My supports

I have many support which support me in various areas of my life.  From a personal perspective, there is support from GOD who is the created, doer, and maker of all things.  He guides my decisions, actions, and thoughts.  There is the support of my boyfriend who I have been with for four years.  He is my listening ear when I need one, my shoulder when I need to cry, and rationale board as necessary.  My mom and my dad are great supports as they help me navigate through situations and decisions that age and wisdom can give.  I have very close friends that are my emotional supports.  At times, I have sought the support of various professionals (psychologist, physical therapist), to assist with things happening in my life.

Professionally, I have virtual and human supports.  My team lead is my support for handling new situations, having difficult conversations with teachers, and pushing me to reach higher potentials.  My colleagues are a great support in me learning a navigating a new curriculum in which I support teachers.  The use of outlook calendar and email are vital in my keeping meetings in order, being on time, and staying abreast with all the changes and happenings within my office.  

In both professional and personal life, I use post-it notes and list to help me remember things.  I have lots of list on my iPhone for grocery store visits, music I want to by, events I want to attend, etc.  I also use the iPhone calendar to keep me  up to date with all of my events. Without having supports, both human and other, I would be very unorganized, frustrated, and lost.  Supports help to maintain order and peace.  Supports help me to move forward and without it, I can imagine I would become stagnate. 

A challenge would be the lost of my hearing.  A support I did not mention above, is music.  I somewhat live my life like  there is a soundtrack for it.  I often use music to express feelings and thoughts.  Music is used to create certain environments, and music is my escape.  With the loss of hearing I would have to learn sign language, and I would have to adjust to how I listen to music.  Conversations among friends and family would have to be done through written conversation until they also learned sign language.  I would seek the support of doctors for hearing aides or other medical devices.  I do not think I would have to change a lot within my home to adjust to the challenge.  I can imagine I would be frustrated initially however, I would be able to continue life.  

My Connections to Play

Quotes about play

“Play is hard to maintain as you get older. You get less playful. You shouldn’t, of course”.

Richard Feynman

American physicist

1918–1988

“We don't stop playing because we grow old; we grow old because we stop playing.”

George Bernard Shaw

Play was a huge part of my memories from childhood.  I remember pretending to play school, house and dress up.  I had a love for Barbie dolls and blocks, which I played with a lot.  Some of my play was inside but a lot was outside with bikes, skip-it, chalk, jump ropes and with neighborhood friends.  I remember being told to “stay outside and find something to play with or come inside and sit in my room and do nothing” by both my parents.  Many times we went to Rock Creek Park, the playground, the beach which didn’t allow for lots of TV time.  I did not grow up with game systems which I know had a huge part in the development of my imagination.  All of our play senarioes were created by us, without support from the TV or games. 

 

  

 

Today there is little play.  TV and games have taken over children imagination.  Children are not creative thinkers.  Children come home and watch TV or play games instead of going outside to play.  I have noticed children do not know how to pretend or work with others in play situations. 

I hope that teachers and families learn the importance of play.  I hope school administrators learn the value of play and promote play as an active tool for learning instead of pushing for “rigor”.  Once families and schools are on board I hope children will become comfortable pretending, playing, and using their imagination to their fullest. 

Relationship Reflection

I am blessed to have strong healthy relationships with people.  Over the years I have learned that to maintain relationships both people must value the relationship equally.  Trust and honesty are also vital components of healthy relationships.

As I am getting older I am improving the relationship with my parents.  My mom and I have always had a difficult time communicating however, we both have tried to work on it together. My girlfriend Danielle have been friends for 19 years.  She is the friend everyone should have.  She is honest, loyal, and dependable.  She tells the truth even when its not warranted, lol.  Se has helped me to be a better woman and an accountable woman.  What makes us last is our effort to stay connected even with life changes.  I have been in a relationship for 4 years with the man I believe was created just for me.  He taught me to love.  We laugh and battle the challenges of life together.

I have strong relationships with many people and they all have some attributes in common? We love hard, we are honest with each other, we value the relationship equally, we invest time in developing our relationships, and we accept each other as we are.

