When I Think of Child Development

When I think about child development I think of the physical, emotional, intellectual and social changes a child goes through. These changes can occur in many ways. As educators it is important they we continue to do all we can so they can grow, learn and develop.

“To assist a child we must provide him with an environment which will enable him to develop freely.”

 

Maria Montessori

Daily Montessori, Retrieved on December 21, 2013 from:

http://www.dailymontessori.com/dr-maria-montessori/

Life doesn’t count for much unless you’re willing to do your small part to leave our children – all our children – a better world. Even if it’s difficult. Even if the work seems great. Even if we don’t get very far in our lifetime.

 

Barack Obama, speech, Jun. 15, 2008

Children Quotes, Retrieved on December 21, 2013 from: http://www.notable-quotes.com/c/children_quotes.html#GeMZ8EoTVXfeELIu.99

 

I would like to take this opportunity to thank each and every one of you for your kindness and support. I learned a great deal from each of you and I hope we can keep in touch. I wish all of you lots of success as you continue your professional journey.

Testing for Intelligence?

Emotional intelligence, is the ability to manage feelings and relationships. Emotional intelligence refers to as “intrapersonal” and “interpersonal” intelligences. Intrapersonal intelligence is an awareness of one’s own feelings, motivations, and abilities. Interpersonal intelligence is an awareness and understanding of other people and how to interact with them. Emotional intelligence requires abstract reasoning, including the ability to perceive and understand emotion, and the ability to understand how emotions facilitate and influence thought. Researchers have found that emotional intelligence can be taught and that children can be coached to develop the tools and skills needed to manage their positive and negative emotions.

When testing for intelligence there are five skills involved in emotional intelligence: being aware of one’s emotions, man aging those emotions, motivating oneself, empathizing, and relating well with others in a group. He explains that these skills can be learned just like any other subject. By modeling, direct instruction, and coaching, teachers can help students learn to monitor their own positive and negative feelings, handle difficulties and frustrations calmly and without giving up, channel their motivation to learn in positive ways, and relate to others in a supportive manner.

Self-awareness is an important component of emotional intelligence that should be measured and assessed. Among the attributes of self-awareness is the ability to recognize one’s own feelings. Students and teachers may not always identify what they are feeling or understand why they feel a certain way, much less what to do about how they feel. . Teachers can facilitate this discussion during class meetings or during one-on-one conversations with students, or as students work together in pairs and groups. For young children, stories can provide opportunities to talk about different emotions; for older students, journal writing may be a productive way to help them identify complex feelings.

Being aware of one’s emotions is only one aspect of emotional intelligence. The emotionally intelligent individual also knows how to manage these emotions. Students will sometimes be frustrated or anxious when they try to learn something that is difficult. Conflict resolution education involves helping students process their emotions in productive ways when disputes or disagreements occur.

A third area of emotional intelligence to be measured and assessed is self-motivation, which is the ability to generate feelings of enthusiasm, zeal, confidence, and persistence, especially during setbacks. To be motivated, people need to value a goal and feel that, with effort, the goal is attainable. Teachers motivate students when they develop engaging lessons that connect to students’ lives, help students to see how they can meet learning goals, and provide opportunities for their success

For productive exchanges in the classroom, and in life, we need not only to be aware of our own feelings, we also need to be aware of other’s feelings. Teachers can foster empathy by encouraging students to remember what it was like for them when they experienced a similar frustration. Teachers can also choose texts and select activities that enable students to explore multiple experiences and different points of view.

All of the previous skills described being aware of emotions, managing emotions, self-motivation, and having empathy for others are involved as we engage in social relationships. Positive social relationships in school working well with others and developing meaningful personal relationships are often associated with positive academic achievement.

In addition, students who develop social skills become team players and team builders, which is important both inside and outside of the classroom. Teachers can facilitate positive relationships and effective group interactions when they encourage a commitment to working as a group, valuing each other’s participation, being mindful and caring of others, and showing appreciation for team members (Preskill & Torres, 1999). Teachers can also model ways to have students work together in groups, including taking different roles, sharing responsibility, active listening, developing consensus, and reflecting on one’s own and the group’s work (Johnson & Johnson, 1991).

