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."
Friday, October 25, 2013
Wednesday, October 23, 2013
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.
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.
Friday, October 18, 2013
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.
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.
Monday, October 7, 2013
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?
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?
Wednesday, October 2, 2013
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.
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.
- 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.
- World Forum Foundation
- 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/
- 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
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