International Reflection

I have learned a lot through the blog post assignments this course.  I have been exposed to and explored many sites which have expanded my interest, increased my knowledge, and increased my awareness.  I have realized all over the world the fight for quality education is occurring and some countries are taking larger steps than others to eliminate disparities involved with quality and access.  There is some comfort in knowing that we, meaning early childhood professionals worldwide, speak the same language and have a shared understanding of what is important.  There is evidence that we are all fighting and advocating for families and children.  I will continue to explore sites, stateside and internationally, as we can all learn and become inspired from each other’s work and progress. 

I wish my classmates well in their endeavors to advocate, inspire, and change; one step leads to way to many steps…..

UNESCO

I visited the United Nations Educational, Scientific and Cultural Organization site and was delighted to see that the areas of education regarding quality, access, and investment are areas being discussed all over the world.  We as educators know these issues are not isolated to one country or region; instead, they are issues that affect the field of early education worldwide.  After exploring the sight, there are three issues discussed that directly relate to my professional goals of advocating for best practice and access to early education for all children.

Currently, I support pre-k and pre-school teachers in areas of instruction and best practice within their classroom.  So often, I have encountered teachers that depend strictly on the curriculum that they forget or ignore best practice.  Best practice should be present whether there is a set curriculum or not however, many teachers depend on the curriculum to create routines, manage behavior, and foster positive classroom climate.  Some of us, speaking from experience, have become lazy and dependent, yet we wonder why our children are all over the place, why they do not participate in engaged play, and why nothing instructional can be accomplished during the day.  The policy brief from September 2004 is focused on curriculum in early care and education.  Within the brief, it states the pros of an established curriculum: common approach to pedagogy, identification of specific areas to be taught, establishes a standard level of quality.  However, what is also just as important is that ECE should be tailored to meet the child at their individual level of social emotional and cognitive development and should be directed by the child.  Because of this, an established set curriculum may not be the best option for early childhood educators, instead the identification of specific guidelines or framework.

The second insight which gave me hope was reading about Brazil’s mandatory education fund for early education.  The fund entitled, Fund for the Development of Primary Education and Teacher Development (FUNDEF), is comprised of money from state, local, and municipalities’ budgets.  In 2000, this fund increased early enrollment to 96.4% and has allowed access to early education from ostracized populations.  Due to the success of FUNDEF, policy makers are drafting a bill which would mandate educational funding for children ages 0-6.  A statement made by Severiano Alves, a member of the Brazilian congress, summarizes how we all, especially law and policy makers should view early education “ignoring or belittling the problem of early childhood education, to me, is a serious mistake. Imagine a primary school classroom with children from rich families who have gone through private pre-schools and are well prepared for learning, and those from poor families who have little idea about learning, let alone having any developmental base to begin learning. Imagine the kinds of problems this situation can create for the teacher, for the children themselves, and eventually for the entire society. Instead of working on bills to remedy problems, I would prefer working on a preventive, more economical and effective, measure – investment in the early periods.”

Aside from funding, quality is also an important component when discussing access.  In New Zealand, home based services are offered for families of children aged birth to five.  Within this program, homes are clustered and managed by coordinator.  The coordinator places children in approved homes for a specific amount of hours per week.  The program, managed by the New Zealand Dept. of Education, provides specific funding per child for each home based program.  Additionally, each home based program is monitored by the government and must stay in accordance with the Education Order.  This program services a range of families, which has increased in population due to an increase in mothers working outside of the home.

From the three policies of focusing on improvement for early care of countries from all over the world, I have faith that one day this country of the United States, will follow suit and not just recognize the importance of early care but put their thoughts into actions.

Resources

UNESCO Policy Brief on Early Education. September 2004. Curriculum in early childhood education and care. Retrieved from http://unesdoc.unesco.org/images/0013/001374/137401e.pdf

UNESCO Policy Brief on Early Education. September 2002. Home-based early childhood services: the case of New Zealand. Retrieved from http://unesdoc.unesco.org/images/0013/001373/137381e.pdf

UNESCO Policy Brief on Early Education. October 2003. Mandatory funding for early childhood education: a proposal in Brazil. Retrieved from http://unesdoc.unesco.org/images/0013/001374/137406e.pdf

Web Resources Extended- NCBI

I have visited site for the National Black Child Development Institute (BCDI) numerous times now and have yet to explore the affiliates section, which was one of my initial reasons I chose this website; they have an affiliate close to my home.  There are 27 affiliates of the BCDI located in major cities or counties across the United States.  Of the affiliates listed, only 5 had websites specifically for their city.  Unfortunately, the affiliate near me was not one with a web site :@(.  I browsed through the Philly site (the closest affiliate to me even thought is 2.5 hrs away) and noticed they offered a lot of events for the community including cooking classes, Kwanzaa celebrations, and supports for women with breast cancer.  Meetings for this affiliate are held monthly for both members and nonmembers. 

