Famous Children Quotes that I like.

"If we are to teach real peace in this world, and if we are to carry on a real war against war, we shall have to begin with the children." - Mohandes Ghandi

"No one has yet fully realized the wealth of sympathy, kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure." - Emma Goldman

I would like to thank all my colleagues who made posting to my blog, and who I post comments too. I enjoyed reading your blogs because they gave me new insight to things I didn't know. They were personal and inspiring. I wish you all the best in achieving your goals. Live, Laugh, & Love!  :-)

Testng for Intelligence

I believe that young children holistic should be assessed because the ongoing research program in which instruments are developed to assess development through standardized situations, cover a wide array: (1) emotional health, (2) exploratory drive, (3) understanding of the physical world, (4) social competence, (5) communication and expression, (6) creativity, (7) musical perception, (8) self-organization and entrepreneurs (Bennett, J., & Leonarduzzi, S., 2004). All these area play a vital role in early childhood development because they will help young children to grow up to be adults who are self-confident and mentally healthy, curious and exploratory, expressive and communicative, imaginative and creative, well organized and entrepreneurial (Bennett, J., & Leonarduzzi, S., 2004). These areas will help children with developing intuitions about the social and physical world and feeling belonging and connections to the world around them.

European Assessment

Waldorf, Montessori, and Reggio Emilia are three progressive approaches to early childhood education that appear to be growing in influence in North America and to have many points in common (ECRP, 2004). In all three approaches, children are assessed by means other than traditional tests and grades. Instead, parents receive extensive descriptive information about their children's daily life and progress and share in culminating productions or performances (ECRP, 2004). Portfolios or other products of children's individual and group work may be displayed and sent home at key intervals and transitions (ECRP, 2004). Yet as the three approaches increasingly interact with the world of public school education, dialogue is leading to greater focus on authentic and valid ways of conducting assessment and evaluation (ECRP, 2004). The American Montessori Association issued a position paper on "Learning and Assessment" that recommends that assessment procedures in American classrooms move toward formats (such as portfolios, presentations, multimedia projects) that more authentically gauge children's ability to interrelate ideas, think critically, and use information meaningfully (ECRP, 2004).

I believe that although we try to measure and assess our children, we still provide our parents with crucial information about their children’s progression and performances. Well at least I do with my parents. I send news letter home every week to inform my parents on how their children are doing in the classroom. I also let them know what we are working on for the week and how they can extend it at home. Although, I send news letters home every week, I also talk to my parents every day when they drop their children off for school. So, I am communicating daily and weekly with my parents. I do think our children should be assessed, but I don’t want it to affect the children in a way where high test scores matter most, and in which they will be pressured to produce these scores.

References:

Bennett, J., & Leonarduzzi, S. (2004). Starting Strong Curriculum and Pedagogies in Early Childhood Education and Care: Five Curriculum Outlines. Retrieved October 17, 2011, from http://www.oecd.org/dataoecd/23/36/31672150.pdf

Edwards, C. P. (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. European Psychologist, 4(1), 1524-5039. Retrieved October 17, 2011, from http://ecrp.uiuc.edu/v4n1/edwards.html

Common Stressors

·         War

·         Poverty

·         Racism

·         Natural disaster

·         Isolation

·         Hunger

·         Noise

·         Chaos

·         Disease

·         Environmental pollution

·         Violence

As a child growing up, all I knew about cancer was that people died from it. When I was around 11 years old, my step dad sat me and my sister down on the couch, and told us that he had prostate cancer. I didn’t know what prostate cancer was at the time, but what I did know about cancer, is that it killed people. I was so scared that I was going to lose my dad that I pulled myself away from him. I didn’t want to lose my dad, and if he were to die, I wouldn’t know what to do without him. I thought that if I pulled myself away from my dad, it wouldn’t hurt as much when he died. For instance, I stop going around my dad, I stop talking to him, and I wouldn’t go to him when he called me. At the time, I didn’t know that those things had hurt my dad. I was just a young child who was scared of losing her father. Although, my dad suffered through several chemotherapy sessions, he eventually, became cancer free. So, now that I am older, I know more about the disease that they call cancer, and it’s many other diseases. A few years ago, my dad sat down with and talked to me about the way I acted as a child when he was sick. He told me how he was hurt that I wasn’t around when he was sick. He said he had needed me to be there for him because me and sister was the reason he was fighting for his life. As a child, I didn’t know that grownups needed us but now I do. I apologize to my dad for not being there for him, but I also told him that I was scared of losing him, and at that age, the only way I could keep from hurting was to forget about him. I know that sounds selfish and thoughtless, but that was the only way I knew how to deal with death. Don’t get me wrong, I love my dad to death, and I am glad that he is still here with me. Just like adults, children deal with life issues differently, and you can’t blame them for the way, they express themselves because that is just how they cope with things in order to survive. I have learned, as we grow, we will find new ways to deal with our issues. Till this day, I still don’t like the feeling of losing a person close to me, but I have grown so much in my faith that I have learned that it is God’s will and he makes no mistakes. I have learned not to leave people when they need you the most because one day you will need them. Now, when someone who is close to me is sick, the first thing I do is pray for them and then I go and see about them. I don’t run away from them anymore I am always there for them.

