these children have when we stopped labeling and start helping.  These are the stories that keep us going, keep us helping, and remind us that there is good in each of us.

Dibs in Search of Self by Virginia M. Axline, originally published in 1968.
     This follows the story of a five year old boy who will not talk, will not play, will not come out of his small bubble. Some tried to say he was autistic.  Through the remarkable help of a play therapist, Dibs found himself and he emerged in something wonderful!

A Child Called It: One Child's Courage to Survive by Dave Pelzer published 1995
     This follows the story of a young boy and the severe abuse he encountered as a child. One must have a good stomach to be able to read this book, and be prepared to set it down many times to catch your breath and be in touch with your own feelings.  Well worth the read though and remarkably a book you will never forget in all your life.  When we are exposed to the realization that child abuse exists around us and the experiences that child sometimes must endure, we can have a great understanding of the healing process they must go through and our role to help them through.  
     There are also two additional follow up stories to this book: The Lost Boy: A Foster Child's Search for the Love of a Family which follows this boy through his adolescent years and his struggles through finding himself, love, and living the life in the foster care system; A Man Named Dave which talks about recovery and hope as he moves into adulthood.  This is an autobiographical trilogy that really is a great read for anyone who wants to help take a stand against child abuse or better understand the children who are trying to recover from their abuse.

Pictures of Hollis Woods by Patricia Reilly Giff published 2002
     This is the story of a 12 year old girl who has had a life in foster care and struggles to find her place in the world and the feelings of love, security and belonging.  She is characterized as a trouble child, but inside, she is so much more.  

No Such Thing as a Bad Kid by Charles D. Appelstein published in 1998
     This is a great book in helping those who work with troubled children understand their misbehavior. This book takes you through different levels of understanding misbehavior as a call for help, how to react and understand the message, and even sample dialogs you can engage in to approach different issues.  It will help prepare you for working with challenging behaviors and how to appropriately respond.  This book is not a novel like the others, so you can skip around to some extent and read the things you are dealing with the most often or the things that have the most meaning to you.

Other books that I recommend as good reads for working with children is the Love and Logic Series by Jim Fay and Charles Fay and Foster Cline.  This is a series for parents and teachers about how to work with children to teach them responsibility, the power of consequences, and how to solve their own problems.  There are great ideas to assist children to be self-confident, motivated, and ready to experience life.  

For anyone helping children to work through their struggles, these books can be a great resource to help you remember the value of children.   

        

Early Childhood Resources

Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
  
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
  
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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.

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://worldforumfoundation.org/wf/wp/about-us
    This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
    
  • World Organization for Early Childhood Education
    http://www.omep-usnc.org/
    Read about OMEP's mission.
    
  • Association for Childhood Education International
    http://acei.org/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

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/
  
• 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

2 quotes about working with children

"It's not about you.  You gotta take your ego out of it and think about what's best for this child.  You care about them enough to help them transition to what comes next and what's best for them."
 -Renatta M. Cooper-

"I had a built in passion that it was important to make a real contribution to the world"
-Louise Derman-Sparks-

“The moment I decided to follow instead of lead, I discovered the joys of becoming part of a small child’s world.”

-Janet Gonzalez-Mena

How would you define passion?

Would you agree with one of these definitions for passion or create your own?

• The energy that comes from bringing more of YOU into what you do.
• Strong emotions: when clear and rational thinking becomes overwhelmed by intense emotions.
• Happiness: pursuing things that make us happy in the moment.
• Loss of control: surrendering ourselves to our passions.
• Strong emotions that motivate us to move beyond our comfort zone and achieve the potential that resides within us.
• Something that provides us with focus and direction, especially when it grows as we discover how much potential there really is.
• Perserverance
• An overwhelming urge to engage and act.
• Utilizes a significant sacrifice to progress.

(taken from Edge Perspectives with John Hagel: Pursuing Passion) 

Passion...

"When you're aligned with what energizes you ... it's like having both feet solidly planted on the floor and your center of gravity low.  You don't have to worry about somebody knocking you off balance because it doesn't take a special energy to simply be who you are."  Curt Rosengren

"In a learning society everyone will need to become, and remain, committed to learning."  

Peter Johnston, Paula Costello 

In their article, Program Quality and Early Childhood Inclusion,Virginia Buysse and Heidi L. Hollingsworth note that high quality early childhood education is linked to developmental outcomes in children that will set them on a path for success in school.

 

There is now substantial research evidence to suggest a causal link between program quality and developmental outcomes in young children enrolled in early education programs. Among the general population of young children who participate in early education programs,high-quality early care and education offer a strong foundation for school readiness across key domains of learning and set the stage for future school success.