The Philadelphia affiliate is currently focused on 2 programs; GROW Green Get Fit and Entering the College Zone (ECZ).  GROW Green Get Fit, is a program developed in conjunction with the YMCA, BCDI, and Donna Richardson-Joyner to end childhood obesity.  Through the program, children and their families learn information about healthy eating and nutrition, making healthy changes and choices in behavior, cooking healthy meals, fitness tips, and information of the effects of poor healthy including high blood pressure and diabetes.  Focusing on children, youth, and their families, this program became so successful that land was donated so that a community garden could be created where children could grow healthy fruits and veggies.

Entering the College Zone (ECZ), a program targeted to middle school students and their families, provides resources and support so that they can successfully complete the application process for college. The goal of the program is to encourage parents to participate in their child’s education, while encouraging students to plan for and succeed in obtaining higher education.  

I also visited the site for the Atlanta which had similar postings to the Philadelphia site.  The Atlanta site however, had a link labeled ADVOCACY which stood out to me.  The Atlanta affiliate works with the community specifically, young children and their families, to advocate for quality care and to enhance the quality of life.  Most notably, partnering with early childhood centers to meet NAEYC accreditation, partnering with early childhood organizations to challenge policies and laws and ECZ are the 3 largest advocate focuses. This affiliate is actively involved in making sure the voices of young children are heard.  Access to policy alerts, public forums, and registration drives are just a few of the tactics this affiliate has used to advocate for young children and their families.

After exploring both the Atlanta and the Philly Affiliate sites, the notion that it takes “a community to raise a child” really stands out.  In both cities, there are those who volunteer their time to advocate for those without a voice and who put on programs to support the educational and healthy growth and development of children and those in their communities.  Health is a huge focus in many African American communities and it is evident in the programs the affiliates and the BCDI are promoting.  Although the definition of quality varies from community to community, there is precedence that things can be better, children deserve better, and there are people fighting for that.

Resources:

National Black Child Development Institute Atlanta. n.d. Advocacy. Retrieved from http://bcdi-atl.org/advocacy/

National Black Child Development Institute Philadelphia and Vicinity.n.d.  Retrieved from http://www.bcdiphiladelphia.org/index.html

Global Children's Initiative

I think I have decided to give up on establishing communication with another overseas professional.  It has now been almost 6 weeks and I have no updates at all.  The idea behind the assignment is great however, I think if the university had connections with certain groups or organizations where they knew students would be contacting them, I may have gotten a little farther in my communication.  So from here out, I will do the alternate assignment.

I explored the Center on the Developing Child, Harvard University, and more specifically the Global Children’s Initiative.  I was amazed to see that the center established a center solely on educating, supporting, and collaboration within ECE, countries around the world.  My first thought is that the United States is not completely selfish and about the development of our nation, well at least not in terms of Early Childhood :@).  I read some interesting things about various programs happening all over the world:

• The initiave has 3 major focuses: early child development, child mental health, and children in crisis and conflict situations.  Within each area, strategic steps and projects have been implemented to address various needs.  Under early development, the center is analyzing ECE programs and environments globally, creating collaboration among global schools, and improving the quality of preschool in Chili.  Under mental health, mental services in China are being assessed; programs have been created to support maltreatment and mental health in Barbados, Trinidad and Tobago, and Suriname. Within children in crisis, collaboration from a science and public health perspective are being generated to support assessment and management of children and their well-being during natural and man-made crisis.
• The Zambian Early Childhood Development Project was established in 2009 to address the lack of information available in early childhood development in sub-Saharan Africa.  An assessment tool was created to measure effect of child development due to the anti-malaria campaign. The tool, which is separate for children and parents, ask questions about home life, school, social emotional development, and education of parents.  The test for children assesses many skills including fine motor, vocabulary, expressive language, attention, and letter identification.
• Nucleo Ciencia Pela Infancia, a projected launched in Brazil in conjunction with leaders, politicians, and scholars works to create and implements policies and programs, based on health and children development, which will benefit young children and their families.