South Africa is one of the countries that I want to know more about when it comes to the link between HIV/AIDS, food insecurity, poverty, and children’s vulnerability now and in the future. Research has shown that

Several countries in Southern Africa now see large numbers of their population barely subsisting at poverty levels in years without shocks, and highly vulnerable to the vagaries of the weather, the economy and government policy. The combination of HIV/AIDS, food insecurity and a weakened capacity for governments to deliver basic social services has led to the region experiencing an acute phase of a long-term emergency. Vulnerability is a term commonly used by scientists and practitioners to describe these deteriorating conditions. There is particular concern about the vulnerability of children in this context and implications for children's future security. Through a review of literature and recent case studies, and using a widely accepted conceptualization of vulnerability as a lens, we reflect on what the regional livelihoods crisis could mean for children's future wellbeing. We argue that an increase in factors determining the vulnerability of households both through greater intensity and frequency of shocks and stresses (external vulnerability) and undermined resilience or ability to cope (internal vulnerability) are threatening not only current welfare of children, but also their longer-term security. The two specific pathways we explore are (1) erosive coping strategies employed by families and individuals; and (2) their inability to plan for the future. We conclude that understanding and responding to this crisis requires looking at the complexity of these multiple stressors, to try to comprehend their interconnections and causal links. Policy and programmer responses have, to date, largely failed to take into account the complex and multi-dimensional nature of this crisis. There is a misfit between the problem and the institutional response, as responses from national and international players have remained relatively static. Decisive, well-informed and holistic interventions are needed to break the potential negative cycle that threatens the future security of Southern Africa's children.

Reference

Drimie, S., Casale, M. (2009). Multiple stressors in Southern Africa: the link between HIV/AIDS, food insecurity, poverty and children's vulnerability now and in the future. American Psychologist, 21, 28-33. doi: 10.1080/09540120902942931

Public Health Topic's that Impact Children's Development

Breastfeeding is a public health topic that I chose to write about. I heard it reduces the risk of having cancer and it reduces the risk of SIDS. I also heard that breastfeeding helps pregnant women shed weight off faster after birth. This information is meaningful to be because babies need help with the developing of their immune system and organs. Their mother's milk gives them the best protective immunological factors, which are difficult to include in a formula.

Previous research in the European Journal of Cancer has shown a link between breastfeeding and decreased risk of childhood leukemia; however, a new study reveals that long-term breastfeeding may decrease the risk of leukemia and lymphoma even more than breastfeeding for just a few months ?(European “, 2001).

A new study by researchers in New Zealand reveals that premature babies breastfed or fed expressed breast milk in a bottle have higher IQs by the time they are 7 or 8 years old than preemie babies who do not receive breast milk (Horwood, 2000). Although, the researchers did try to account for mother's education and family income - other factors that can affect a child's IQ - they admit this study cannot conclusively determine that breast milk alone helped boost the IQ scores (Horwood, 2000).

Studies in Australia show that children who are exclusively breastfed for at least the first four months of life have a substantial reduction in the risk of developing asthma by age 6. Dr. Oddy noted that asthma is the leading cause of hospitalization in American and Australian children, and the prevalence of asthma is increasing in both countries (PRNewswire, 2011).

The information that I have learned from breastfeeding has helped me understand the differences between breastfed babies and formula fed babies. Breastfeeding is the best way to make sure that your child is getting the proper amount of nutrients for their bodies to grow, and prevent diseases. This information will help support my young parents who are experiencing childbirth for the first time. For instance, I can give them a variety of resource that will show them how they can prepare for childbirth. I can also, use this additional information to help me become more of an advocate for my children and their families by sharing the new information I have gain from this class.

