Wednesday, December 18, 2013


When I Think of Child Development “Quotes”


"Children are great imitators. So give them something great to imitate."

Anonymous


"Safety and security don't just happen, they are the result of collective consensus and public investment. We owe our children, the most vulnerable citizens in our society, a life free of violence and fear."

Nelson Mandela, former president of South Africa


“Courage doesn't always roar. Sometimes courage is the quiet voice at the end of the day saying, I will try again tomorrow”

Mary Anne Radmacher


These three quotes I found to be very powerful when I took the time and mediate on them. Therefore when I mediated on them here is what I heard. As educators we know children are great, but what part do we play in making them greater. We want the world safe for our children, but what part do we play in making them safe. Our children are strong, so why do we not have the patience to let them try again tomorrow.

 

A Note of Professional Thanks and Support

I want to thank everyone through out this course for the support and feedback on the discussion board, and through our our blogs. Your comments and words of wisdom gave me a greater insight from a professional perspective. There is nothing more gratifying than to have a colleague share an experience and how they handled it, to help make life easier for both you as the professional and the child.



Saturday, December 7, 2013


Testing for Intelligence?


In examining how children should or should not be measured or assessed, I believe children should be provided the learning tools that can help them succeed in and out of their school environment. By succeed, I mean to be able to provide in their own words what information they do understand with in the learning environment. I believe that children should be measured on what they can do, and the information they can connect with. Therefore not necessarily on what they do not know or can not do. In order words if it is something that they can not do, when being assessed, why not say they are in progress of learning what ever it is they have not mastered yet. Why should we just plain out say children can not do something when we as educators understand that every child learn at their own pace.


In all reality some children respond and develop on how we as adults, teachers, and professionals view them and express our beliefs in them. When we praise children for what they can do, children then have the self confidence to strive to do their best in all areas of development.


In assessing how school-age children are assessed overall in other parts of the world I wanted to do some comparison of the United States to other countries. “The chart below presents the findings of this Report Card in summary form. Countries are listed in order of their average rank for the six dimensions of child well-being that have been assessed.1 A light blue background indicates a place in the top third of the table; mid-blue denotes the middle third and dark blue the bottom third”(Unicef, 2007).

Also if you would like to view and compare other countries I have provided the link below.

Reference

An overview of child well-being in rich countries - Unicef
http://www.unicef.org/media/files/ChildPovertyReport.pdf



Dimensions of
child well-being


Average
ranking
position
(for all 6
dimensions)
Material and
well-being
Health and
safety
Educational
well-being
Family and
peer
relationships
Behaviours
and risks

Subjective
well-being
Canada
11.8
6
13
2
18
17
15
Sweden
5
1
1
5
15
1
7
United States
18
7
21
12
20
20
-


Furthermore, when measuring or assessing school-age children by the information provided in the chart we see that children are assessed in every area of their well-being. I believe each of these areas some times play an important part on how a child develop with in their learning environment. Therefore I feel the question that should be asked to those developing standardized testing, based on one child fits all, how can we test a child's abilities in varies areas of learning with out knowing the whole child themselves?

Saturday, November 23, 2013


Consequences of Stress on Children's Development


A stressful time I can clearly remember in my life as a child was the Vietnam war. When I was about 8 or 9, I remember my parents being worried about my brother in the war. It was stressful to see my mother worry so it made me very nervous thinking every time I heard the phone ring I just knew it was bad news. But that was just the beginning. By some unfortunate mix up another brother was sent overseas as well. Although some people do not know they normally do not send to brothers to war unless they both agree to go. It took my parents nine months to get the second brother back to the states. I think from this experience even now some times when the phone rings I get this bad feeling in my stomach like its going to be bad news.


NEW DELHI, 20 April 2013 – The rape in Delhi where a 5-year-old girl is now fighting for her life is yet another sign that urgent and concerted action is needed to make sure that girls and women in India can feel and be safe on the streets, in school, at work and at home. Recently published data show that more than 30,000 crimes were committed against children in India in 2011. The same source of data shows us that one in three rape victims is a child. More than 7,200 children, including infants are reported raped every year. UNICEF acknowledges that there might be many more cases that go unreported, and thus also go without the needed care and support.


