I know this is not part of the assignment but I wanted to share this with all the wonderful people I have meet through my first course of my Master's Program in Early Childhood Studies from Walden University.
I want to Thank each and every one of you for your help and support through this course. I have learned so much from all of you that it has help me to reflect in a way that I never thought was possible. I have learned how to share my experiences, passion, dedication, resources, with a community of Early Childhood Education Professionals in a new light that I am honored to be apart of and continue to be apart of. It has been an honor to hear your stories, views, strengths and weaknesses, and what keeps you fighting for the children and families that you all work with to help them succeed. I wanted to share that all of you in this course have inspired me to work harder with families and inspire them to be more involve in their child's early childhood education.
Thank you for each and every one of you being yourself and a true inspiration. All of you will go far in the early childhood education field and make a real difference in the field as well.
Thank You!!!!
Friday, April 25, 2014
Saturday, April 19, 2014
Codes of Ethics
The Codes of Ethics is a guide and responsibilities for those in the early childhood education field.
There were three ideals that spoke to me and have meaning to me in my professional life.
Ethical Responsibilities to Children
Ideals
I-1.8 - To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. I had the experience to work one-on-one with a child with a disability and I supported and encouraged her by modeling and explaining to her how to play with others, as well as to interact with other children in the classroom. I supported the other children to engage with a child with disabilities and encouraged them they were no different than any other child in the classroom.
Ethical Responsibilities to Families
Ideals
I-2.3 - To welcome all family members and encourage them to participate in the program. I encourage families to come to the center to participate in their child's learning by joining their child for meal times, outdoor play, classroom activities (art activities), read them a story, and to share their culture with the entire classroom to expose the children to other cultures and for educators to have a better understanding of the family. I want families to feel comfortable to partake in their child's learning and education.
Ethical Responsibilities to Colleagues
Ideals
I-3A.1 - To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers. I feel its very important for staff member to establish a working environment with trust, respect, and confidentiality, collaboration, and cooperation, because it will help support the children in their care. When the staff members are on the same page they can work will to support those children who have challenging behaviors, partake in Early Intervention, and those who are developing nicely in their classroom environment.
There were three ideals that spoke to me and have meaning to me in my professional life.
Ethical Responsibilities to Children
Ideals
I-1.8 - To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. I had the experience to work one-on-one with a child with a disability and I supported and encouraged her by modeling and explaining to her how to play with others, as well as to interact with other children in the classroom. I supported the other children to engage with a child with disabilities and encouraged them they were no different than any other child in the classroom.
Ethical Responsibilities to Families
Ideals
I-2.3 - To welcome all family members and encourage them to participate in the program. I encourage families to come to the center to participate in their child's learning by joining their child for meal times, outdoor play, classroom activities (art activities), read them a story, and to share their culture with the entire classroom to expose the children to other cultures and for educators to have a better understanding of the family. I want families to feel comfortable to partake in their child's learning and education.
Ethical Responsibilities to Colleagues
Ideals
I-3A.1 - To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers. I feel its very important for staff member to establish a working environment with trust, respect, and confidentiality, collaboration, and cooperation, because it will help support the children in their care. When the staff members are on the same page they can work will to support those children who have challenging behaviors, partake in Early Intervention, and those who are developing nicely in their classroom environment.
Saturday, April 5, 2014
Course Resources for Early Childhood
Part 1: Position Statements and Influential Practices
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, fromhttp://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, fromhttp://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, fromhttp://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
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.
Part 2: Global Support for Children's Rights and Well-Being
Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
Websites:
http://worldforumfoundation.org/wf/wp/about-us
http://www.omep-usnc.org/
http://acei.org/
Websites:
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
http://www.omep-usnc.org/
- Read about OMEP's mission.
http://acei.org/
- Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.
Part 3: Selected Early Childhood Organizations
- National Association for the Education of Young Children
http://www.naeyc.org/ - The Division for Early Childhood
http://www.dec-sped.org/ - Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/ - WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm - Harvard Education Letter
http://www.hepg.org/hel/topic/85 - FPG Child Development Institute
http://www.fpg.unc.edu/ - 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/
Part 4: Professional Journals
- YC Young Children
- Childhood
- Journal of Child & Family Studies
- Child Study Journal
- Multicultural Education
- Early Childhood Education Journal
- Journal of Early Childhood Research
- International Journal of Early Childhood
- Early Childhood Research Quarterly
- Developmental Psychology
- Social Studies
- Maternal & Child Health Journal
- International Journal of Early Years Education
Part 5: My Personal Additional Resources
Center on the Social Emotional Foundations for Early Learning
- This link is focused on promoting social emotional development and school readiness of young children. Along with resources for teachers, parents, and trainers.
Brazelton Touchpoints Center
- This link is focused on that all children grow up to be adults who can cope with adversity, strengthen their communities, participate in civil life, and nurture the next generation. It supports ways to positive communication with families while respecting culture and diversity.
Learning Language and Loving It: A Guide to Promoting Children's Social, Langauge, and Literacy Development in Early Childhood Settings (Second Edition, Weitzman & Greenberg, Hanen Early Languge Program, 2002). It supported the birth of the Teacher Talk Series that help and support young children's language development.
Saturday, March 29, 2014
The Passion for Early Childhood
Louise Derman-Sparks:
"I wanted to be continued as a teacher because I had a built in passion that it was important to make contributions and to fix all the injustices in the world and I wanted to do that through teaching."
