A Quote about Children

Week 8 Blog Assignment

A Quote about Children

 

No one thought of keeping a picture of a child had either lived or grow to manhood, or had died in infancy. In the first case, childhood was simply an unimportant phase of which there was no need to keep any record. In the second case, that the little things that had disappeared so soon in life was not worthy of remembrance (Aries, 1976. p.36).

 

Reference

 

Haralambos, M., &Holborn, M. (2008). Haralambos & Holborn Sociology themes and perspectives. Hammersmith, London: Collin Publishers Limited.

A Note of Professional Thanks

A Note of Professional Thanks and Support to Lindsey Norman

Lindsey, sincere thanks are due to you, who have been so generous with your expertise and advice.  I am especially grateful for your observations of children. You are an excellent educator, and teachers like you are not easy to find. Your time, patience, and ability to make the courses interesting and exciting is well appreciated, and always has positive things to say about colleagues.

Although I do not know you personally, I wish I had the chance to say a proper thank you in person (to you), for being such a fantastic person. You have such enthusiasm and patience, that I do not know how you are able to keep it up. I want to let you know how much I enjoyed the terrific experience in class. I learned a lot, and I know you helped to prepare many of your colleagues for the semesters ahead. We have reached out and connected to each other, building a more collaborative atmosphere among us. Everyone felt free to share his/her own experiences and ideas that helped each of us to connect, and ultimately improve the quality care we offer to our children. We knew what was expected, and made a valued part of the team. Relationships were built, and our unique skills and knowledge were worth sharing with our colleagues, through a collaborative blog. Your keen wit and wisdom have positively impacted all of us. It has definitely been a privilege to be your colleague for the past four months, and I wish you much success in the years to come.

Joanne.

 

 

 

 

A Note of Thanks and Support to Sharon Munroe

 

Colleague Sharon, as you know, this is all about gratitude and appreciation, so I want you to know how grateful I am to have you as my colleague. Thank you for sharing your ideas to me through some difficult times. I owe all my colleagues big time, for encouraging me on this journey. It is quite clear to me, that the high quality early childhood program has provided a safe, nurturing environment which promotes a broad spectrum of support for the child's physical, social, emotional and cognitive development.

The wisdom, knowledge, and skills we have shared together had taken my learning to another level. It has been an amazing experience, and I just want to take a moment and thank my colleagues, especially you, for your friendship over the past four months. You were part of a great group: - Group 2, and I thank you very much for all of the kind words and support that you have extended to me. It means more than you can know, and I wish you all the best in your future, as well as thanking you for not letting time and distance affect our friendship.

Joanne

Blog Assignment: Week 6 EDUC-6161-6

December 8th, 2012.

 

                                                               Testing for Intelligence

Every teacher has his or her role as a child caregiver  to carry out assessment to the direct standard. Likewise, all teaching involves evaluation, which is judgment - making decisions that are based on value. Information is compared to criteria, in the process of evaluation, and then judgments are made. Similarly, measurement is evaluation put in quantitative terms. It states how much, how often, or, how well, by providing scores, ranks, or ratings. Measurement also allows teachers to make comparisons with students' performance.

Undoubtedly, teachers choose to be engaged in assessment, because they see disruptive or dangerous behaviours, and/or, because they see normal behaviour exhibited in inappropriate contexts (Sylvian & Ysseldyke, 1995). Erwin (1991) has defined assessment as the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analysing, interpreting, and using information to increase students' learning and development. One kind of assessment procedure is testing, where the students are presented with a set of questions or tasks, so as to obtain a measure of performance, often represented by a score that is intended to assist in answering questions, and produce information about the tested children.

Choosing which method of assessment to be used, is perhaps one of the most confusing aspects. There are two categories of assessment: - standardized test, and informal methods. Nonetheless, all methods of assessment  make errors, but it is a good idea to strive for a balance between global or holistic evaluation, and detailed specific assessment of young children. Shepard (1994), as well as Ratcliff (1995), have posited that, the younger the child being evaluated, assessed, or tested, the more errors are made.

Consequently, professionals in the early childhood education field, rely on a combination of assessment methods, including some of the common   informal  methods, that include checklists, observations, and case studies. An additional method which has been gaining favour in the early childhood community, is the portfolio(Gronlund, 1998). This is a collection of work thoughts to be representative on the individual child, which can be used as a springboard for reflection.