Assessment is at the heart of education. Teachers and parents use text scores to gauge a student's academic strengths and weaknesses, communities rely on these scores to judge the quality of their educational system, and state and federal lawmakers use these same metrics to determine whether public schools are up to par. The demands of the today's world require students learn many skills. A knowledge based, highly technological economy requires that students master higher order thinking skills and that they are able to see the relationships among seemingly diverse concepts. These abilities recall, analysis, comparison, inference, and evaluation will be the skills of a literate twenty first century citizen. And they are the kinds of skills that aren't measured by our current high stakes tests. 

In addition, I believe that skills such as teamwork, collaboration, and moral character traits that aren't measured in a typical standardized tests are increasingly important. We all know that the typical multiple choice and short answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. Many states are incorporating performance based assessment into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding.

It is my belief that these rigorous, multiple forms of assessment will require students to apply what they're learning to real world tasks. These include standards based projects and assignments that require students to apply their knowledge and skills. With these formative and summative types of assessment will come the ability to give students immediate feed-back. They also allow a teacher to immediately intervene, to change course when assessments show that a particular lesson or strategy isn't working for a student, or to offer new challenges for students who've mastered a concept or skill.

Haiti, the poorest country in the Western Hemisphere, has one of the worst education systems in the world. The current education system functioning in Haiti is doing so with virtually no Government involvement. Over 50% of school aged children, averaging well over 1.3 million, do not have access to an education. Less than half the population of Haiti can read and write, and Haiti has the lowest enrollment rate for primary education in the Western Hemisphere. How can a country be expected to get out of poverty and develop as a nation, if the majority of their population does not have access to even a basic education? The country needs the support of Non-Governmental Organizations (NGOs) and International Organizations to provide support in mending the Haitian education gap.

                                                          This is a school in Haiti

According to the most recent World Bank Haitian Education Report, public schools can accommodate less than 10 percent of the school age population. Unfortunately, the Haitian Government lacks the necessary funds to provide a free public education to the Haitian children. It is well acknowledged that the Haitian education system is far below International standards and that the majority of school "facilities" are beyond inadequate to provide a suitable learning environment. School structures range from being made out of coconut and banana leaves to corrugated metal roofs and concrete blocks. Many lack electricity, bathrooms, clean water, food, first aid, benches, chalkboards, and daily classroom necessities. Haiti is still incapable of educating over 50% of her school aged children an enormous number of boys and girls with no hopes of receiving even the most basic of education. Measuring and assessing children under these conditions can be very challenging.

The point I would like to share with all my colleagues is that all children deserve to be served equitably by early care and educational services and, if needed, by intervention services. This requires that there e fair and effective tools to assess their learning and development and identify their needs. Conducting assessments for all children has both benefits and challenges, but when it comes to assessing young children from a cultural, ethnic, or racial minority group, unique concerns apply related to issues of bias. There is a long history of concern.

References:

Reskill, H., & Torres, R. T. (1999). Evaluative inquiry for learning in organizations. Thousand Oaks, CA: Sage Publications.

Johnson, D. W., & Johnson, R. T. (1991). Classroom instruction and cooperative learning. In H. C., Waxman & H. J. Walberg (Eds.), Effective teaching: Current research (pp. 277-294). Berkeley, CA: McCutchan Publishing Corporation.

Shillady, Amy. (2004). Choosing an appropriate assessment system. Beyond the Journal. Washington, D.C: National Association for the Education of Young Children. Retrieved on December 7, 2013 from: http://www.journal.naeyc.org/btj/200401/shillady.pdf.