Topics in Early Childhood

Special Education

Volume XX Number X

Month XXXX xx-xx

© 2009 Hammill Institute on

Disabilities

 http://life.comm.fsu.edu/LIFEArticles/PD/Topics_ProgramQuality.pdf

"Curriculum today goes beyond process to address both what to teach (the content to belearned) and when, with attention to the important sequences of development and

learning, and on discipline-based knowledge about how abilities build on prior learning."  Sue Bredekamp 

Article: Staying True to our Principles. Educating Young Children http://www.ecta.org.au/_dbase_upl/Spring206EYC_SueArticle.pdf

Not reading after third grade; hold back or move on?

" for the kids who aren't reading at the end of third grade, your responsibility is to intervene and individualize in strategic ways not to flunk or hold kids back in third grade but to set up systematic, individualized intervention." Sue Bredekamp

Reading starts with nurturing

"If the first three years of life are deprived in terms of stimulation and interaction with warm, nurturing human beings, it's going to be real tough for the child to acquire the depth and breadth of verbal language needed to build reading abilities." Sue Bredekamp

The power of family love

"From our families we learn skills that enable us to function in larger and more formal settings, such as school and the workplace. Family experiences also shape our expectations of how the larger world will interact with us." Linda Garris Christian

I am grateful for my family, the one I was born and raised in as well as my husband and children! Each person has played a role in helping me to shape who I am today and how I interact with others. It is through them that I offer credit to my successes.

I am reminded of a great hymn which states:
"Each life that touches ours for good 
Reflects thine own great mercy, Lord;
Thou sendest blessings from above
Thru words and deed of those who love.

What greater gift dost thou bestow,
What greater goodness can we know
Than Christlike friends, whose gentle ways
Strengthen our faith, enrich our days.

When such a friend from us departs,
We hold forever in our hearts
A sweet and hallowed memory.
bringing us nearer, Lord, to thee.

For worthy friends whose lives proclaim
Devotion to the Savior's name,
Who bless our days with peace and love,
We praise they goodness, Lord, above.
  Karen Lynn Davidson 1985

My family members are also my friends. They have touched my life in positive ways. They have helped me to feel loved and valued. It is through their influences that I am on a path to greatness and I am able to pass that love on to others.

Childhood Journey: Somebody's got to be crazy about that kid

Childhood Journey: Somebody's got to be crazy about that kid: "...in order to develop normally, a child requires progressively more complex joint activity with one or more adults who have an...

Somebody's got to be crazy about that kid

"...in order to develop normally, a child requires progressively more complex joint activity with one or more adults who have an irrational emotional relationship with the child. Somebody’s got to be crazy about that kid. That’s number one. First, last, and always." from a distinguished developmental psychologist Urie Bronfenbrenner.

 

 

"Young children experience their world as an environment of relationships, and these relationships affect virtually all aspects of their development – intellectual, social, emotional, physical, behavioral, and moral. The quality and stability of a child’s human relationships in the early years lay the foundation for a wide range of later developmental outcomes that really matter – self-confidence and sound mental health, motivation to learn, achievement in school and later in life, the ability to control aggressive impulses and resolve conflicts in non-violent ways, knowing the difference between right and wrong, having the capacity to develop and sustain casual friendships and intimate relationships, and ultimately to be a successful parent oneself." National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships

For all those who were crazy about me as a child, thank you for contributing to who I am today!

Childhood Web Grandma

My grandmas were great ladies!

My Granny is the one in the wheel chair, although this is not how I remember her. My memories of my granny seemed to always be surrounded by water. I remember her laying on her raft in our swimming pool in the backyard for what seemed like forever just tanning. I was amazed someone could change colors like that :)  

Granny also had a boat she would take us out on often. She taught me that it was ok to try hard things, and when you don't succeed, you just keep trying or you find another way. When we would go skiing on the boat, Granny really wanted to water ski with just one ski. She tried and tried to get up starting on one ski, but never could do it. She would start getting up and fall back down, over and over again. Eventually she found another way; she would either start on two skis and have the driver of the boat take her near the cove where she would kick one off and one of the kids on the side would swim after it, or she would start at the edge of the water/sand area where she was already standing and have the boat take off. Once she got up though, she would ski for long time. I loved the different faces she would make as the water splashed up in her face.  She would bring lots of Shasta soda for us to drink and warn us to stay away from her Fresca. My Granny was also great at playing cards and we spent many past times playing card games. She valued the importance of time together as a family and showed us that it doesn't take much to have fun and be together.

My Grandma Helen is the grandma whose name and legacy I carry. She is my mother's mom and an inspiration to me. I didn't have the opportunity to spend much time with her when I was a child, but I heard her many stories. One thing I remember as a child is being told often "your grandma was a great dancer." She spent many years as a ballroom dance instructor and showed that when you do something you love, you will always hold that dear to your heart. She was an inspiration to me to keep dancing and I have followed in her paths as I taught some dance classes together with my mother.

