Consequences of Studying Early Childhood on an International Level

Throughout the course, I have been provided with a plethora of resources that have given me insight on early childhood care and education around the world. I was shocked to find out that languages may be different and culture may change, but the principles of how children learn pretty much remain the same. There are several consequences to learning about early childhood programs around the world and I am excited to share them with you.

The first consequence is that I would like to travel to another country to teach. I think this would immerse me in another culture and allow me to practice what I have learned with a different group of students. Another consequence is that I have embraced the concerns and barriers of all cultures and have attempted to address them within my classroom. The third consequence is that I am encouraged to stay abreast of information that might give me insight on how to reach students who come from different countries and who speak different languages. It has helped me to increase my awareness of my ability to provide an equitable and excellent education to the students I teach.

One goal that I have for the early childhood field is to provide more interactions with early childhood specialists and teachers from other countries, and even opportunities to swap classrooms and experiences.

Sharing Web Resources: Professional Development

           Over the past four weeks, I have been navigating through and studying the resources located on the website for the National Association for the Education of Young Children. This This week, I decided to visit the Professional Development section of the NAEYC website (www.naeyc.org). While exploring this section, I learned that the NAEYC offers several different professional development opportunities that include online training sessions, training dvds for use at home, and annual conferences to increase the knowledge and skill of early childhood professionals.

Online learning classes range from information regarding developmentally appropriate practices to an opportunity to eLearn using the Teaching Young Children Magazine. Early childhood professionals also have the opportunity to engage in face-to-face trainings about communication in difficult situations as well as classroom based assessment for preschoolers.

NAEYC’s annual conference is held nearby in Atlanta, Georgia this year and the focus is “Developmentally Appropriate Practice in the 21^st Century. The keynote speaker is Mem Fox, an Austrailian picture book author. Surprisingly, I also learned that the Walden University Richard W. Riley College of Education and Leadership is a year-round sponsor or the NAEYC. Given that the focus of the conference is on developmentally appropriate practice, this ensures that children enrolled in the programs of attendees have the potential to ignite their learning in new ways. It also guarantees that these participants will receive training in how to use strategies that agree with the way children develop and learn.

Harvard University Center on the Developing Child

After thoroughly exploring Harvard University’s “Global Children’s Initiative” website, I was originally struck by the interactive resources, especially “How Early Experiences Get into the Body: A Biodevelopmental Framework.” In this interactive resource, researches discuss how a strong foundation is necessary for a productive society. “These scientific advances explain how early experiences are biologically embedded in the development of the brain and other organ systems and have long-term impacts on physical and mental health as well as cognitive, language, and social skills” (http://developingchild.harvard.edu/).  The resource seeks to identify ways to prevent unhealthy developmental experiences in an attempt to strengthen our families, communities, and society as a whole.

            From exploring the website, it is evident that the Center on the Developing Child has tapped into, is aware, and is sharing its findings on the role of science in the development of children. Several articles and publications discuss the brain and how it shapes experiences during the early childhood years. When I think of how this applies to equity and excellence in early care and education, I can’t help but shift my mind into preventive mode to ensure that each child, under my care, has positive experiences to build on. Sharing this information with parents, colleagues, and community members may help increase awareness as well as encourage others to begin ensuring that they provide children with the opportunity to make positive connections with the world around them. If this is done, children and students may inherit a desire for learning and interaction and explore the world around them more freely, without fear, hesitation, and limits.

Sharing Web Resources: NAEYC

Over the past four weeks, I have been navigating through and studying the resources located on the website for the National Association for the Education of Young Children. This website offers a plethora of informational resources, but this week, I decided to focus on their position statements. As an early childhood professional, these resources help me to remain centered on child development and early learning within the classroom and are crucial to my professional development. They help shape my beliefs and classroom practices as we move towards a central focus on early childhood care and education within the United States.