Hope for Haiti Retrieved on December 7, 2013, from: http://hopeforhaiti.com/Education.html

                                            

                                               

Consequences of Stress on Children's Development

The one stressor that comes to mind is natural disaster. A friend of mind experienced a hurricane as a child while in school. This was a very traumatic and devastating experience for all of her classmates. Experiencing a hurricane is a frightening and devastating experience that can be long lasting and distressing. In many cases an entire community can be impacted, further undermining a child’s sense of security and normalcy. Their school was destroyed and some of the students were hurt which really took a tool on her. Hurricanes present a variety of unique issues and coping challenges, including issues associated with the need to relocate when their home and/or community have been destroyed. This was indeed the case with her. Her family lost everything and this was very distressing on the entire family. The family was without a place to live, food, water, clothing, and just had no idea how they would make it. 

She compensated by looking to adults in her life for guidance on how to manage her reactions after the immediate danger was over. There were also teachers and caregivers who played a role in helping her cope with the aftermath. They reassure her that everything would be okay. One of the things she remembered most was that everyone was supportive and they helped each other as well as the children understand and cope with their reactions. The school played an important role in providing a stable and familiar environment. Because of this the children were eventually able to return to normal activities and routines which enabled them an opportunity to transform from a frightening event into a learning experience. If it had not been for the adults in her life she has no idea what she would have one. The school contacted a mental health professional to assist children exhibiting significant changes in behavior, including being exposed to the actual event, personal injury, loss of a loved one, level of parental support, being dislocated from their home or community, the level of physical destruction, and pre-existing risks, such as a previous traumatic experience or mental illness. 

The children were encouraged to talk about the disaster. I think that children need an opportunity to discuss their experiences in a safe and accepting environment. It is also important that we provide activities that enable children to discuss their experiences. This may include a range of methods (both verbal and nonverbal) and incorporate varying projects (e.g., drawing, stories, music, drama, audio and video recording). Seeking the help of the school psychologist, counselor, or social worker if you need to will also help with ideas or managing the conversation. It is good to promote positive coping and problem-solving skills. Activities should teach children how to apply problem-solving skills to disaster-related stressors.  Encourage children to develop realistic and positive methods of coping that will increase their ability to manage their anxiety and to identify which strategies fit with each situation. 

The country in the world that I would like to know more about for which I have special affinity for is Haiti. A major stressor affecting Haiti’s children is they are starving. Two out of three Haitians face devastating hunger. The most recent food crisis to hit Haiti is hurting its children the most, and entire families are suffering from severe hunger and chronic malnutrition. Three-year-old Sael, (pictured here), hadn’t eaten in over a day at the time of this photo. His mother, Charitable, who sometimes goes months without money for food and must beg from neighbors, tried to soothe his hunger by giving him an empty, plastic spoon to suck on.

Haiti has experienced recurring natural catastrophes in the past which have strongly dented the country's development. Due to its large coastal areas, the country is extremely vulnerable to hurricanes. And Haiti lies on the border between the Caribbean and the North American continental plate – a region that's extremely prone to earthquakes. On January 12, 2010, a quake near the capital Port-au-Prince killed an estimated 220,000 people. Almost a third of the country's population was affected by the disaster. Three years on, many people continue to suffer the consequences. From the estimated 1.5 million who became homeless after the quake, some 350,000 people still live in refugee camps. The reason Haiti was so badly hit by the disaster and is only slowly getting back on its feet also has to do with the fact that the country suffers from chronically high levels of poverty and malnutrition.

                                                              Haiti after Hurricane Sandy

Some of the most harrowing stories coming out of the devastation in Haiti are those of children, alone, scared and severely injured. Already the country faces the highest rates of infant and child mortality in the Western hemisphere with diarrhea, respiratory infections, tuberculosis among the leading causes of death. Children in Haiti also suffer with HIV/Aids with very few drugs available to treat them.

Children in Haiti face are incredibly vulnerable to injury, illness and trauma. There is a lot of dust around, the air quality is poor and there is a high risk of hepatitis A and E, typhoid fever and diarrhea diseases, which are made worse because of a lack of water. It is important that they be provided with the emotional support and improving their coping skills. Since children don't yet have the intellectual skills to distance themselves like adults the more it's in their face, and the more people talk about it -at home and at school it starts to overwhelm them. They don't know what to do or how to handle the enormous feelings and fears that arise.