Grandma Helen has another legacy she shares with the family. I heard stories as a young girl about the hard life my grandmother had when she grew up. She was in Germany during World War II and was raised in an orphanage by the nuns from age 4-14. Then she went to work for other people, tending their farms and other housework. She had many trials and a hard life. There are always times that we go through during childhood that we think are difficult, but when I remember the stories of my grandmother, it helps me to persevere and  know that I can get through these times.

My grandmothers left lasting impressions for me to follow. They taught me to value my family and the times I have with them and to stick to my dreams, never taking for granted all that I have been blessed with in my life.

Childhood Web My Sisters

It was fun having three sisters growing up, two older and one younger.

Swimming was always a great time in our own backyard in Modesto, California.

 (My brother in the background)

April was the oldest sister. She was like the "little mom". She always seemed to be looking after us. I remember thinking she was so organized and had everything in her life all planned out. She got really high grades in school and I wanted to be like that.

When I was younger I took baton lessons. April would help me twirl my baton and teach me different tricks. She was also the first that I remember wearing the high heel tap shoes. She wore them with pride and I really wanted to advance to those high heels. She was a great dancer! She taught me patience and a love for caring and serving for others.

This photo shows my sister-in-law Stephanie. I spent lots of time at her house with her kids and my best friend, Jamie; also her sister. She would take us shopping and play games with us. She seemed to really enjoy our company and treated us like adults. I remember being able to go on vacation with her a few times. She seemed to always be laughing at something.



Jen was the second oldest sister. To me she always seemed to be having fun. She had lots of friends and always had something exciting to do. She was adventurous and full of confidence about herself. She inspired me to take drum lessons and to try new things. She was willing to take me and my friend places like the beach or the movies. I remember one time she had taken just me to go see a movie.  Shortly into the movie, she realized that it was not really an appropriate show. She leaned over to me and said she thought we should leave. She didn't ask for her money back, and when we walked out, she thanked me for not getting mad that we left and bought me a cookie from the nearby shop before getting in the car. She was an inspiration to me that we should always stand up for our values.

 Melissa was my younger sister and the one I would say I spent the most time with. She seemed to do and say the silliest things. While there was quite an age gap between us, there were still things that we enjoyed together. We liked the same kind of music and enjoyed playing games together. Melissa joined Mom and I and my brothers as we were clog dancing. She was what we called "a ham" in front of others. She loved to smile and show off with our brother and everyone thought they were so adorable. I also had the opportunity to coach Melissa's soccer team and watch her persevere when so many other people told her she couldn't do it.

All of my sisters have been an inspiration to me in different ways. They have helped to shape who I am by showing me character traits that I have tried to develop in myself. I love them all and am grateful to have them in my life!

Mom and Dad

If I had to sum up Mom and Dad, I would use the words sacrifice and support!
Sure all parents probably make sacrifices for their kids, but my parents seemed to sacrifice tons for us kids to make sure that we had a childhood that would build who we were.  First of all, who is crazy enough to have 8 kids? Then, who is crazy enough to have 8 kids and insure that all of them participate in extra-curricular activities? AND who can keep their schedules straight to not only pay for these activities on a very limited budget but to drive us all around?  That was my parents. I was the fifth of eight kids, but there were many times that I felt it was all about me! They were a great support and spent time with me to make me feel special.

Some of their sacrifices and support gave me these great experiences:

From the time I learned to walk, I was kicking around a soccer ball.  As soon as I was old enough to play on a team, I played every season every year.  All eight kids playing on soccer teams really made some fun experiences!

I also learned to dance from a very young age, and stayed in dance my whole life.  This last photo you can see me in the purple shirt with my mom on my right and my best friend Jamie on my left. When I reached my teenage years we came across a dance called clogging. Finally, mom and I could learn together and dance side by side. My best friend joined us and my younger siblings joined us. Many happy memories stem from the clogging trips we took together. One of the greatest rewards of this sacrifice from my parents is the ability that mom and I still have to dance together. We have been able to run a dance studio together and travel to different places dancing.

When I was in junior high my parents encouraged me to become a cheerleader. Not my first pick of things, but one of my mom's dreams that was fulfilled through me. Although there were many times I was quite embarrassed to wear a cheerleader outfit to school, I learned a lot about myself and grew in new ways. I had to develop confidence in myself and learn to step outside of my comfort zone.

My parents encouraged and supported my love for rabbits. They helped me to build my rabbit cages and taught me to properly care for them. They were patient in my struggles, helped me through the losses, and even provided solutions to keep the hunting dogs away. Rabbits were a great friend to me.

Frequent fishing trips were also a large part of my childhood. We spent many weekends and early mornings and late nights fishing. This was anything from small ponds to large lakes, from fishing along the sides or on a boat. Some how, dad just has the nack for finding the right spots so we can get the fish. Dad and Mom are also great cooks, and I loved to go back and eat the fish.