Resource: http://developingchild.harvard.edu/activities/global_initiative/

Web Resources Pt. 2

This week I returned to the National Black Child Development Institute website and I was slightly disappointed.  I signed up for the newsletter but I have yet to receive one.  I went directly to the initiatives tab and was disappointed when there was little information available and the only recent information was about the National Head Start Conference held in June.  I clicked on other initiatives thinking it would have more recent information but it did not. 

Every time I visit a professionals organizations’ site I explore professional development opportunities; this site mentioned information regarding the annual conference.  The conference, which will be held in October, is offering 2 seminars that I would professionally benefit from; Strengths-based coaching and early childhood educators as advocates for change. Unfortunately, I will not be able to afford to attend the conference.  This week my exploration was limited and slightly frustrating.  I will check back next week in hopes of receiving a newsletter by then.

Update on professional contacts: No change from last week.  I have not gotten a response back.

Resource: http://nbcdi.org/blog/category/early-childhood-education/ 

Web Resources

The National Black Child Development Institute (http://nbcdi.org/) was born during the late 1960’s, during a time when people began to rally together to create social change.  Incorporated in 1970, NBCDI began work to improve the life of the black child (History, 2102, para. 1).  The mission, “to improve and advance the love of black children and their families through education and advocacy”, has remained foremost, as the institute focuses on early childhood education, secondary and elementary education, health and child welfare (NBCDI History, 2012, para. 2).  NBCDI, provides direct services to education professionals, families, and specialist including social workers and other professionals (History, 2012, para. 3-4).  There are core programs which the institute focuses on that accomplishes their vision and promotes nationwide attention: Love to Read, The Parent Empowerment Program, African American Parents Project, SPARK (Supporting Partnerships to Assure Ready Kids, Entering the College Zone, and the National Affiliate Network (NBCDI History, 2012, para. 5). 

This week we focused on changing demographics and diversity and in Dr. Graces’ interview she mentioned that curriculums may need to be adjusted to address the chaining demographics (Laureate Education, 2011).  NBCDI has also begun to address this issue by developing a Cultural Competency Improvement Tool (CCIT) (Home, 2012).  This tool can be used to review the cultural competence in health and nutrition curriculums used for all aged children.  Why is this relevant? The changes in population include increases in Latino, African American, and Native American children and families which have reached epidemic rates for childhood obesity (NBCDI, 2012).  As educators prepare for increased diversity, we must not forget cultural components such as nutrition, food, and nutritional habits that will affect children and families. 

Link to Cultural Competence Improvement Tool:

http://nbcdi.org/wp-content/uploads/2012/06/DRAFT-CCIT-June-2012.pdf

Resources

Laureate Education, Inc. (Executive Producer). (2011). The effects of changing demographics and diversity on children, families, and the early childhood field [Audio].  Issues and Trends in the Early Childhood Field. Baltimore, MD: Author

National Black Child Development Institute. (2012). About: history. Retrieved July 6, 2012 from  http://nbcdi.org/about/history/

International Contact/ Professional Organiation

I was somewhat hesitant in embracing this assignment.  My first thought was that I would have a difficult time connecting with someone who I email out of the blue.  However, I thought about the endless possibilities of being connected to other professionals across the world and how I could greatly benefit from it. I have to be honest… my first rational for choosing professionals to contact were locations that I am interested in visiting.  My next “filter” in deciding who to contact was whether they were male or female.  My reason for contacting females over males was the cultural component of communication between men and women across the world.  I have attempted to contact Mrs. Bimno at the Ajoke International School in Nigeria, and Jane Lim of the Association for Early Childhood Educators in Singapore.  Although I have not received emails back, I am hopeful I will be successful in my attempts to establish a relationship.  It has been one day since my initial email, and if I do not hear back from either Mrs. Bimno or Ms. Lim by next Tuesday (7/3) I will choose the alternative to complete.

