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