Quotes that I love about children!

A child seldom needs a good talking to so much as a good listening to.  ~Robert Brault

There are no seven wonders of the world in the eyes of a child.  There are seven million.  ~Walt Streightiff

It is easier to build strong children than to repair broken men.  ~Frederick Douglass

Assessment

In my opinion, there are many, many factors that impact learning. If we are to view children holistically, we must take into account cultural and socio-economic differences, medical history, home living conditions...as well as varying ability levels.

Each child is an individual, which means he or she is so unique that it is extremely difficult to find one or two assessments that will measure a large number of children with any degree of accuracy.

In the US public school systems, children who are able to pass standardized tests are considered to be successful students. Those who can not are not, I'm sorry to say.

As a preschool teacher, most of the assessments I deal with are more ‘whole child’ centered. They are based on physical, social, creative, and emotional growth. I think this gives a well rounded picture of each child, and is a much more reliable indicator of progress.

Haiti

With Haiti being so much in the public eye lately, I chose that as my country to research.

One of the major educational differences between Haiti and the US is that the Haitian curriculum requires learning many subjects in detail. Rote learning and memorization are the norm. Haitian students would not be used to the analysis and synthesis that U.S. teachers expect of their students; they would also be puzzled by the number of right answers that are sometimes possible.

Grading and testing are very strict and formal in Haiti; it is much more difficult to attain a grade of B (or its equivalent) in Haiti than it is in the United States. Therefore, Haitian students tend to attach great importance to grades and tests, even quizzes. The notion that what one learns is more important than the grade one earns would be very confusing to a Haitian student. In this respect, Haitians would probably do well with standardized tests.  Reference:  http://www.cal.org/co/haiti/hedu.html

Childhood in Iraq

During the period of economic sanctions imposed on Iraq in the 1990s, more than half a million children died, according to the United Nations.

One in eight children in Iraq died during that period of malnutrition, disease, and lack of medicine.

The U.S.-led invasion of Iraq during March 2003 brought hope that things might change, but that change has only been for the worse...

http://ipsnews.net/news.asp?idnews=39113

Growing up in a war zone

My mother in law is French. I asked her to tell me what it was like growing up during the Occupation. She sat back in her chair, drawing a crocheted afghan up and tucking it snugly across her body and under her legs. “Oh, I don’t like to be cold,” she shivered. “I was so cold all the time during the war. There wasn’t a warm building in all of Paris during the Occupation, even for the German soldiers. I’ve never forgotten how hard that was.”

At eighty three years of age, her French accent is as distinct as it was when she arrived in America as a war bride so many years ago - and her memory of those bleak years is still  strong and colored with vivid detail.

Jacqueline's early life was greatly affected by the rapid advance of the German army in WWII through France.  As the German war machine spilled westward beyond Paris, young Jacqueline was sent to stay on a relative’s farm outside of Paris. It wasn’t too long, however, before the German soldiers began to show up at such farms.  Jacqueline remembers her first view of the feared Boches.  "One day some German soldiers came to the farm and commandeered a team of my uncle’s Percheron horses for the German army.  That was my first sight of a German soldier in uniform.  One of the soldiers gave my brother and I some candy - which we promptly threw on the manure pile.  After all, we had been told that, in World War I, the Germans poisoned little children this way!”

There was no heat in the bedroom that Jacqueline and her brother shared. They quickly discovered a way to get warm at night. "We each had a bed, and there was a barrel of Calvados (apple brandy) at the foot of Jean Claude's bed.  We would sneak sugar cubes from the kitchen at night and let some of the Calvados drip from the tap onto the cubes.  This is called ‘petit canard'  (little duck) by the Normans.  We would suck on the sugar cubes and it didn't take long for the Calvados to warm us as we crawled into bed. “

As the German soldiers began roaming the countryside, demanding food and liquor from the Norman farmers, it became apparent that life on the farm was no safer than living in the city. Jacqueline and her brother were reunited with their family in Paris.

One thing that stands out in Jacqueline's recollections of Paris is how so much of her life was influenced by the German occupation and then the liberation.  It is difficult for anyone not experiencing the daily presence and always ominous threat of the hated Germans to understand what it was like.  There was no “freedom of speech" or any of the other freedoms that we take for granted and no civil liberties except as permitted by the German occupiers.  Everything was geared to what the Germans demanded.