"The passion to make sure that all children were taught in environments and in ways that truly nurtured their ability to grow and to develop to their fullest ability."
I choose to share these two quotes because I believe in wanting the best for every child and to support their passions and abilities to their fullest capabilities.
"I wanted to be continued as a teacher because I had a built in passion that it was important to make contributions and to fix all the injustices in the world and I wanted to do that through teaching."
"The passion to make sure that all children were taught in environments and in ways that truly nurtured their ability to grow and to develop to their fullest ability."
I choose to share these two quotes because I believe in wanting the best for every child and to support their passions and abilities to their fullest capabilities.
Thursday, March 27, 2014
T. Berry Brazelton and Janet Gonzalez-Mena
An excerpts from, "The Touchpoints Model of Development" by T. Berry Brazelton.
"All parents benefit from affirmation of their child’s development and the nurturing
environment they have provided for their child. Our goal as caring professionals should be to
join parents as allies in the systems of care for their children. Our present systems are too often
crisis-driven, deficit-oriented, and unwelcoming to parents. Many families, particularly those
who have a child with special needs, are often left feeling isolated and unsupported (Bowman et
al., 1994; Turnbull, Turnbull, & Blue-Banning. 1994). Our focus instead should be on
developing a system where providers are reaching out for stressed parents and where parents’
ethnic, religious, and lifestyle attributes are valued. For example, rather than treating a pregnant
teenager overtly or covertly as a failure, which will turn her away and mitigate our opportunity
for successful interaction with her, we could accept her pregnancy, point to the potential future
opportunity for her baby, and offer her our acceptance, understanding, and positively framed
services. When providers can offer the necessary support and modeling for parents to understand
their young child’s development and to enhance it, they can play a crucial role toward the success
of the family system.
For the past several years, we have been working on the Touchpoints’ model (Brazelton,
Touchpoints 1992, Brazelton and Sparrow, Touchpoints 3 – 6, 2001). Touchpoints are periods,
during the first years of life during which children’s spurts in development result in disruption in
the family system. (Throughout life, there are, no doubt, similar developmental crises of
disorganization and reorganization that involve not solely the individual but those he or she is
intimately connected with as well.) The succession of touchpoints in a child’s development is
like a map that can be identified and anticipated by both parents and providers. Thirteen
touchpoints have been noted in the first three years, beginning in pregnancy."
"All parents benefit from affirmation of their child’s development and the nurturing
environment they have provided for their child. Our goal as caring professionals should be to
join parents as allies in the systems of care for their children. Our present systems are too often
crisis-driven, deficit-oriented, and unwelcoming to parents. Many families, particularly those
who have a child with special needs, are often left feeling isolated and unsupported (Bowman et
al., 1994; Turnbull, Turnbull, & Blue-Banning. 1994). Our focus instead should be on
developing a system where providers are reaching out for stressed parents and where parents’
ethnic, religious, and lifestyle attributes are valued. For example, rather than treating a pregnant
teenager overtly or covertly as a failure, which will turn her away and mitigate our opportunity
for successful interaction with her, we could accept her pregnancy, point to the potential future
opportunity for her baby, and offer her our acceptance, understanding, and positively framed
services. When providers can offer the necessary support and modeling for parents to understand
their young child’s development and to enhance it, they can play a crucial role toward the success
of the family system.
For the past several years, we have been working on the Touchpoints’ model (Brazelton,
Touchpoints 1992, Brazelton and Sparrow, Touchpoints 3 – 6, 2001). Touchpoints are periods,
during the first years of life during which children’s spurts in development result in disruption in
the family system. (Throughout life, there are, no doubt, similar developmental crises of
disorganization and reorganization that involve not solely the individual but those he or she is
intimately connected with as well.) The succession of touchpoints in a child’s development is
like a map that can be identified and anticipated by both parents and providers. Thirteen
touchpoints have been noted in the first three years, beginning in pregnancy."
A Quote from Janet Gonzalez-Mena.
“[P]art of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions--not just constant sunshiny happiness.”
"The moment I decided to follow instead of lead, I discovered the joys of becoming part of a small child's world."
Saturday, March 22, 2014
Personal Childhood Web
My grandparents, John and Pauline, were a great part of my life and influenced who i am today.
My Grandfather had a kind and nurturing personality. He learned many life skills on his own through trial and error. He showed me how to get out in the world to accomplish my goals. My grandfather influenced my interest in math by teaching me how to play cribbage. He supported me on my math skills through a simple card game. I still love math to this day and still play cribbage whether its with my family or online. My grandfather care for me by loving me and for teaching me all about the world we live in. He made me feel special by being his granddaughter and taking me on trips to Maine to our family summer home. Spending time together and enjoying each others company. Even though my grandfather is no longer with me; he still supports and encourages me to be the best person I can be.
My Grandmother is a kind and sweet person; she influenced me to be kind and honest with those around me. My grandmother encouraged me to be an honest person and to treat others with respect and kindness. She cared for me and loved me for who I am not for someone else. She made me feel special by teaching me how to make a puzzle. My grandmother supported my interest by modeling how puzzles were trial and error and to start by building with similar colors. Over the years we would make puzzles all through the summer in Maine and make different kinds and including shaped puzzles. Its our favorite hobby to do together.
Saturday, March 15, 2014
This is Me
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