When I was older and they realized I really wasn't cheerleader material, they let me join the football team (powder puff that it).

And when I was in the crazy adolescent years, they were supportive of my outrageous endeavors. When I came home with a car I allowed my friends help me paint (TWICE!) they didn't flip out but let me be who I was (or as far as I can remember).

Now these were really parents who were made sacrifices to provide experiences for me to grow and supported the things I really enjoyed.

Who says you shouldn't play with your food?

First time with spaghetti squash.  Sure I ate my portion, but then I played with the rest.  That's really cool.  Never had that before.  I gotta bring this to school and put it in a sensory box. 

I can just imagine the ooey gooey pieces slipping through little fingers.  I wonder how many kids have ever had spaghetti squash.  How come I've never seen this in all the sites? Has anyone ever tried it before?

I Love You the Purplest

A children's book I love is called I Love You the Purplest by Barbara Joosse

This book takes you through the day of a mom spending time with her two boys.  In their adventures of fishing, the boys seek to be "the best" at everything. Mom is clever, and she has an answer for each of their questions of who is the best, capturing their personalities and building them up. For instance, when they are searching for worms and wanting to know who is the best, mom responds saying one boy catches the liveliest worms and the other boy catches the juiciest worms. When rowing the boat, one boy rows the deepest and one boy rows the fastest. At the end of the story as she is tucking the boys into bed, they ask who she loves the best. Her answer completes this wonderful tale!

For those who have children who feel the need to compete with others, and the drive to be always the "best" this story is for you.  I was able to put the concept into practice one day.  I had some neighbor children, age 2,4,9,&10 over helping me to pull weeds as we cleared the garden bed to prepare to plant.  Not too far into the weed pulling, the oldest child brought me a really big weed and said, "Look, I pulled the biggest weed!"  This of course upset the younger children who ran off trying to pull really big weeds, but just didn't have the strength to do so. I challenged them in different ways. I had someone find me the smallest weed, the most colorful weed, the weed with the thinnest root, fattest or longest root, and anything else that I could think of.  By the time these four children went home, they had all been the best at finding some kind of weed.  The adventure together was just as rewarding for me!

When they finally went home and ran to tell their mom how much fun they had in pulling weeds, she questioned me as to how I can get her kids to pull weeds and she never can.  What do you think? This book is an inspiration of how to build children up and give them what they need without putting anyone else down.  It helps children to see how unique and loved they each are for their own special ways. A must read.

**Barbara Joosse is also the author of a great book called Mama, Do You Love Me **

Life

"While we try to teach our children all about life, our children teach us what life is all about." Angela Schwindt

Maria Montessori

"The greatest sign of success for a teacher is to be able to say, 'The children are now working as if I did not exist." Maria Montessori

Jean Piaget

"Every time we teach a child something, we keep him from inventing it himself...That which we allow him to discover by himself...will remain with him." Jean Piaget

Oatmeal Discovery

Parent Teacher conferences are always fun! I have the opportunity to discuss with parents the great things their child is doing.  Together, we discuss practices that can be done at home and at school.  There is one conference I will never forget.

When the mom came for her three year old's conference, she brought her baby and the baby's diaper bag with her.  We held the conference outside where the children could play and the weather was pleasantly nice: cool shade and a slight breeze.  As we were talking, we didn't think much about her three year old who decided to go through the diaper bag.  Excited he went running away with something in his hand.  We both looked over just as he was ripping the top off a packet of instant oatmeal.  Another child came over to him to see what he had and he held it up high in the air.  Mom was standing up by now, ready to run across the play yard after him.  I told her I thought she should wait and see what he would do.  Slowly, he started to turn the packet of oatmeal upside down, ready to dump it all over the yard.  His mom called out for him, he turned and smiled at her as I put a hand on her arm and assured her that it was okay.  With a puzzled look, she turned back just in time to see him slowly pour the oatmeal out from the packet.

That's when the discovery happened.  The breeze reached out and grabbed that oatmeal.  It swirled in air in front of several little eyes.  All the children came running.  They giggled in awe and reached out to try to grab for little oats.  Then they danced across the play yard, chasing after little specks of oatmeal as it floated in the air.  If any piece fell to the ground, the children picked it up, held it high above their heads, and gently released, waiting for the wind to carry it away.  His Mom and I sat silently and watched.  When there was no more oatmeal to be found, the group of children that had formed ran over asking for more.  Poor Mom, she wasn't sure what to do.  She looked at me, and all I could do was smile.  She reached into the diaper bag and pulled out several more packets of oatmeal, quizzing me with a look of "Is this ok?".  As we watched the children explore the elements of wind with oatmeal, a door was opened that allowed me to teach this Mom not only the joy of learning, but the  importance of true discovery and our role as leaders to our children. 

How much learning is stopped before it ever had a chance to begin?