Because young children learn in ways and at rates different from older children and adults, teachers must tailor the assessment accordingly. If teachers are concerned about children's holistic development, a checklist will help them find the right course of action, and it must be appropriate for the children's age group. When using this method, teachers should pay attention to whether the attributes are typical.

In addition to that, children can be assessed through observations. Research has suggested that observations should occur on an ongoing basis in natural settings (Shepard, Kagan, & Wurtz,1998), and should be integrated into daily activities (Chapman, 1997). Montessori Scientific Observation had a revolutionary vision of education, based on her study of children. It has demonstrated that forced education which is based on political ideologies interferences violently with children's natural developmental growth. Her goal was the formation of children's personality, where she recognized that various maturational stages of development, in moral or "sociocognitive" development, and in intellectual  or "cognitive" development. These are Montessori "sensitive" periods. Certainly, effective observation can assist in effective assessment, and support for children's individual developmental pathways.

Also, the case study will give details about the child or children being investigated. This study can be qualitative or quantitative, and has a holistic approach, which tries to capture all of the details of a special child, or, group of children, relevant to the purpose. Case studies rely on multiple sources of data, including interviews, direct observation, video and audio tapes, internal documents, and artifacts. Once teachers are involved with children, attention must be paid to their holistic development: Their physical, intellectual, language, emotional, and social development.

Education is the key in preparing a country's citizens for functioning in a global environment, as well as, a highly independent world, and the island of Jamaica is no exception. The underlying national philosophy is that, each child must be assisted to maximize his or her talents and abilities, and acquire the highest level of skills and knowledge of skills of which he or she is capable.

In Jamaica, primary education lasts six years and caters to children aged six to eleven. Primary education is offered in primary schools (Grades 1-6),Junior High Schools, Preparatory Schools, and all-age schools (Grade1-9). All-aged schools are being converted to primary schools, or primary and junior high schools. The Common Entrance Examination (CEE, Secondary Education Entrance Examination), was discontinued in 1999, and replaced with the Grade Six Achievement Test (GSAT). This test (GSAT) is designed to measure the academic development of children at the primary level, and serves as a mechanism to facilitate the placement of students at secondary-level schools. In addition to the GSAT, pupils are tested in Grade one (Readiness Inventory Test), Grade Three (Diagnostic Test), and Grade Four (Literacy Test). The Grade One  Individual Learning Profile (GIOLP) was administered for the first time in 2008. It has replaced the Grade One Readiness Inventory. The GOILP measures the proficiency level of students in six subsets, namely general knowledge, number concepts, oral language, reading, writing and drawing, work habits, and classroom behaviour.

All teachers (from preschool to primary schools) should have formal training before they enter the teaching profession, so that the delivery of education will be far above the required standard. Also, schools need to be well equipped with support materials, so that the delivery of instructions will not be hampered. Additionally, children should have a balance diet, so that their intellectual and physical development  will not be impaired. Also,adding to the children's  success in school, are the parenting support for these children.

 

                                                                           References

http://www.ibe.unesco.org/fileadmin/user-upload/Publication

http://www.holisticeducator.com/montessori.htm

http://www.teachingexpertise.com/articles/observing-record

Woolfolk, A. E. (1990). Educational Psychology. Eaglewood Cliffs, New Jersey: Prentice Hall, Inc.

 

 

 

EDUC-6160-6

Part 2-Week 4 Blog Assignment

November 24th,2012

 

Haiti:  The kind of stressors that impact the development of children

 

Haiti is the country in the world that I will like to know more about, because of the massive earthquake that  caused extensive damage to communities, schools, homes, business places, roads, buildings, damaged sewage pipes, resulting in disease in the months that followed.

As a result, this has impacted negatively on children, since many of them were separated from their families, having no homes of their own, and could not have  attended school. The unexpected earthquake took the lives of many children, while those who are alive, have firsthand experience in seeing dead bodies of other children being pulled from the rubble. It is a  very horrific and traumatic reminder, which can bring about distressing and physical reactions.

Presently, Haiti is a dangerous place for young children. Thanks to the Save the Children Organization that has intervened on their behalf. Some children are living in campuses, while others are living in slums, and are under continued threat of exploitation and abuse. They also provide food, shelter, education, and health programs, as well as, provision of children's rights through direct local interventions and national advocacy. Both boys and girls are educated on their rights, through working with children's club.