What is being Done to Help?


Following another tragic rape in December, the Government has taken some encouraging steps including commissioning the Verma Report that translated into the passing of the Criminal Law Ordinance. Prior to that, at the end of 2012 the Government had also passed the Protection of Children from Sexual Offenses Act, which provides a framework for stringent action on such cases.
This is promising for the children of India. Yet, the law is not enough if it is not enforced effectively. The brutal rape case this week also indicates the need to strongly improve the response of law enforcement officers.

Episodes of violence against women and girls continue to permeate daily life in India. Widespread acceptance of these violations is worrisome. More needs to be done to urgently change the mind-set towards the girl child and women and put a stop to these brutal crimes. In many parts of society in India, girls are often seen as liabilities and have little to say about their lives. Girls and women need to be valued, respected and feel safe, not only within the confines of their homes but also in public spaces. UNICEF joins its many partners in India to call for change and action, immediately.


Reference


UNICEF: Press Release



I could not even imagine being a mother or father having to worry about if someone is going to harm your daughter or wife in this way. Being sexual abused can affect a child's development in many ways. Such as their emotional development, physical development and their mental state overall of not being able to recover from such trauma.

Saturday, November 9, 2013

Child Development and Public Health


The public health issue I chose to research was “Nutrition/malnutrition”. My choice for this issue was because I observe children daily who lack healthy food in their diets. Children in a world were healthy food is available, but some parents do not take advantage of or see the value of such foods.


But when reading through an article about nutrition in Somalia. I found that, “Under-nutrition is not merely the result of poor food intake, in terms of quantity and quality, but also of illnesses. For the body to use nutritious food effectively also requires optimal health care, and access to safe water, hygiene and sanitation. This is particularly important for the most vulnerable groups, pregnant and breastfeeding women, children under two years of age and children under age of five who are suffering from infectious diseases such as HIV. There is well established evidence that a lack of key vitamins and minerals in the diet such as iodine, iron, vitamin A, and foliate, cause still births, miscarriages, mental and growth retardation, physical weakness, blindness, and increase the risk of diseases and ultimately death. When nutritional deprivations occur early in life, from conception up to two years of age, children will stop growing and become stunted (low height for age). Stunting, also referred to as chronic malnutrition, has long term debilitating effects: Children who are stunted are at greater risk of illness and death, and those who survive are more likely to perform less well at school. If children experience weight loss or "wasting" (low weight for height), they are suffering from acute malnutrition. Underweight is a composite measure of both stunting and wasting. Unlike wasting and underweight, stunting past the age of two is irreversible. Plus, almost twice as many children are affected by stunting than by underweight” (UNICEF, 2009).


Reference


UNICEF Eastern and Southern Africa – Young Child Survival and Development

Saturday, November 2, 2013

“Childbirth In Your Life and Around The World”


Although I could write about my own experience in giving birth. But nothing was more exciting and emotional than watching my first born daughter give birth to her first child. What I remember about this experience was I felt as though I was not really within myself. Nothing could have ever in a million years prepared me for this. Watching the doctor do his job and the nurses running around, making sure that my daughter and her new baby was okay was just so overwhelming.

My choice for choosing the birth of my grandchild, was that I could not begin to explain what really happen within the delivery room when on the birthing end of such an experience. I also feel with child birth, women should be healthy physically, and mentally to go through what they go through at the time of giving birth. Although giving birth is a wonderful experience, at the same time it can be a dangerous one as well. In addition, when a mother is healthy physically and mentally it can sometimes help the child's outcome on being healthy and experiencing a healthy child development.

Native American Customs of Childbirth

Historian Ellen Holmes Pearson stated that; “In the seventeenth century, Dutchman Adrien Van der Donck described a woman’s preparation for childbirth among the Mohawk and Mahican Indians. Pregnant women would “depart alone to a secluded place near a brook, or stream of water . . . and prepare a shelter for themselves with mats and coverings, where, provided with provisions necessary for them, they await their delivery without the company or aid of any person. . . . They rarely are sick from child-birth [and] suffer no inconveniences from the same”.