            Of the list of organizations posted, I was aware of a few of them both nationally and internationally.  As I scrolled through the list I was immediately attracted to the National Black Child Development Institute and the Association for Childhood Education International.  I was unaware there was an organization, that was dedicated to the development of African American children.  I have decided to select this organization to following because I currently serve and support African American children in my work position, I am an African American who is dedicated to providing the best education and support for my community, and it has an affiliate group close to me.  Although, I will not follow the Association for Childhood Education International for this class, I will add this to my list of sites to check frequently and as possible membership option. 

How are you, my colleagues, feeling about reaching out to other professionals worldwide? Did you have the same hesitations as I did? What is your plan to create a long lasting relationship?

Tip: some of the emails are being bounced back.  There are some professionals that have common email servers (yahoo.com) that I tired that have not bounced back. Check the websites that are linked to the address to make sure they work before you send. 

My Supports

There are many supports in my life.  The first support is God, as without him nothing is possible.  Another support is my boyfriend of 4 years.  He listens when I need ears, he encourages me, he calms me down, and he loves me for who I am.  Another support is my mom and dad.  They support me in decision making and help with navigating this thing called adulthood and life.  My friends are emotional support, especially since I embarked on a lifestyle change to lose weight and finish my master’s degree.  Aside from people, I have supports that help to keep me organized that are truly helpful.  I use post it notes daily for everything.  They helped to keep me organized.  Post its also help to prioritize my daily and weekly to do's.  My planner is also a great support in keeping me organized.  My cell phones, both work and personal, hold all of my contacts and emails which is very helpful to have access to immediately.  There are certain apps I use that support me in my quest to maintain a healthier lifestyle such as live strong and Nike training app.

All of my supports are very important to me and without them I feel lost and unorganized.  I almost lost both my mom and dad last year within a day apart and it was the worse feeling I felt in my life.  It would be hard to lose the support of my friends and loved ones.  If it were to happen, I would cherish the advice and support I received over the years; knowing their voices would speak to me at the right time.  If I did not have my planner or cell phones I would use the older method of keeping an address book and creating list on sheets of paper.  It would take longer and would require more organization but, would serve the same purpose. 

If I had to imagine a disability, it would be losing the function of my legs and having to use a wheel chair.  I would really need the support of my family and my boyfriend.  I would have to have modifications done within my home to enter the house and also to gain access to the kitchen to cook and bedrooms upstairs.  I would need supports in my car to help me drive without the use of traditional breaks.  I imagine I would need support of a physical therapist to gain strength to move and adjust to my new lifestyle.  My boyfriend would have to support me in getting dressed and bathing.  Without supports from people and modifications made to my environment I would probably become very depressed. I we all people have challenges and although some are more difficult than others, with the support of family and friends, a spiritual being, and belief in yourself anything can be achieved. 

Connetions to Play

Quotes about play

Play is hard to maintain as you get older. You get less playful. You shouldn’t, of course.

Richard Feynman
American physicist
1918–1988

We don't stop playing because we grow old; we grow old because we stop playing.

George Bernard Shaw
Play was a huge part of my life as a child.  What I most remember is playing dress up with fabulous coats, dresses and big shiny jewerly my aunt left when she died.  I loved Barbie dolls and when I wasn't in the house, we were at the beach playing in the sand and flying kites or in Rock Creek Park riding bikes.


        
Both my mom and dad encouraged play, providing my sister and I lots of space, materials, toys, and time to play. I played daily as I was not allowed to watch TV during the week and we did not have gaming systems.  Play was very important as I learned how to work with others, fostered my imagination, and dreamed of going to other places and becoming whoever I wanted to be.

I feel sad when I think about the current state of play.  TV and video systems have replaced play and spending time outside.  When I was a child I was told to stay outside until the street lights came on.  Now, many children come home and sit infront of the TV or play video games until its time to go to bed.  In school, play time has drascally decreased, if it occurs at all.  It is my hope that parents,educators, child care providers, and caregivers learn and recognise the importance of play.  I hope that children find joy in pretending, will one day build cities with whatever they find, and create, imagine, and enjoy being a child.