References:

Dr. L.J. Horwood, L. J. (2000, December). Breast milk Boosts IQ in Premature Babies. [Blog message]. Retrieved September 15, 2011, from http://www.breastfeeding.com/all_about/all_about_preemie_iq.html

PRNewswire. (2011, April 26). New Findings on Asthma and Breastfeeding. [Blog message]. Retrieved September 15, 2011, from http://www.breastfeeding.com/all_about/all_about_latest_asma.html

European Journal of Cancer. (2001, January). Prolonged Breastfeeding May Protect Against Childhood Leukemia. Retrieved September 15, 2011, from http://www.breastfeeding.com/all_about/all_about_leukemia.html

Childbirth Experience

Taking part in my sister’s first birthing experience was amazing. My niece was born on October 18, 2004. I was excited and anxious for the birth of my niece because my sister had to have a Cesarean section. It was my sister’s first child, so she was very nervous. The doctor insured my sister that everything will be okay. The procedure didn’t take long at all like a normal birthing experience, which can take up to hours. I can remember the doctor cutting my sister and pulling my niece out of her stomach. After taking my niece out of my sister, they took her to this weighing machine and cleaned her up. Once my niece was clean, they let my sister, and I see her. She looked so beautiful and precious. I chose this example because it was my first birthing experience. I believe birthing a child is one of the most beautiful experiences that God has given women. Childirth has some impact on child development, because during prenatal development a woman can have complication that can harm the baby’s growth. Complications are not unusual in child birth, and it can hinder the developmental growth.

I chose to read about childbirth in Africa. I’ve learned that African countries have some of the worst maternal mortality rates in the world. They lack hospitals, train medical personnel, road access and transportation. Most women in Africa die in childbirth, because of the lack of resources. Nine times out of ten they deliver their babies at home with the help of local women, because there aren’t enough medically trained midwives, especially in rural areas of Africa. I'ved learned that childbirth in Africa verse childbirth, in America is totally different. My experience with the birth of my niece has showed me that women need a medical facility and train medical personnel in order to handle any medical complication. As a result, the impact of the birthing experience on development has taught me that, without the proper resources for childbirth, women can die.

Thank you!

My experience with this online course went great, with the help of my instructor Dr. Kien, and my colleagues. I would like to thank Dr. Kien for supporting me with my discussion post and my reflection papers throughout this course. You helped me grow as a professional in the early childhood field. The recourses you gave us helped out a lot, and the homework assignments helped broaden my thinking skills. Thank you!

To my colleagues, I just want to say thank you for letting me get to know you. You guys were endearing individuals, who gave me vital information that broaden my thinking. I have grown so much in my professional and personal development during this course, and it is all because of my colleagues and my instructor. I wish you all the best out of life, and I hope you all achieve the goals you’re seeking after.

Thank you again!!!!!

NAEYC and DEC codes of ethics that are meaningful to me in my professional life......

DEC Code of Ethics

Professional and Interpersonal Behavior

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.

I appreciate working with young children who come from low-income families because they have made me aware of their varying learning abilities. All children work and learn at their own pace. So, as a teacher I had to learn different teaching methods to accommodate each child.

2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.

To acquire my parents trust, I have added an open-door policy, so my parents will feel welcome to visit their child. I want my parents to be able to trust me with their children and confide in me if needed. I make time the families of my children during my lunch break, so they can call or talk about any concerns or issues they may have with the classroom set up.

Responsive Family Centered Practices

1. We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs, languages, and cultures, relative to their nurturance and support of their children towards achieving meaningful and relevant priorities and outcomes families’ desire for themselves and their children.

To respect and appreciate my parents’ culture, I ask my parents to make me aware of anything they would like to do or for me to add to my classroom environment to make them feel more comfortable. For instance, pictures, books, and multicultural materials. I want to respect everybody’s beliefs, values, customs, languages, and cultures. I also ask my parents to let me know what their child can or cannot eat because of religious beliefs or what they can or cannot participate in because of their beliefs, values, or customs.

NAEYC Code of Ethics

Ethical Responsibilities to Children

I-1.2 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

My school participates in the NAEYC training every year, so we can stay current on the latest information pertaining to early childhood care. My school also looks for new ideas to improve our teaching quality, so we can better educate our children and ourselves.

I-1.3 To recognize and respect the unique qualities, abilities, and potential of each child.

I feel so strongly about this statement that I had to put it down again. I appreciate working with young children who come from low-income families because they have made me aware of their varying learning abilities. All children work and learn at their own pace. So, as a teacher I had to learn different teaching methods to accommodate each child.

Ethical Responsibilities to Families

I-2.2 To develop relationships of mutual trust and create partnerships with the families we serve.

To create a partnership with my children family members, I invite them to join us on field trips, parties, and other school functions. I want my families to feel welcome when they come into my room. That’s why I have an open-door policy for all my parents. I also send letters home to my parents every week to inform them on any activities we are doing for the following week.

References:

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved August 11, 2011, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf.


The Division for Early Childhood. (2000, August). Code of ethics. Retrieved August 11, 2011, fromhttp://www.dec-sped.org/.