            This week, one particular position statement, titled “Still Unacceptable Trends in Kindergarten Entry and Placement”, caught my attention. After reading articles about economists, neuroscientists, and politicians supporting early childhood education, this article helped continuously bring awareness to quality early childhood programs and practices in which investments can be made and lifelong benefits can be achieved. Reading this article provided greater clarity and balance as it pertains to administrative and educator roles and the way young children learn.

            Due to outside factors, administrators, educators, and parents are pressured for children and students to learn developmentally inappropriate standards using developmentally inappropriate methods. Given this outside influence, economists, neuroscientists, and politicians have the ability to make decisions and share information that promotes quality early childcare and education. The opportunity for collaboration across each field is evident as we all work together to ensure children are receiving a quality developmental experience.

Source:
www.naeyc.org

Poverty in China

            Though I have yet to give up hope on making professional contacts with those from another country, while I await responses, I have taken a look at the condition of poverty amongst children in China, courtesy of the Childhood Poverty Research and Policy Center’s website. I was particularly interested in China because of its One-Child Policy. Naturally, one would think with such an attempt to control the population, childhood poverty couldn’t possibly be a threat. Well, like many others, I have had to rethink my thoughts. In China, a surprisingly 4.2 million children live in absolute poverty and 8.7 million live in disadvantaged conditions. This is significantly less than the 16.4 million children who lived in poverty when the 2010 Census was taken.
            Though China does have a one-child policy, population can’t and hasn’t protected the country from experiencing poverty. Over the years, China has increased its interdependence on other countries which has increased the amount of goods, services, technology, and capital leaving the country. This alone increased the nation’s vulnerability to poverty. Also adding to the likelihood of poverty becoming a striking trend throughout the country, education costs drastically increased, and due to the economy, families were not able to afford them (www.childhoodpoverty.org).

References

Childhood Poverty Research and Policy Centre. (n.d.) Country overviews. Retrieved from http://www.childhoodpoverty.org/index.php?action=countryo

NAEYC

This week, I reviewed the website for the National Association for the Education of Young Children. The mission and vision of this organization is to “is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources.” One prominent theme presented throughout the website that ties directly into the organization’s purpose is informing the early childhood community (professionals and families) about current news in the early childhood field. The homepage of the website is filled with excerpts from recent publications of Young Children and other NAEYC books. The website’s resources have a clear focus on assisting the community in providing quality childcare and encouraging the whole development of young children.

For more information, visit the National Association for the Education of Young Children online at www.naeyc.org.

Establishing Professional Contacts and Expanding Resources

This week, I attempted to establish contact with two early childhood professionals. I used the Global Forum website in order to assist me in this endeavor. I am still waiting for a response from them both, however, most of the emails that I tried that were listed on the site returned invalid. If I do not receive contact by the end of the week, I will consider completing the alternative assignment to Part I.

            For Part 2 of the blog assignment, I have chosen to review the National Association for the Education of Young Children’s website at http://www.naeyc.org/. I look forward to not only reviewing their website, but also reading their position statements on their beliefs about the Early Childhood field.

My Daily Supports

When I think of the word support, my mind is immediately drawn to the role of cheerleaders in any given sport, cheering their team on to victory. When I look at the environment around me, including the people in my life, I am surrounded by supportive friends, family and colleagues who help me achieve my goals in numerous ways. I'm the first to say that being a teacher and being in graduate school isn't the easist task in the world, but it's something that I have chosen to do for me and for my students. With this task comes the juggling of everyday housekeeping, yardwork, exercising, and making time for family and friends. When socializing with my friends, they constantly ask me if I've finished my homework and how I'm doing on my assignments. Some of my friends offer to help me by mowing the lawn and fixing odds and ends throughout my home. Without these supports, I would definitely feel as though I had the weight of the world on my shoulder. My friends realize that I have a lot on my plate and oftentimes make it easy for me to achieve my goals by helping me without hesitation.