Relationship Reflection

I have learned over the years the importance of true friends and the value of having authentic relationships with friends and family.  Relationships, of all kind, I have come to believe support  who you are at the core.  Relationships are not meant to comply but should compliment a persons beliefs and values.  I learned your real friendships and relationships keep you humble, encourage growth, and love hard.  My most successful relationship has been with my girl friend Danielle.  We have been friends 19 years in August, truly my longest friendship ever (I'm 28 so its almost my entire life).  Danielle and I do not always agree be we have learned to respect our differences, we challenge each other when we think we should, we question each other especially when it comes to decisions about health and men, we support each other even when we disagree.  She loves hard, tells the truth when you don't want to hear it, and will ring the alarms when its time to handle business.  I have learned that a true friendship supports, loves, are is truthful 100%.  My other best friend is a guy named Reggie.  He is my right hand.  We have known each other for 11 years but have been very close for 6.  He helps me to see things differently and challenges me to be better, especially in regards to my relationship with my significant other.  With Reggie, I also learned the value of truth.  But more importantly, I learned that real friends accept you for you and not for what you can do, will do, or should do. 

Currently I am in a relationship with a great man, Kullen.  Kullen and I have been together for almost 4 years.  This is the most difficult partnership I have ever had.  Although we are in a relationship we are also in a partnership as we both help to successfully raise a child and run a home.  Communication is the biggest challenge in this partnership as it took, and it still taking, us a long time to get it.  We found that we have to work hard to ensure the other partner is digesting the information in the meaning we intended.  I have learned the power behind my tone of voice and I am learning to have better control with it.  Within this parentership there is a lot of compromise and sacrifice which at times is difficult.  The difference between friendships and partnerships is the degree of compromise and Scarface. Kullen and I are working toward forever goals and although my friends and I will always be forever, the work to maintain each relationship is different. 

Aside from the boyfriend and best friends I have an awesome relationship with my dad and mom .  I have learned through all of these relationships that it takes two for a relationship to flourish and survive and it requires work.  Within my relationships, I have learned the importance of self reflection and the power of honesty and real love. My friendships and relationships all challenge me to be better and advocate for me.  Having someone always in your corner, supporting you, cheering you on, and just being their is an indescribable feeling.  Just as important it is for adults to have that person, whether family member or other, children also need that person, and sometimes that person is the teacher.  ECE professional should understand the value of creating relationships with young children as it helps to foster positive self image and creates an environment for trust. 

Interesting Quote about Children

"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children".

- Lilian Katz

Measures of Assessment

 
I have hated the idea of formal standardized testing since I had to take them in grade school. My dislike for such test increased when I began teaching in the classroom and I realized the focus was not if the child has mastered the skill but more on the overall performance of the school and what it said about the school and its admin team. There has to be some type of measurement to assess mastery of skills, but it should be modified to support the various learning styles.  By doing so, a more accurate depiction of what a child has mastered can been seen. As teachers, modify lessons for the various types of intelligences in their classrooms, test takers should be allowed the option to show mastery in a format that best suits their learning style.  As we all learn differently, we also express our intellect and mastery differently. In ECE I think social emotional growth and development should be assessed only. Without foundations of social emotional competency, children will have a difficult time in school and in life. As children get older, math and literacy skills should be assessed but in a manner that aligns with individual learning styles.


In Australia, children are formally tested at certain grade levels; 3rd, 5th, 7th, and 9th grade. The National Assessment Program Literacy and Numbers (NAPLAN) consists of multiple choice, short answer, and extended response questions. NAPLAN is used to assess how students are progressing in the study of literacy and math. Number, writing, reading and language are assessed with this test.


NAPLAN sounds very similar to those standardized test children are given in the US, as they too are also used to measure the quality of teachers and the schools.


References:
National Assessment Program Literacy and Numbers (2012). Ourkidz. Retrieved from http://ourkidz.com.au/content/view/87/156/lang,en/

Childhood Stressors

This assignment was difficult for me in that I have never experienced any of those stressors listed growing up as a child.  It was not until college where I heard my first stories of people growing up poor.  I remember the story my friend told me of her experience.  Her, her mom, and her brother lived in a 1 bedroom apartment.  They received public assistance to pay the rent, get food, and pay bills.  They all slept in one bed in a rodent infested building.  On morning she was sleeping and woke up to a dead rat in her bed.  She said she was forced to work as soon as she turned 13 to help bring income into the house.  She said there were many days were they had limited food and many times she went to bed hungry.  Her mother worked but did not make enough to fully provide for the house.  Her experiences with poverty are her driving force for the work she does today.  She is a member of many organizations that empower girls and help guide them to make the right decisions.  She is extremely money conscious, ensuring that she and her son would not fall into the situation she was raised in as a child.