Native American Customs of Childbirth
http://teachinghistory.org/history-content/ask-a-historian/24097

What I learned from this article was that the Mohawk and Mahican Indians women had to be strong physically and mentally to go out and give birth alone. Although we do hear of mothers giving birth alone today by being put in unforeseen situations. However it was so unreal to hear how mothers and their new born child rarely became sick from lack of some type of medical attention. While at the same time mothers today are at such high risk without medical attention, before and after giving birth.

Saturday, October 26, 2013


Hello Harley,



Over the pass seven weeks I have enjoyed you as an online colleague. I have appreciated you not only as a person that shows a high degree of professionalism, but also as a person who express a sincere heart for children and their families. I hope in the future you reach your goals as a professional and leader within this field. Also keep in mind that you are not along when it comes to remembering what we have learned and looking forward to learning. Keep up the good work Harley and hopefully our paths will cross again.



Edith


http://harleyboyles.blogspot.com/

A Note of Thanks and Support


Hi Raejean,


First of all I would like to thank you for inviting me to share your blog with you. You also encouraged me with comments, showing me that I was on the right track of understanding the materials on hand and also knowing how to use the blog system overall. I hope in your near and far future that you succeed with all your goals.



Thank you

Edith

Tuesday, October 22, 2013


Hello Harley,
Over the pass seven weeks I have enjoyed you as an online colleague. I have appreciated you not only as a person that shows a high degree of professionalism, but also as a person who express a sincere heart for children and their families. I hope in the future you reach your goals as a professional and leader within this field. Also keep in mind that you are not along when it comes to remembering what we have learned and looking forward to learning. Keep up the good work Harley and hopefully our paths will cross again.

Saturday, October 19, 2013


Code of Ethics




I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.


My choice for choosing this code was that without staying connected and continuing my education within the early childhood field, I believe I could not be fully effective in giving children and their families the best help possible. I also feel that within this field information is constantly changing when it comes to understanding and knowing what works best to effectively help young children through the development stages.



I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.


I choose this code of ethic because I believe that so many children and their families feel that they are not wanted within the early childhood program because of their culture differences. Also that in order to receive care and help for their child they must put away their culture beliefs and conform to new ways of others. As professionals we must make sure that all families and their family structures are valued within the program. We can start doing this by incorporating and displaying culture differences with our classrooms and within our lesson plans.


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.


I believe that all children should have access in helping them be successful at what they do, with or without limitations . Over the years I have learned that some families have not been able to benefit from support services for their child because there was lack of resources within certain centers to support the child's needs. I believe that all qualifying schools and centers must be able to support the needs of all children that wish to attend their program. I believe that children with and without special needs should not be restricted to special schools in order to receive support services.






Saturday, October 5, 2013

COURSE RESOURCES





WISCONSIN DEPARTMENT OF CHILDREN AND FAMILIES




Supporting Healthy Relationships Between Young Children and Their Parents




Early Child Development-World Bank






The Early Childhood Outcomes Center: ECO



Saturday, September 28, 2013

Quotes For A Life Time


 



When times are tough and people are frustrated and angry hurting and uncertain, the politics of constant conflict may be good, but what is good politics does not necessarily work in the real world. What works in the real world is cooperation” (William J. Clinton).



"As we advocate for the practices we believe serve children best, it is particularly vital that we be clear in our own thinking and precise in our communication."(Susan Bredekamp)



"For children to benefit fully from play, teachers must take their own roles seriously. Early childhood educators cannot wander around classrooms operating on the vague assumption that children learn through play while, at the same time, lamenting the challenges to play coming from parents and administrators. Instead, teachers must recognize play as one of the key teaching and learning contexts in early childhood classroom, must acquire skills themselves in research-based effective teaching strategies such as scaffolding language to use during play, and must incorporate play along with other more directive teaching throughout the preschool day." (Susan Bredekamp).