Additionally, Save the Children has implemented a rural education program for children in community, government, and missionary schools. They have piloted school readiness programs for preschools later educational success, as well as, implementing an HIV/AIDS program, to improve access to prevention services,  testing, and counseling, mobilizing community supports for orphans and vulnerable children.

 

                                                                          References

 

http://www.nctsn.org/trauma-types/natural-disasters/earthquake.

http://www.savethechildren.org/ssite/c.8rKLIXMGIP14E/b.6151.

EDUC-6160-6
Week 4 Blog Assignment

November 24th, 2012 

Consequences of Stress on Children's Development: Poverty

Poverty is one of the most debilitating conditions for children (R. H. & Corwyn, 2003). Most researchers believe that it is poverty's devastating effect on parenting that explains poor social outcomes. Consequently, this has led me to tell the story about one of my Grade 2 students, whose name is Mark, living with his family in absolute poverty (lack of the basic needs in his home - food, running water, proper sanitation, clothing, shelter, health care, and education).

 Undoubtedly, Mark and his family (grandmother, father and siblings) reside in the capital of the country, dwelling in a dilapidated galvanize building that is erected at the front of the bay. His mother (grandmother's daughter) who was unemployed at the time,  fled the scene before Mark was five years old, since she could not have stood the pressure in the home. They claimed that, she is now living in a common-law relationship with another man in the rural area of the country, and never looked   back on her children.  Mark's grandmother  and his father  are also unemployed, and have difficulty in supporting these children, hence, the reason why they had to seek assistance from people in and around the community.

 However, it was in Kindergarten Mark's conditions were discovered, when his teacher observed that he was frequently absent from school. He was never properly attired in his school uniform, always untidy, with uncombed hair, and an unpleasant smell that was coming from his body, which made his classmates, not wanting to sit next to him, neither playing with him. Mc Loyd (1998) postulated that, children in poverty are more likely to suffer emotional challenges, and, as a result, to be less successful in their relationships with peers.

 On the other hand, Mark habitually came to school without breakfast, so, the principal and teachers had to intervene on his behalf, and summoned his father and grandmother to the school. Upon extensive inquiry, and proper two-way communication, we realized that this family was very destitute. Consequently, the school became an advocate for this family, then began to play an active role in Mark's life, seeking its transformation. Gordon & Browne (2011) claimed that, there is a strict correlation between poverty and school failure, since children who start at a disadvantage, fall farther behind in academic achievement throughout their school years. Because of this, teachers at the school did not want such thing to happen to Mark, so, for this reason, we had to make an interception at this early stage.

Due to teachers' generosity, Mark's low self-esteem has been elevated to high self-esteem. He is now well attired when  coming  to school, always regular and punctual,  and is enlisted on the school's feeding program. Even though Mark is living in poverty,  and was at high risk for interference to optimal growth development, he was not less competent in school-related cognitive tasks, as he waded himself through Kindergarten to Grade 2. Now, Mark has many friends in school, looks and feels  happier, and sees that everyone is showing interest in his education, as well as his holistic development.

                                    

                                                                               References

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

 Gordon, A. M., & Browne, K. W. (2011). Beginnings and beyond foundations in early childhood education. Belmont, CA: Wadsworth Cengage Learning.

 Smith, J. T. (2010). Early childhood development: A multicultural perspective. Upper Saddle River, New Jersey: Pearson Education Inc.

Breast Feeding!!!!!!

WK2 : Blog Assignment - EDUC-6160

Public Health Topic - Breast Feeding

Breast feeding as the chosen topic, has been promoted by the family planning clinics across one's country. This topic is a timely one, since it has some significance, because the experience of breast feeding is very special for various reasons. It enhances the child's health for survival, and provides well documented health benefits for the infant and mother. For example, mother and baby will have cheerful bonding, health benefits can be derived for both mother and baby, and the financial savings that could be had.

Oddly (2004), has postulated  that breast feeding also decreases the risk of many diseases that appear in childhood and adulthood, among them are asthma, obesity, and heart disease. However, breast milk contains the right balance of nutrients to help the infant grow into a strong and healthy toddler. Breast- fed babies are less likely to get sick, because breast milk provides them with antibodies against any disease to which the mother is immune.