My family is also very supportive. Though I live far away from my parents, my brother, and my extended family, they are just a phone call away. They are there to talk to about important events that are happening in my lilfe as well as to provide encouragement for me daily. When speaking with my colleagues about our graduate work, we develop a sense of unity that we are all here to accomplish the same goal, and that is being dedicated to the quality education of young children. We share ideas, stories, struggles, and successes, which brings us closer to each other and gives us strength to make it through the day, week, month, and year. All of these support systems together help me and encourage me in reaching my goal of obtaining a Master's degree here at Walden.

Without these supports,  I'm almost positive that it would be difficult for me to maintain focus and balance in my life. Having studied throughout the Early Childhood Studies program, I believe that it would be very difficult for me to survive mentally, physically, and emotionally without these supports and relationships in my life.

At this stage in my life, I think it would be very challenging for me to accept anymore responsibility roles, such as leadership, at work. Though I do have a desire to make a difference in the lives of children, I don't want to overwhelm myself. I believe with more responsibility at this stage of my life, something (either my health, my family, my quiet time, etc) would suffer. A former college professor once mentioned that whenever we give 100% to one thing, something else goes lacking. In order for me to take on more responsibility at work, I would definitely need more help at home. It may have taken me a while, but I do realize that I can't do everything by myself. I've taken off my superwoman cape and only take on the things that I can manage.

My Connections to Play

Though I don't remember much about play in my early childhood days, this quote summarizes what I learned from some of my most enjoyed activities with family and friends.

"Playground games such as "Mother May I?" or "Red Light/Green Light" develop self-control and social skills; board games promote taking turns, strategic thinking, and problem-solving; sports, playground equipment, and blocks or other construction activities augment physical coordination; and word games promote lingustic and social skills. Children need an atmosphere in which exploration and play ar...e valued and encouraged, a print-rich environment in which books encourage verbal skills; materials challenge the imagination, and there is positive social interaction. A play-derived environment in which children rely too much on "screen time" - video games, television, movies, and computer-based diverion - to fill their time is sterile and seldom draws upon creativity." - Miquela Rivera, "The Powerful Effect of Play in a Child's Education".

Miquela Rivera's explanation of the importance of play reminds me of what it was like as a child. It's unbelievable to read this, look back and realize that those games had an underlying purpose and the experiences were priceless.

"Play has been man's most useful occupation." - Frank Caplan, Contemporary American Author

Though I'm not ver old, I can remember my uncle taking the time to make me a doll house by hand. After constant visits to his house and watching step by step, the product was finally finished and ready to take home. Once home, I enjoyed hours upon hours of play with my newly built doll house and felt very special that he would take the time to do something like that, just for me.



Living in a major city and driving on interstate highways reminds me of the times my brother and I used to race our cars on the windy tracks on my bedroom floor. Then, I lived in a small town and I had no idea that a "Spaghetti Junction" could be real. Today, I frequent Spaghetti Junction, and I still find fascination in the loopdy loops. 

Though a more structured play, I distinctly remember playing basketball outside with my brother and children from our neighborhood. Though there were already rules to the game, playing basketball with other people helped develop social skills amongst me and my friends.

Reading about the different types of play has encouraged me to attempt to incorporate them more into my early childhood classroom. Now that I am responsible for teaching Science and Social Studies, I believe that I can incorporate constructive play more into the classroom. Knowing that each type of play has a direct effect on a child's development, I can make a more deliberate attempt to meet students needs in this area.

Why is Bonding with Baby Important?

One of the first concepts we discussed in this class was the importance of parent and child relationships. Within this, I learned that as a caregiver, I have the ability to help shape a child's life by making him or her feel more comfortable learning new concepts and providing the support necessary to learn and grow.

I would like to thank all of my classmates in Early Childhood Development for their insights in the development of children, posting comments on my blog and responding to various discussion postings within Blackboard. It has really helped me to learn and grow as an educaor.