There are many stressors children face in Brazil.  Poverty and drug use are very common among children as more than half of the countries population lives in extreme poverty (Children  of Bahia, 2005).  It is estimated that 8 million children are living on the streets.  Brazil has one of the highest populations of AIDS in South American, which effects families and children (Children of Bahia, 2005).  Last year the government implemented a program called Brasil Sem Miseria (Brazil Without Poverty).  This program is designed to provide health and education programs as well as giving money to the poor (BBC, 2011).  In return for some of the services, guardians must ensure their children attend school and are vaccinated (BBC, 2011). 


Resources

Children of Bahia (2005). Child Poverty in Brazil. Retrieved from http://www.childrenofbahia.com/childpoverty.htm

BBC News (2011).  Brazil launches scheme to lift millions out of poverty. Retrieved from http://www.bbc.co.uk/news/world-latin-america-13626951

Child Development and Public Health- Malnutrition

As I work in different areas and schools, I understand how important proper nutrition is to the development of young children.  Many school districts are beginning to implement healthy breakfast for all young children at no additional cost.  I can be honest and say I had reservations around breakfast being served to children in school, as it is one less responsibility parents will have.  However I know in low income areas, children do not have access to healthy meals and snacks and developing healthy children is the responsibility of everyone who functions within the society.   Malnutrition causes 30% of deaths in young children from birth to age five (WHO, 2012).   Malnutrition can effect proper brain development, stunt physical growth, and increase acceptability of diseases (Berger, 2009, p.157).  Malnutrition is affecting almost 195 million children around the world.  An insufficient amount of essential nutrients, including protein, fats, carbohydrates, vitamins and minerals, is the main source of malnutrition, not just a minimal amount of food (Doctors without borders, 2012, para. 1, 3).

 There are the “hotspots” for malnutrition which includes Sahel, South Asia, and the horn of Africa.  In some South American countries, the implementation of nutritional programs has begun to decrease malnutrition rates among young children (Doctors Without Borders, 2012, para. 5, 7).  In South Asia, malnourished children have high deficiencies in iron, vitamin A, and iodine.  Poverty is the main cause of malnutrition, although status of women in society, low birth rate, poor hygiene, and poor child feeding practices also contribute.  Approximately, 1/3 of children are malnourished and over 1/3 of women are underweight and malnourished (The World Bank, 2011). 

It is important that parents and teachers are educated about nutrition and the effects of proper and improper nutrition.   I will include such information as part of my advocacy work with parents in efforts to increase their support for healthy development for their children.  In my work with teachers, I will begin to include more nutritional pieces as it is vital to the development of the “whole child”.

Resources

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers

Doctors Without Borders. (2012). Malnutrition. Retrieved from http://www.doctorswithoutborders.org/news/issue.cfm?id=2396

The World Bank. (2011). South Asia. An urgent call for action: undernourished children of South Asia.  Retrieved from http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/SOUTHASIAEXT/0,,contentMDK:22264595~menuPK:158937~pagePK:2865106~piPK:2865128~theSitePK:223547,00.html

World Health Organization (WHO). (2012). Promoting proper feeding for infants and young children. Retrieved from http://www.who.int/nutrition/topics/infantfeeding/en/index.html

Birthing Expereince

It is difficult for me to write about a personal birth experience.  Of course I do not remember my own, I do not have any children, and I have not been in the delivery room for any of my friends (only 3) who have had children.  What I can say is that of all my friends who have had children, all asked for assistance from pain medicine, and 2 of the 3 were vaginal.  The cesarean birth was not by choice but a choice made by the doctors.  When the time comes for me to have children I would like to explore the process of natural birth with the assistance of a midwife and doula.  I think the birthing process is amazing.  The impact of the process on child development for me focuses on the parents and how the birthing experience can enhance, change, or deepen their feelings around the freedom and exploration they give their children has they grow. 