Cultures around the world  vary in their child development beliefs and practices. Small (2001) claimed that infants and children around the world experience different types of care giving, yet, most achieve the developmental goals essential for survival, and participation in their particular and unique contexts and culture.  

However, one is going to look at breast feeding in China, which is somewhat like a puzzle, since mothers experience great amount of pressure to formula feed in hospitals, because there is far less support and understanding about breast feeding. There are numerous formula markets in China, and, when mothers go for prenatal checkups, they are given free samples, as well as, have the opportunity to observe the posters that are placed all over the walls of most hospitals. China is a model country for implementing World Health Organization (WHO) and United Nations Children Fund's (UNICEF)  Baby Friendly Hospital Initiative, which stops the promotion of formula.

Once birth is given to a baby in China's hospital, the mother does not get the support for breast feeding. When it comes to colostrum ( the special breast milk produced the first 3-4 days), the hospitals are not aware of its importance, since they give babies formula and water instead, and ignore the colostrum. Colostrum helps to protect the baby's stomach against pathogens, colonizes the GI tract with friendly bacteria and enzymes, and has a laxative effect that assist in preventing jaundice, hence, the reason for being of paramount importance to babies. Also in China, breast milk is seen as food, not a drink, which made Chinese come to a conclusion that all babies, even just after birth, need water as a supplement.

Obviously, there is not any medically indicated reason to that, because giving water to new born babies worsen jaundice, makes the babies more susceptible to infection and allergies, causes imbalance to blood sugar, leads to reduce caloric intake, as well as, lowers milk supply. Having found out about the numerous benefits of breastfeeding for babies, one believes in being an advocate in promoting  breastfeeding, by imparting one's knowledge to mothers throughout the world, via blog, face book, email, pamphlets, and other necessary ways.

References

·         Berger, K.S.,(2009). The Developing  Person Through Childhood. New York. NY: Worth.

·         Carlson, N.R., Buskist, W., and Martin, G., N., (1997). Psychology: The Science of Behavior. Needham Heights, Massachusetts: Allyn and Bacon.

·         http://www.havingababyinchina.com/reference/br.

·         Puckett, M.B., and Black, J.K.,(2005). The Young Child: Development from Prebirth Through Age Eight. Upper Saddle River, NJ: Pearson.

PERSONAL BIRTHING EXPERIENCE

WEEK 1 BLOG ASSIGNMENT - EARLY CHILDHOOD DEVELOPMENT - EDUC 6160 - 6

It was exactly thirty - eight weeks when I gave birth to a bouncing baby boy, on 20th October, 1991, at the General Hospital. The process was not an easy one, but giving birth was a very special moment for me, although it was complemented with intense back pain.

It began with mild contractions, which was occurring at regular intervals, but quite involuntary. Each lasted a few seconds, but as labour progresses, they became more frequent. While the cervix dilated, one noticed the release of amniotic fluids, then contractions became stronger, the "water bag" was ruptured, and a sudden rush of fluid came out. Contractions became longer and more painful, and there was little time to relax, since the pain was felt in the lower back.

Two nurses came to my assistance during labour, then instructed me when to push at each contraction. Full dilation enabled one's cervix to widen, so as to allow passage of the baby's head, but it was not possible for the baby to pass, so the nurses did an episiotomy, which was a small incision that prevented one's vulva from tearing during birth. The baby's head began to show, while the nurses guided the baby out of the birth canal. Eventually, the baby was born, after which the expulsion of the placenta and umbilical cord came through the cervix. This is sometimes called the afterbirth. The umbilical cord was then clamped and cut, then the baby was dried, weighed, and measured, then an identification bracelet was placed around his wrist.

The nurses began to clean the blood from my skin, then sew the incision that was made during birth. This was very painful. Then, I was told to take frequent salt soak, which assisted in the healing of the wound. The salt soak was, a warm salt solution placed in a small basin, and I had to sit in that for few minutes. I spent only one day at the hospital, since everything went smoothly.

My Professional Goals and Aspiration

My three goals are:
(1) to complete my masters degree in Early Childhood Education (ECE) in two years
(2) to add value to the teaching profession by contributing constructively to improve teachers services' image
(3) be among the highest ethnoling of professionals in the field of ECE in my country as well as abroad.