Consequences of Stress on Children's Development

During an informal interview with a close friend, she mentioned that she had an experience with racism as a young child. As a third grader, she experienced being called a “nigger” by a young white boy in her class. This affected her emotionally and mentally. When this situation happened, she felt helpless. Although others were around, no one came to her defense and no one comforted or consoled her. Though this happened in the Third Grade, she was unable to vocalize how she felt and deal with the issue until her sixth grade year.

Because of this incident, she began to ignore conflict that dealt directly with her. She avoided confrontation and often ran in the other direction. Being called such an inappropriate name at such a young age, left a lasting impression. She began to realize that she was different and she felt as though she had to work harder in life to prove that she was just like or possessed an even better skill set than her counterparts.

As a result of this incident, she developed a dislike for white people, males and females alike. She became less receptive and open to befriending them and often may have made prejudgments about them, based on the color of their skin.

Children all across America will probably feel the sting of racism at some point throughout their lifetime. Racism and it’s crippling effects are felt throughout each race, ethnicity, and culture in the world. Mindsets can often be passed from parents to children to grandchildren without proper acknowledgement.

According to Marilyn Elias, racism has a mental effect on children far beyond their early childhood years. The most common mental health issue related to racism is depression. Hispanics who report racism are more than three times as likely as other children to have symptoms of depression and blacks are more than twice as likely to experience depression.

“It is well established that both Indigenous Australians and Māori have a state of health and wellbeing far below other groups in their respective nations. The estimated half a million Indigenous Australians comprise 2.4 per cent of the Australian population and are the most disadvantaged group in Australian society. They suffer from high rates of unemployment and incarceration, low income, substandard housing, and a high burden of ill health and mortality, including a life expectancy that is seventeen years less than other Australians.”

These disadvantages among the people of Australia are highly attributed to racism. Indigenous Australians are seen as less than by non-indigenous Australians. They believe that they are dependent upon welfare as well as more likely to receive government handouts.  Children are effected in all three aspects of their development: biosocial, cognitive, and psychosocial. For more information, click on the link below.

http://www.lowitja.org.au/files/crcah_docs/Racism-Report.pdf

Sources:

USA Today
http://www.usatoday.com/news/health/2009-05-05-race-depression_N.htm

http://www.lowitja.org.au/files/crcah_docs/Racism-Report.pdf

Child Development and Public Health

Several years ago, when I started my first Master’s program, I found myself extremely tired from being constantly on-the-go. After contemplating what I could do to feel better and increase my daily stamina and endurance, I was sure that eating out each day was not helping. After careful thought, I began to change my diet. I began to cook more and eat out less. I began choosing healthy snacks and researching which foods I needed daily for my body to last through a full day of teaching and full night of lectures.

Though I’ve always been an athlete, three years later, I’ve found a healthy balance of eating right and exercising that keeps me energized and ready for whatever comes my way. After developing and reaching my personal goals, I became more interested in teaching others, especially children, how to live a healthy lifestyle. Afterall, how many times do we really have the opportunity to teach Health within our classrooms?

After reading about public health measures in The Developing Person Through Childhood by Kathleen Stassen Berger, I gained curiosity about the state of public health in Africa. I specifically took interest in the state of the nutrition in Africa.

In the United States, we are fortunate to have a MyPyramid that provides detailed information of the types of foods that we give our bodies maximum nutrition. We are also fortunate to have a plethora of resources that provide affordable options for us. When researching nutrition in Africa, I found that they encourage one not to teach about the three different food groups (energy building foods, body-building foods, and protective foods) because some foods belong to more than one group and can provide more minerals, nutrients, and vitamins. Though there is a plethora of information that provides education about nutrition in Africa, there is no organized “pyramid” or similar structure to go by to help the people of Africa develop and maintain healthy nutrition.

In Africa, there are also many factors that affect healthy nutrition in Africa that most people may not experience in the United States. These factors include but are not limited to the fact that Africa is still developing. The economy, agriculture, and the environment are all factors that may affect one’s ability to live a healthy lifestyle. Households are also affected by population growth and the widespread epidemic of HIV/AIDS.