In Japan, the birthing process is different than that in the US.  Many women choose to not use pain medicine as representation of suffering in the Buddhist religion. Enduring pains through labor is a representation of the pains and challenges a women will endure during child raising.  This practice of not using pain medication is slowly beginning to change as the use of meds can allow for a more pleasurable birth experience.   During labor in the US, fathers are often the labor coaches and/or present during delivery but, that is not common practice in Japan.  Fathers are only allowed to be present if they have taken prenatal classes with the mother.  Also in Japan women stay in the hospital much longer than women in the US after giving birth.  My friends who had vaginal births were sent home in 3 days and my friend who had a cesarean delivery was sent home after 7 days.  In Japan, mothers stay at the hospital for at least 5 days after a vaginal birth and a minimum of 10 for ceserean birth.

Resources

Schalken, L. (n.d.) Birth customs around the world. Parents. Retrieved on March 3, 2012 from http://www.parents.com/pregnancy/giving-birth/vaginal/birth-customs-around-the-world/?page=4

Code of Ethics: 3 important ideals

I-3C.2- To create and maintain a climate of trust and candor that will enable staff to speak and act in the best interests of children, families, and the field of early childhood care and education. (NAEYC)

III. 3.3- We shall recognize and respect the dignity, diversity, and autonomy of the families and children we serve. (DEC)

II.2- We shall continually be aware of issues challenging the field of early childhood special education and advocate for changes in laws, regulations, and policies leading to improved outcomes and services for young children with disabilities and their families. (DEC)

As I am growing in my profession and as a leader within the field of early childhood education, it is important to stay aware of all the current policies, developments, and changes within the field.  In doing so, I will become a better resource to those who have limited access.  Staying up to date will also enhance my performance as an advocate and it will position me so that I will always be able to make intelligent choices and decisions; knowing, it can be backed by resources, data, policy, research, and experience.  In efforts to serve families and children, the value of trust is vital to my success.  It is important for me to be truthful and honest but also humble when working with families and children.  Honesty and truth will help to form relationships and show dedication and commitment which are important qualities for families to feel from ECE professionals.  Trust and honesty are also important for me to possess as I build and maintain relationships with colleagues and other ECE professionals.  In order for me excel I have to have a wide resource pool which includes professionals, and without the support and contribution of others it would be impossible to move forward within the field.  Aside from trust and truth, I should always have and maintain respect for families and their children.  With such a wide array of cultures, diversity, economic statuses, and family compositions, no family is alike.  As I continue to flourish within the field, keeping these 3 ideals close to heart will allow for continued success; as education, respect and honesty are fundamental qualities of success in life and prosperity.

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/

Course Resources

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://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, 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://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://www.fpg.unc.edu/~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://worldforumfoundation.org/wf/wp/about-us
  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-usnc.org/
  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.
  

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/
  
  
• The Erikson Institute
  http://www.erikson.edu/
  

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)

• 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 Additional Resources

The National Early Childhood Technical Assistance Center
http://www.nectac.org/topics/menhealth/menhealth.asp

PBS Teachers: Early Childhood Article Archive
http://www.pbs.org/teachers/earlychildhood/articles/archive.html

Book: Literacy and Young Children: Research- Based Practices.
         Edited by Diane M. Barone and Lesley Mandel Morrow

Words of Inspiration and Motivation

“We don't think about child care properly. We continue to think about it as a service that lets mothers and fathers go to work, which of course it is, so it's easy to think about it that way. But it's also the environment that determines a considerable part of the growth and development of children. And once you start thinking about it that way it's a different ball game.” ~ Edward Zigler, 2002

“You have to shoot for two things, to make sure that everything you do is quality and that everything you do is true to a model that includes parents, addresses the whole child and is of appropriate intensity.”~Edward Zigler, 2004

"If you as parents cut corners, your children will too.  If you lie, they will too.  If you spend all your money on yourselves and tithe no portion of it for charities, colleges, churches, synagogues, and civic causes, your children won't either.  And if your parents snicker at racial and gender jokes, another generation will pass on the poison adults still have not had the courage to snuff out."~ Marian Wright Edelman

“Somehow we are going to have to develop a concept of enough for those at the top and at the bottom so that the necessities of the many are not sacrificed for the luxuries of the few.” ~ Marian Wright Edelman

"Working intently with children and families was almost like earning a doctorate because every year there was always a specific challenge."~ Renatta M. Cooper