There's more to life than just what's in their neighborhood. This is what it's all about, this is what drives me to do what I'm doing. What keep motivating me to want to work harder, to see just how much more innovation can we add to a program, and his passion come from wanting to make a difference and that he's not here to save the world but make a difference in the communities he work in”. (Raymond Hernandez MS Ed. Executive Director, School of Early Childhood Education for

University of Southern California).


Saturday, September 21, 2013


Personal Childhood Web



My Father: My father was a strong man with a big heart. My dad worked long hours and never missed work. Although he worked all the time, he always found time for family on the weekends. We would go to the park as a family, play baseball and even though his knee bothered him, he would hit the ball far and have me or my twin run for him. Afterward we would go have ice-cream and I would always pick vanilla because I knew it was his favorite and this made him happy because someone liked vanilla like him. Of course we had plenty of other good times, but just the spending time with my dad or sitting on his lap always let me know he cared and I was loved.


My Mother: My mother was an only child, and she had nine children. My mom made me feel special every time she would say that even though she was an only child, she did want siblings. She would say but she have all us now and that makes up for being an only child. But like my father, my mother worked hard and never missed worked either. But even though she worked we kept a very clean home and we always sat down to an homemade meal at dinner time, every night. She would ask us about our day and always found time after everyone was in bed to read her Bible.


My Grandmother: As a child my grandmother own a small grocery store. I can remember the times when she would ask my parent's if we could spend the night to help her do some work early the next morning around the store. I remember waking up to a wonderful smell of bacon, eggs and coffee and my grandfather saying morning, morning, morning. But there was never really any work to do after that wonderful breakfast, only a trip to an amusement park. Even though my grandparent's were to old to get on the rides, I remember going around on a ride and seeing them smile up at us. This was a special time in my life and something I will never forget.


My Sister: My oldest sister was named Charlotte. To me she was beautiful. I always saw her as my second mom. Although my parents worked hard they never put the weight on the older siblings, they just seem to take on the responsibility. My sister would help me with my homework, combed my hair and had it looking real nice. I remember when school was out for the summer and she made sure we had done our chores, she would walk us to the library and show us how much fun would could have at the library with books. She was very intelligent.


My Twin: My twin name is Felix and we called him, Felix the cat growing up as children. He loved that name and still do. Growing up we were very close and I did everything for him. In school they split us up in the first grade because I would walk across the classroom write his name on his paper, or do his work then go sit down and finish mind. The teacher and principal told my parents that they watched this pattern for some time before deciding on what to do. Growing up although it was nothing wrong with him, he always depended on me and I guess I thought it was my job to do for him. So in other words, I was his second mom and this made me feel important I guess being the youngest of the nine siblings.


Although I had a lot of other supporting people in my life, these are the thought's that are with me at this time. Thinking of how my father and mother instilled a working value in me and to always have time for your children, family and friends. My grandparent's showed me that sharing quality time is important. My sister show me the value of having siblings, and my twin showed me it's okay to share yourself with others. All of which I value now.


Saturday, September 14, 2013

I use this drawing because, when I look at this picture I see a child developing  their fine motor skills. Using lines and circles is what children do best when drawing pictures at an early age, which lead to building skills for writing.







 
 
 
 
 
 
I love this story because everytime I read this book to a class for the first time the children remeber it instantly. So we always make a book of the children's pictures and names using the guidelines of the book and they love it. We then put it in the library area and enjoy hearing the children laugh while reading the book to each other.

The Holly Bible at Mark 12: 30-31 states, “Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. The second is this: 'Love your neighbor as yourself.' There is no commandment greater than these."


I feel these words are powerful. As early childhood professionals we must remember that parents give their children to us with trust. Not only to teach them, but to keep them safe. I believe to love our neighbor is to love all children we teach and their families. Treat and teach all children as we would our own. So as an early childhood professional I believe these to be key words to keep in our heart each day we open our classroom doors to the little ones that trust in us.