Minimize impact by minimizing exposure, especially for young children. While teens do have the intellectual skills to make better sense of it, minimizing exposure is also in their best interests. As adults we have trouble integrating what is happening, and we've had many more years of experience. For a child it's nearly impossible, and for a teen it's extremely challenging as well. For all children it is important to allow them to talk about their feelings and what they are experiencing.

Foundation for the Promising Children of Haiti, (FPCH) has made it their ministry to rescue the orphans of Haiti immediately following the devastating earthquake in January of 2010.  Over the past three years FPCH has taken care of over 100 orphans by providing food, a safe environment and education which has also enabled basic reading skills.  In addition to providing for the orphans, FPCH enables to means to educate children from the surrounding communities as well. I am very passionate about the children and families in Haiti.

References:

Malkin, E. (2012), Yet Another Blow to Haiti From a Natural Disaster – Retrieved on November 23, 2013 from:

http://www.nytimes.com/2012/10/30/world/americas/yet-another-blow-to-haiti-from-hurricane-sandy.html?_r=0

Foundations for the promising children of Haiti, Inc. Retrieved on November 23, 2013, from: http://haitichildrenfoundation.org/about/

Child Development and Public Health

The public health topic that I find to be of interest and very meaningful is nutrition/malnutrition. This topic has meaning to me because I am very much concerned about the problem of nutrition/malnutrition. In addition there are many deaths as a result and many of these are young children. The fact that many of these deaths are young children disturbs me a great deal. Nutrition/Malnutrition continues to be a significant problem all over the world, especially among children. Poverty, natural disasters, political problems, and war all contribute to conditions of nutrition/malnutrition, epidemics of malnutrition and starvation, and not just in developing countries. Individuals are malnourished, or suffer from under-nutrition if their diet does not provide them with adequate calories and protein for maintenance and growth, or they cannot fully utilize the food they eat due to illness. People are also malnourished, or suffer from over-nutrition if they consume too many calories.

Malnutrition is linked to nearly half of all childhood deaths. Prices for basic food like rice, maize, wheat, oil, sugar and salt are skyrocketing, threatening food security, and forcing millions of the world's poorest children into severe malnourishment and starvation.

In much of the world, children with full bellies are still lacking the nutrients and vitamins they need to grow to their full potential. A malnourished child is less able to fight off illness, less likely to get the most out of schooling, and often becomes physically and mentally stunted. Malnutrition keeps children trapped in the cycle of poverty. Over the past 20 years alone, the number of stunted children under the age of five in the world has fallen by 88 million from 40 to 26 percent, or a one-third reduction. However a new Lancet article from June 6, 2013 shows that progress is not fast enough, so what is needed now is strong, global commitment and leadership to accelerate efforts.

The Sahel and Horn of Africa regions in West and East Africa are experiencing the worst food crisis. in recent years. About 23 million people in 11 countries in the regions are affected by food insecurity and are facing malnutrition. Survival of millions of children across the Sahel and the Horn of Africa is threatened by a deadly combination of high food prices, armed conflict and crop failure.

It is estimated that as much as seventy-five percent of Haiti’s population lives in poverty. Because of this, much of Haiti is severely malnourished. Many factors can explain such high numbers: poor agricultural conditions, violence, an unpredictable political environment. This combination of unfortunate circumstances makes Haiti the poorest country in the world. It is clear that the rural and urban indigent populations of Haiti suffer malnutrition because of the country’s economic policies. According to the United Nations Food and Agriculture Organization, about 3.8 million. Haitians don’t get enough to eat. In addition, about twenty-three percent of all children under the age of five suffer from chronic malnutrition, putting Haiti’s future in jeopardy.

In Haiti, 22 percent of children aged 6 to 59 months experience chronic malnutrition, with the highest rates in the poorest areas. One way UNICEF is tackling this health challenge is through nutritional interventions, like community meetings to inform families on what foods they can plant in their gardens and eat to help balance their diets. An important part of this initiative is the distribution of a multiple micro-nutrient powder. Using this powder can increase children’s chances of survival, especially during the first two years of life. Early childhood malnutrition has a large and important direct impact on cognitive performance that persists into adulthood. But the incidence of the malnutrition needs to be early enough for this effect to take hold.This information will impact my work with children in many ways.