In addition to the focus I have started placing on our health standards, I plan to incorporate the health condition of places like Africa into our lessons. Hopefully, this will help students understand the importance of proper nutrition and encourage them to make healthy choices.

Childbirth in My Life and Around the World

I haven’t had any children and I don’t quite remember the experience my mother had when I was born or the experience I had when I so eloquently presented myself to the world. I’ve always been curious about pregnancy as I watch many women go about their day with another being inside their uterus. How does it feel? What is it like?

Three years ago, a co-worker of mine was hospitalized due to complications with her pregnancy. She was always on the go, a very busy woman. Another first grade teacher and I went to visit her. Though she was hospitalized, she was constantly on her laptop, which the nurses finally took away, determined to finish her dissertation. In the midst of our visit, she began experiencing contractions. As she clinched the bed rails and moaned in pain, I became scared. This was my first time seeing someone experience the pain of childbirth and it changed my perspective on what it would be like. Though she was a woman of strength while her husband was away, I knew that this was something that I did not want to go through alone.

Though I don’t know a lot about pregnancy, I am familiar with some traditions related to childbirth within my family. The elders of my family encourage us not to do certain things, not to listen  to certain music, and to be careful what we do or say around the baby. I once asked a parent of a student I taught how her children became so smart and intellectual. She mentioned that she believed it had a lot to do with what she was doing while she was pregnant with each of them . She further mentioned that when she was pregnant with her middle child, she was finishing her master’s degree. She did a lot of reading which might explain why her daughter always has a book and thinks outside the box.

When comparing my childbirth experiences, or the experiences of others, with childbirth experiences in China, I realize that there are some similarities and some differences. Of course, in China, they are encouraged to have just one child. In some families and cultures in America and other places around the world, the more children the merrier.  In both China and in some families, parents of unborn children are encouraged to read stories to their fetus. Contrary to the views in China, many women that have been pregnant consider it okay to have sex during their pregnancy. In China, sex is strictly forbidden.

In the United States, many new parents opt to have an ultrasound in order to determine the gender of the unborn fetus, but in China, the government has strictly prohibited it. Women in China give birth without their husbands present.

Source:
http://mqhrg.mcgill.ca/i/kartchner_Callister.pdf

Thank You

This semester, I have had the privilege of sharing with and learning from wonderful professionals in the early childhood field. It has been a pleasure reading your thoughts and perspectives about early childhood learners and their families. I hope we can keep in contact with each other through continued posts and interactions online!

Ethically Sound Practices

This week I had the opportunity to read the Code of Ethics from both the National Associaltion for the Education of Young Children as well as for the Division of Early Childhood. While reading, several of the ideals and principles, mainly from the NAEYC Code of Ethics resonated with me the most and they are as follows.

Section 1
Ethical Responsibilities to Children
Ideal 1-1.1: To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

Education is always evolving, new research is constantly being revealed, and the pendulum is always swinging in the opposite direction.Though it may seem overwhelming, staying informed will not only increase our ability to effectively ensure the positive development and growth of young children, but it will also help us to advocate with purpose.

Section 1
Ethical Responsibilities to Children
Ideal 1-1.11: To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.

Before reading this article and after making the commitment to reimmerse myself in the Spanish language, I had a discussion with my Hispanic students. I read a few sentences from an instruction manual to them and asked them what it said. They smiled, because I was speaking Spanish, but only knew a few of the words. When I asked them why they didn't know, they mentioned that they haven't learned them yet. As I remembered that they were only in the Third Grade, I asked them how they learned to speak Spanish and both girls stated that their mothers taught them. From this conversation, I realized that these girls were first generation Americans, meaning that they were the first of their family to be born in the United States. They were the first in their families to be raised in the United States, attend American, English speaking schools, and be immersed in the English language. To me, this also meant that they would not hear or learn as much Spanish as their parents did in Mexico because they are constantly immersed in English and their parents speak little to no English at all, often requiring a translator or interpreter for every contact. Much like Standard English and Language is being taught to children all across our nation, would it not be ideal to give our Hispanic students the opportunity to connect with their culture and learn their own language as in-depth as we make them learn ours? These opportunities are provided to them through Spanish Speaking schools, but are they able to take advantage of them? Isn't it our responsibility to ensure that they don't lose touch of who they are?