 Jacqueline remembers one aspect of the occupation very distinctly - "la Gale du Pain".  “The only bread available at that time was a dark brown, very coarse bran-filled loaf, with many bits of straw baked in, some pieces almost one inch long! Because of chronic food shortages and the tight rationing, this coarse bread was a large part of a typical Parisian diet,” she recalls. “Because of this excessive roughage, many, many Parisians, and I mean by the thousands, developed this itchy skin condition which they called "the bread rash" (la gale du pain).”

Jacqueline described the treatment.  "We would be taken to l'Hospital Bicétre.  There, we would be separated, males and females, and then told to strip. First we would be thoroughly washed, then the nurses would brush us with rough bristled brushes which would open all of the sores.  Then they would use large paint brushes to apply an ointment all over our bodies.  Thousands of people went through these 'mass production' treatment lines every day.  After we got dressed again, we would go home, riding on the subway.  In the subway we could tell who else had just been to the hospital. Everyone smelled of this strong la gale ointment odor!"

Rationing, food shortages, coffee made from chicory and maybe even sawdust, filth and disease -- there was no one to complain to about all this.  But somehow, like all the other French, Jacqueline and her family survived. “When I hear young people these days complain about not having enough money or toys,” she smiles “I often wish they could go back in the past for just one week to live during the Occupation, then they would realize how lucky they are.”

The Birth Experience

I was 30 the first time I gave birth, and 32 the second. The first time, I was in weak labor for about 15 hours. It wasn't especially painful but wasn't getting me anywhere, either. I was put on a Pitocin drip, which immediately threw me into intense labor. Whew, I wasn't ready for that! After struggling along for a few more hours in terrible, panicky pain, my doctor asked if I wanted an epidural. Did I ever! The instant I had the epidural, the pain just completely stopped...it was wonderful. I barely even felt the baby come out.

The next time around, I told my doctor many times during the pregnancy that I wanted an epidural much sooner this time. When labor started, and we went to the hospital, I told the nurse I wanted an epidural right away. She wanted to hold off on calling the anesthesiologist till labor had progressed more, but I held my ground. Remember, I had just gone through all this a year and 1/2 before and vividly remembered every nightmarish moment- no way was I planning to endure any more pain than was absolutely necessary. My doctor backed me up and had them make the call. Consequently, I had an epidural very early in the labor experience. I did not have any discomfort at all during that delivery..played cards with my husband, chatted with the nurses, watched t.v., and painlessly pushed the baby out when the doctor said to. What a difference!

I did some reading on giving birth in Japan. The main differences between US and Japan birthing experience:

1. Women are considered old for birthing after age 35 (it was 30 until just a few years ago) and pregnancy is considered riskier. Even so, one must specifically ask for testing, such as amniocentesis. US doctors tend to offer, and patiently discuss, any possible testing options. In addition, pregnancies after the age of 35 are quite common.in the US.

2. Japanese doctors do not offer pregnant women vitamins or want women to gain much weight during pregnancy, US doctors are much more concerned about proper nutriction.

3. Hospitals are small and tend to be run by 1 or 2 doctors and a staff of nurses. It is common for these doctors to assist at 5 or 6 births a day. They are very busy, and have little time to answer questions in detail or discuss options. US doctors take a lot more time to listen to prospective parents and answer questions.

4. Pain relief is not commonly offered to laboring women. US doctors commonly discuss methods of pain relief before the birth, and have it readily available during the birth.   Amen to that  :  )

I was most surprised to find that the doctors in Japan don't routinely address the issues of nutrition and prenatal vitamins. It is well known that infants born of mothers without comprehensive prenatal care are much more likely to face complications than infants who get a healthier start during the pregnancy.

Take, T. (2010, June 17). Don't be afraid to ask questions about giving birth in japan. The Japan Times, pp. B1, B11-B13.

Thank you!

Thank you to all of my fellow Walden University classmates! It's been a great first course and I've learned a lot from all of you. We have shared a lot of valuable information with each other through our blogs and the discussion board!

Week 7: DEC and NAEYC Code of Ethics

DEC and NAEYC Code of Ethics:

The DEC guides the principles of conduct and research relating to appropriate professional practice with young children with disabilities, their families, and with interdisciplinary colleagues. The NAEYC offers guidelines for appropriate ethical behavior that all professionals dealing with young children should follow.