It is important to first improve nutrition. By improving the awareness of nutritious meal choices and establishing long-term habits of healthy eating this will have a positive effect on a child's cognitive and spatial memory thereby increasing a student's ability to process an retain academic information. Since children spend a great deal of time in school and this is where they receive their education then it is important to start there in preventing any form of malnutrition. This will enable them to choose foods that are healthy during childhood and later on in their adult life. Starting early is better especially before the age of two, have the highest gain. Malnutrition tends to be most common and severe during the periods of greatest vulnerability that is, at pregnancy and the first two to three years of life and, if it persists into the second year of life, stunts cognitive development and is difficult to reverse.

 3 month old baby

   

It is my job as an educator to help stop the cycle of malnutrition.

Resources:

Nutrition & Food Security, Retrieved on November 9, 2013 from: http://www.unicefusa.org/work/nutrition/

UNCIEF, Retrieved on November 9, 2013 from: http://www.unicef.org/nutrition/

  

Malnutrition in Haiti: Its Economic Causes and Effects, Retrieved on November 9, 2013 from: http://www.worldfoodprize.org/documents/filelibrary/images/youth_programs/research_papers/2005_papers/CedarRapidsXavierHighSchool_4D735333A8142.pdf

P. Glewwe and E. M. King, “The Impact of Early Childhood Nutritional Status on Cognitive Development: Does the Timing of Malnutrition Matter?” World Bank Economic Review 15(1): 81-113, 2001.

Alderman, J. Hoddinott, and W. Kinsey, “Long Term Consequences of Early Childhood Malnutrition.” Oxford Economic Papers 58: 450-474, 2006.

P. Glewwe and E. M. King, “The Impact of Early Childhood Nutritional Status on Cognitive Development: Does the Timing of Malnutrition Matter?” World Bank Economic Review 15: 81 – 113, 2001.

Childbirth In Your Life and Around the World

The personal birthing experience that comes to mind is the birth of a coworker that I took part in. The employee began to go into labor and started to panic. This was her first child and so I found myself in a position of assisting her with breathing and so forth. I had to hold her hand because she was just so scared. I was with her in the labor room acting as her coach. The baby born to her was premature and very low weight. The baby remained in the hospital for quite some time before coming home. What I remember is how the baby looked and she was so tiny. She weighed less than 4 pounds and they were not sure if the baby would survive. I chose this because I would constantly wonder if the fact that she smoked, drank, did not eat properly, or take care of herself had a lot to do with the early and premature birth.

My thoughts regarding birth and its impact on child development is that as children develop from infants to teens to adults they go through a series of developmental stages that are important to all aspects of their person hood including physical, intellectual, emotional and social.  The proper role of the parent is to provide encouragement, support and access to activities that enable the child to master those key developmental tasks. Since parents are their child’s first teacher throughout their lives it is important that we expose them to challenges that are age appropriate and that will encourage development allow them to explore and learn from interacting with their environment. I say this because the premature birth as well as the parent’s inability to take care of herself has effected this child’s development in many ways. This child has experienced physical, intellectual, social, and emotional problems as well her cognitive abilities.

This calls to mind what is said in the publication The Developing Child in the 21^st century A global perspective on child development. “Development is thought to be continuous and cumulative and the early years are almost always described as vital to late development. For example children who have a difficult start in life are often expected to be less likely to succeed in life (Smidt, 2006). I can personally attest to the fact that this is indeed the case with this particular child. What you do can impact your child’s development. In Uganda they have a high number of babies born premature which strains the health budget and retards
development.Of the 1.5 million children born in Uganda every year, 210,000 are born premature. This implies that 14% of Ugandan babies are born before their due date which results into death of some, while others grow up with many health problems.

Uganda has the highest number of babies born premature and the highest number of deaths due to the complications from premature birth. Many of them have undeveloped lungs which causes breathing difficulties along with other health problems. The economy also is affected because premature babies are vulnerable to illnesses that are very expensive. Some of the babies are born blind or end up with some form of disability.