Section 1
Ethical Responsibilities to Children
Principle P-1.6: We shall strive to ensure that decisions such as those related to enrollment, retention, or assignment to special education services, will be based on multiple sources of information and will never be based on a single assessment, such as a test score or a single observation.

In my opinion, this principle is much needed in today's classrooms and schools. As an EIP Self-Contained Teacher, I am supposed to receive students who are "middle of the road" and who could benefit from a smaller classroom. You know, those students who just need an extra boost. Unfortunately, especially since the state no longer formally tests first and second graders, students\' second grade mock test scores (which are not equivalent to the state test) are used when placing students. Students who appear to be average on paper, are not "average" in concept of skill or content knowledge. These students lack basic skills to attempt new grade level material in addition to an understanding and internalization of previously taught concepts.

When submitting paperwork for a student's RTI (Response to Intervention), classroom performance is taken into consideration, but when students pass the Special Educaton screening or the yearly state mandated test, it seems as though every piece of data goes flying out the window.

Students who do not pass the CRCT, Georgia's Criterion Referenced Competency Test, are automatically considered for retention. However, students who may have been lucky on the 100% multiple choice test, but struggle to maintain a C or D average within the classroom are promoted and placed in the next grade. As a classroom teacher, it is very hard to see how these placements are helping the student achieve, given that many concepts build on each other and require not just knowledge, but understanding.

With many states adopting the Common Core standards, hopefully things will change. Hopefully, standardized testing will give students the opportunity to show what they've internalized and require them to apply their understanding without being prompted by well though out answer choices. Then will we be able to effectively determine a student's progress and make better decisions about placement, retention, and Special Education services.

References

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 25, 2010, from http://www.dec-sped.org/

Forever Spoken

"Children are like wet cement. Whatever falls on them makes an impression." - Dr. Haim Ginott

This quote reminds me that the children I teach are not only human, but are sponges. Anything that they I say or do makes a lasting impression on them.

Born to Lead

The bell rings and the morning news blares over the loudspeaker. Students are piling in from the breakfast most of them didn’t get at home. “Good morning,” Ms. Hollis, she says as she drags her slightly pigeon toed feet and bowed legs through the door. No backpack. No books. Nothing. Nothing but her sly innocence that’s slowly drifting away. “Where’s your backpack?” I rhetorically ask, knowing that it hasn’t left home in months. I no longer wonder if she’ll bring it to school, but instead I request a hug and find myself squeezing tighter than ever before. What has happened to me? I’m supposed to be in control of this situation. I’m supposed to be the teacher. Or am I? Is it possible that our roles have been reversed? Is it possible that a six year old, a less than “ideal” student, a cunning little girl could know something that I don’t? Attributing these thoughts to my end of the year stress, I immediately eject them from my cluttered mind and move along with our daily routines. I talk, they listen. I teach, they work.

The last day of school finally arrives and my eyes begin to water as students leave my classroom for the last time. Then it hit me. She wasn’t coming back and I was going to miss her. Why did I feel this way? It wasn’t her lack of desire to learn or her constant need for attention. Neither was it her consistent misbehavior and blatant disrespect. It was much more than that. She had been my teacher all along- teaching me how to love unconditionally. That’s how we change the world. Through love, we lead others into their destiny. That’s what we were born to do.

Wholeheartedly Sold Out to Educating Children

My name is Karla and I have been teaching for five years. I have served children in both first and third grades in a Title 1 school. I have a heart for young children and enjoy helping them to achieve their academic, emotional, and social goals. As a creative writer, I enjoy blogging and sharing my experiences with others around the world.