I feel that we can best help our students and their families by staying current with teaching trends and research, respecting the differences in others, and providing services that meet each person’s unique circumstances and needs. Below are a few of the ideals that I feel are of particular importance in our work with young children:

1. To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training. (NAEYC)

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

3.  We shall provide services and supports to children and families in a fair and equitable manner while respecting families, culture, race, language, socioeconomic status, marital status and sexual orientation (DEC)

The full NAEYC and DEC codes of ethics can be viewed at:

NAEYC http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4477713/educ6005_readings/naeyc_codeofethicspdf.pdf

DEC http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4477713/educ6005_readings/dec_codeofethics.pdf

Resource List:

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4477713/educ6005_readings/naeyc_dap_position_statement.pdf
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.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://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al.  (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
  Use the Academic Search Complete database, and search using the article's title. 

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, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
  • World Forum Foundation
    http://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
  • World Organization for Early Childhood Education
    http://www.omep.org.gu.se/English/about_OMEP/
    Read about OMEP’s mission. 
  • Association for Childhood Education International
    http://acei.org/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.

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/main/about.cfm
• 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//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• 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.preknow.org/
• Voices for America’s Children
  http://www.voices.org/pages/page.asp?page_id=22807
• The Erikson Institute
  http://www.erikson.edu/

Here are some additional resources:

This website provides information about using technology with young children!

http://www.netc.org/earlyconnections/

Use this website to post your good ideas and find ideas from other educators!

http://users.stargate.net/~cokids/

Need ideas for themes, acticvities, songs? Bookmark this site!

http://www.perpetualpreschool.com/

Week 4 quotes

"When the family collapses, it is the children that are usually damaged.
When it happens on a massive scale, the community itself is crippled."
  President Lyndon B. Johnson


"Regardless of the history of IQ tests in the family, if I see nurturing, warm, interactive people who read emotional signals well and interact well, usually I see happy, competent and bright children.”
Stanley Greenspan


"Self-esteem is an inner feeling: Sometimes it corresponds with outer reality, and sometimes it doesn’t."
Stanley Greenspan


"Parents don't make mistakes because they don't care, but because they care so deeply."
T. Berry Brazelton




"A grandchild is a miracle, but a renewed relationship with your own children is even a greater one." 
T. Berry Brazelton




Two quotes from the Week 2 video:


"The passion to create a safer, more just world for all kids is there and, I suppose, will be there until I die."
Louise Derman-Sparks


"I'm not here to save the world. I'm just here to make a difference in the community that I'm working with."
Raymond Hernandez

My Childhood Web

My father was in the Air Force and we moved every 1 to 2  years. By the time I was 12, we had lived in Japan, Texas, Mississippi, Massachusetts, Montana, Ohio, California, and the Philippines. Because of this, I can't say I had a web of friends or relatives who had a part in guiding me. Even though I had siblings, the constant nomadic nature of our upbringing pretty much left us all fending for ourselves. I believe the lack of stability was damaging to each of us, some more than others. Not a healthy, secure childhood, by any means.

Having said that, I do want to stress that we have gotten closer as we've grown older, had families of our own, etc. And none of us have jobs that require moving our kids around  :  ) We've all provided our children with the childhood webs that we lacked ourselves.

These are my children, Jake and Luke.

They have lived in the same small town their entire lives. Even when I left their father, we only moved around the corner and their lives went on much as before. They're both a lot more secure than I was at their age. I believe this is because they enjoy a childhood web of friends and family members who have each played a large part in their development.

This is my preschool.

We strive to provide the students with a consistent, encouraging environment, much like a childhood web. We make sure each child feels special, cared about, listened to, and loved. That's our job!

Discussion 1

During the first week, we posted on a discussion board about our education and employment experience. I would have to say the group has a real assortment of ages and experience levels. That's good- otherwise, we'd all be the same and wouldn't learn as much from each other's experiences. Plus, it just wouldn't be as interesting.

I'm hoping to have a lot of communication with my fellow Waldenites. I have been looking for a way to post a new thread in the Student Lounge, asking people to share where they live-curious to see if there are any other MA students, but no luck.  :  (

Walden University

This is the first week of the first class in my Master's degree program. I'm so excited!! I chose Walden University because my advisor at UMass recommended it. I loved her, so good enough for me  :  )

One of our assignments this week is to set up a blog. We'll be using this blog throughout the course, perhaps all through the degree program. That would be cool.