I learned that due to the illnesses they are affected by this can in turn affect the child's development. One big illness is Malaria and children on't survive. In my personal experience this parent's actions was a result of her child's premature birth and development problems. In this case the environment and other factors not directly related to the mother had an effect. It is also important that mothers practice good hygiene and complete the required visits that are so needed in detecting premature birth.

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

Premature birth rate continues to rise in Uganda, Retrieved on November 1, 2013 from: http://www.newvision.co.ug/news/637400-premature-birth-rate-continues-to-rise-in-uganda.html

Blog Assignment: Examining Codes of Ethics

The three ideals contained in the NAEYC and DEC codes of ethics that are meaningful to me are:

NAEYC CODES

I-1.9 - To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

In my field of work education I firmly believe that advocates are necessary not only for special-needs children, but also for gifted children. As educators we need to do our part in speaking or writing in support, on behalf, or in defense of a person or cause that we feel strongly about. Advocates are well versed in educational policies, legislation and regulations. Their expertise can educate and assist parents with children who may need additional attention in the classroom. The advocate works on behalf of the parents to develop, with the school, a more suitable education program for their child. As an advocate it is important that we work hard to help parents determine what supports and services are needed for their child to benefit from their education. Our job is to identify and effectively explain at school IEP meetings how a child’s disability hinders his ability to benefit from his education without special education, and help secure appropriate supports and services, modifications, and accommodations that will alleviate those hindrances.

I-2.3 - To welcome all family members and encourage them to participate in the program, including involvement in shared decision making.

I make it a point to do my part to see to it that parents participate fully. I make sure that parents have a clear understanding of the policy/structures in place to facilitate participation. Building partnership is a daily process based on ongoing communications and dealing with issues as they arise. In recognition that parents are the primary educators of their children and have a life-long relationship with them, effective programs of parental involvement are essential to enable them to support their children to be cared for and educated to the highest standard. Such involvement is beneficial to parents as it builds on their knowledge of child development and helps to support them in their parenting skills. In turn, parents are needed by the childcare setting if children are to optimize their cognitive, emotional and social learning. In effective childcare settings, practitioners find a real help in the presence of parents and in a good relationship with them. Each brings their own competence to educate the child and this requires mutual respect and understanding.

I-3B.1 - To assist the program in providing the highest quality of service.

 

Child care has become an essential component of life in our society. Quality child care can make a significant difference in children's development. As childcare providers we need to be warm and caring, and be attentive to and respectful of children's individual needs. As educators it is extremely important that we be culturally sensitive and accepting of differences in ethnic backgrounds and customs. When it comes to discipline the provider should discipline children in positive ways, teaching social skills, instead of blaming, criticizing, or punishing. Children need child care providers who will speak to them and actively encourage them to respond. Forming positive relationships between the caregiver and the parent and the caregiver and the child is essential to providing quality care. A parent needs to feel free to visit the child care program at all times and needs to be notified and made aware of any problems that arise. A parent must feel free to discuss any concerns with the care giver. Equally important for parents are knowing what happens in the day to day occurrences in the life of their child, and having a sense that their child is important to the child care provider.

DEC CODES

We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children’s development and learning.

By collaborating and establishing positive relationships with families, this will enable you to gain parent trust and respect as you interact with their child. Parents will feel comfortable in talking to you about any issues and concerns they may have about their child and accept your professional opinion. Another important factor to remember when building relationships with families is that they will actively participate in any events or experiences in your center and become more involved in the programming and planning.

 

Through trusting relationships with adults, young children learn about their world and their place in it. They learn the world is safe and responsive to their needs. They learn to form satisfying relationships with others, to communicate, to face challenges, and to experience and regulate their emotions. Supporting a child’s healthy social and emotional growth takes commitment from all primary caregivers in the child’s life. This includes mothers, fathers, grandparents, child care providers and other key adults in the child’s life. It’s important to remember that young children observe our relationships, and what they observe shapes their expectations for how people treat each other and, therefore, shapes their developing social skills and emotional competence. Since relationships are constantly adjusting to changes in development, we need to understand the course of social emotional development.

We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written, and electronic communication.

The staffs of child care and preschool facilities come into contact with confidential and personal information about children and families. In order to make sure your family's personal information is kept private and used in a professional manner, it is important to ask the staff members about their confidentiality policies. Confidentiality agreements are an essential component in establishing this trust. Confidentiality agreements should be established by child care facilities in order to ensure that confidential information regarding children families, personnel and operations records are used only as required in the performance of employment duties. One of the primary responsibilities of the child care organization is to keep this information confidential and privileged at all times.

The benefits of establishing a confidentiality agreement impact families and staff. Such agreements aid teachers and directors in developing a positive relationship with parents, which helps establish trust and a continuing partnership with families. It is essential that families know their information will only be accessible to and used by authorized individuals for the benefit of their child. When parents and child care staff are respectful and mutually work toward bettering young lives, the children and families will see significant benefits. A client's right to privacy should be prioritized by the administration; make sure you are comfortable with the center's policies and that all your questions are answered.

We shall honor and respect the diverse backgrounds of our colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.

The management of diversity can be considered a response to the need to recognize, respect and capitalize on the different backgrounds in our society in terms of race, ethnicity and gender. When diverse individuals in a company or organization can work together, production increases and it results in a more positive work environment. I view each individual as unique and as being able to contribute something positive to the company or organization. I recognize that each person on my team or in my center has talent and ideas that can make my company grow for the better. When different points of view come together on a project or idea the end result will be better thought out and detailed than if only one group of similar individuals works on it. Services should be available to everyone who is entitled to them and should be free from any form of discrimination irrespective of a person’s country of birth, language, culture, race or religion. This means that any barriers to access should be removed. We must ensure that all people are given the opportunity to access and participate fully in programs and services and to achieve equitable outcomes.

Resources:

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/

 

 

Growing Your Collection of Resources

Course Resources                                   

·         Course Media: "The Resources for Early Childhood"

     ·         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, fromhttp://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, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

·         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.

·         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:

o    World Forum Foundation

http://worldforumfoundation.org/wf/wp/about-us

o   World Organization for Early Childhood Education

http://www.omep-usnc.org/

o    Association for Childhood Education International

http://acei.org/

·         National Association for the Education of Young Children

http://www.naeyc.org/

·         The Division for Early Childhood

http://www.dec-sped.org/

·         Zero to Three: National Center for Infants, Toddlers, and Families

http://www.zerotothree.org/

·         WESTED

http://www.wested.org/cs/we/print/docs/we/home.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/

    Early Childhood Organizations

 Professional Journals Available in the Walden Library

·         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

Three Additional Resources Related To Young Children And Families, And/Or The Field of Early Childhood.

 International Journal of Early Childhood Special Education: 

International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families.

http://www.int-jecse.net/

Every Child Matters:                        

The Every Child matters Education Fund is a non profit, non partisan organization working to make children, youth, and families a national political priority.

http://everychildmatters.org/

National Head Start Association:

NHSA maintains close relationships with leading independent researchers in the field of early childhood education and helps disseminate their findings. In addition to resources found on this site, NHSA shares findings with the Head Start community through articles in NHSA Dialog (formerly the NHSA Research Quarterly), NHSA’s magazine Children and Families, sessions at NHSA conferences, and other speaking engagements.

 http://www.nhsa.org/

 

Words of Inspiration and Motivation

Susan Bredekamp:

“Early on the question was more, ‘is it developmentally appropriate… and I think now we realize there is no simple answer to that. (Naeyc Videos 2013)

 “Child-initiated activity is all that’s important and that teacher –directed instruction or any form of teacher-directed activity is not appropriate.” Bredekamp (2006) ECT Editorial Staff, April 2006

President William Clinton:

“America needs an education President who shows up for class every day, not just once every four years.” (Zigler & Styfco 2010)

Reference:

Early Childhood Today Editorial Staff (April 2006). ECT Interview: Sue Bredekamp & Susan

Neuman on Learning to Read.  Retrieved on May 27, 2011 fromhttp://www2.scholastic.com/browse/article.jsp?id=11922&FullBreadCrumb=%3Ca+href%3D%22%2Fbrowse%2Fsearch.jsp%3Fquery%3Dneuman%26c1%3DCONTENT30%26c2%3Dfalse%22%3EAll+Results+%3C%2Fa%3E

Naeyc (2013) Sue Bredekamp Discusses Developmentally Appropriate Practice

Retrieved from http://www.youtube.com/watch?v=YdyGhmQiGJ8

Zigler, E., & Styfco, S. (2010 p. 257). The Hidden History of Head Start

Personal Childhood Web

George B. (Husband) 

My husband George has been inspirational and a wonderful support system. Knowing that this is something I truly treasure he has always been behind me 100% in my mission as well as my vision to work with children. He gives me the push to continue on and assist me in whatever way possible. I sometimes wonder who is the childcare professional me or him. That is how wonderful he is. He understands and sees my passion that I display with children. He makes sure that I do what needs to be done even if it means he may have to step up to the plate (Like cooking dinner, or doing the laundry, or house work, etc.). He is very supporting and encouraging when it comes to making decisions that may be a little difficult for me to make. He gives me advice even when I don’t need it which I appreciate very much. We have been together since I was 10 so who better to help me than someone who knows me well. He always makes me feel special and he has been there all the way and a wonderful support system with my schooling. He continues to be a source of encouragement and my pride and joy even today.

Charles S. (Father)

My father played an important role in my life growing up as a child. He saw to it that I went to school so that I could get a good education. After working all day he found the time to assist with the homework. He also spent quality time by making sure that every weekend we had activities or outings planned. On Sundays we would watch basketball or football. I played basketball in school and loved sports very much which is something I got from my mother and father. Once a week we spend time as a family studying the bible. My father has always been a great support system and a source of encouragement to me. He knows the many children I have taken care of over the years and loves it when they come back. I always appreciated what he said, “You are good at what you do. Even now though married my father is still there for me which is truly a blessing.

Geraldine S. (Mother)

My mother played an important role as well in my life. She took us to school every day and was home when we got home from school. My mother too would assist with the homework and was great with math. Because of her I became what I call a math expert. My mother worked part time as a school crossing guard and then in the summer she babysat many children who lived on the block. That is where my childcare came from. I too babysat during the summer and then I was a school crossing guard, a teacher and now a Director. My passion for working with children stems from my mother. My mother has always been very supportive of what I wanted to do in life even today. She encouraged me to continue my education but at the same time keep my focus on spiritual things which I have done. I must say I have followed in my mother’s footsteps all the way.

Tanya S. (Sister)

My sister Tanya is not only my sister but a great advisor as well. She works in the Human Services Field so when you need to find out something she is the person to call on. Even though I am older than her she supported me when I decided to go to school and get my degree. I was a little hesitant but she had my back which seemed to lighten the load and take the stress off. Now you can’t stop me from going to school. I just want to learn more and more about childcare and how to be a great manager, administrator and leader.

Anice D. (Advisor/Role Model/Friend)

Dr. Anice D. is an adult who I have a very close friendship with. She has been a wonderful support and encouragement for me in the field of early childhood education. She has always been there and supported me in my efforts to continue my education. She gives me great support and advice on many areas that relate to childcare as well as making decision regarding employment in the field of early childhood education. She is a great support and gave me the push to get my Master’s Degree. She is an asset when it comes to dealing with children and the many issues we face today. Whenever there was an issue being in the same field she would give me the right direction to go. She is partly responsible for me remaining in the field of early childhood education. She has told me many times it is truly my passion and that working with children is for me. I learned from her a great deal on what it means to be a true professional.

The picture below is a memory I will never ever forget. This is a child who graduated from preschool and was going to kindergarten. She was one of my favorites students. The younger sibling was now going to the preschool classroom. The picture was taken at the graduation and the flowers were given to me by the owner. It was a wonderful experience to watch all the children grow up and progress to the next level.