Special thank you to Lindsey and Sharon

Lindsey, during this course, I was uniquely privileged to work with outstanding intellectuals in Group 2, each of whom had encouraged that we could build a better Early Childhood Field. However, a special  "Thank You" for the wealth of information that was dispensed to us throughout this course. You were always on time with your postings and positive comments, since you were an inspiring professional, who was passionate about young children. Your support had a powerful effect on one's ability to overcome the challenges in the Early Childhood Field. Continue being humble, open, and friendly, and you will always get the co-operation you need in your work.

JOANNE LYNCH

Sharon, I was extremely grateful for your support and encouragement over the past eight weeks of this course. Thank you for being available for me, as I waded my way through. Our postings and comments assisted each other in developing the highest possible of the early childhood education. From my work, I helped to develop new skills in my colleagues, in building their confidence, where they could have worked effectively and efficiently. Knowledge is power, and it was shared, so that the group worked together, learning from each other, and respect each other's views and ideas. I wish you all the best in your endeavours, and continue making your way towards your goals, despite the challenges.

JOANNE LYNCH.

Ethics

Three ideals contained in the codes of ethics that are meaningful and significant in one's professional life are: Professional collaboration; ethical responsibilities to children; and ethical responsibilities to families.

Effective communication among parents, families and colleagues will result in active professional collaboration, although it can be critical and challenging in the process. However, one's monitoring and supervising practices will be improved, so as to bring about changes that is needed in the school. Parties involved have the opportunity to share knowledge for better understanding of strategies, that will be more successful in matching situations, or individual child. Colleagues, professionals, and families must value the contributions that each brings to the table, by incorporating the developmental needs of children and their families into the system.  Collaboration also entails recognizing colleagues and families' strengths and individuality, and respect the various methods of coping.

Ethical responsibilities to children is from one's personal commitment on the part of an early childhood educator. The welfare of these children and their families will be held paramount, as they are being served, regardless of socio economic status, race gender, values, national origin, or disabilities. Their privacy must be respected, and confidentiality of information maintained. Demonstration of professional responsibility to protect children from harm, abuse, or neglect will be exhibited, as well as concern for their health, safety, and happiness, since professional standard requires what is best for the children in one's care. Also, it pays to be a good role model, and example for the children being served, because one might be the only readily available source of support, concern, and caring for many children.

Families and early childhood practitioner  have a common interest in the child's well-being, since it calls for building mutual trust, communicating children's progress in developmentally appropriate terms, and the rights of families to participate in decisions that affect their child. One's ethical responsibilities include a variety of family support programs, by having scheduled conferences among parents, families, and teachers. Communicating with integrity, honesty, and respect help to build a trusting, positive relationship with families.Opportunities will be provided   frequently for families to air their concerns, ask questions, make visits, and to call when issues concerning their children arise. As educators in the early childhood field, confidentiality has to be practiced when dealing with children's record and information.

                                                                        REFERENCE:

NAEYC. (2005, April). Code of ethical conduct and statement of commitment.

The Division of Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from

http://www.dec-sped.org/

Week Five Course Materials

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 media segment 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/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

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

Part 3: Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
  
• The Division for Early Childhood
  http://www.dec-sped.org/
  
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
  
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
  
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
  
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
  
• Administration for Children and Families Headstart's National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
  
• HighScope
  http://www.highscope.org/
  
• Children's Defense Fund
  http://www.childrensdefense.org/
  
• Center for Child Care Workforce
  http://www.ccw.org/
  
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
  
• Institute for Women's Policy Research
  http://www.iwpr.org/
  
• 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 

Three additional resources related to young children, families, and the field of early childhood are:

(1). Gordon, A. M., & Browne, K. W. (2011). Beginnings and Beyond: Foundations in Early Childhood Education. Belmont, CA. Wadsworth.

(2). Jackman,, H. L. (2009). Early Education Curriculum: A Child's Connection to the World. Clifton Park, N. Y: Delmar.

(3). Smith, J. T. (2010). Early Childhood Development: A Multicultral Perspective. Upper Saddle River, New Jersey: Pearson.

Words of Inspiration and Motivation

AN EXCERPT FROM DR. SYLVIA CHARD'S WRITING:- WHY IS PROJECT LEARNING IMPORTANT?

One of the major advantages of project work is that it makes school more like real life. In real life, we don't spend several hours at a time listening to authorities who know more than we do and who tell us exactly what to do and how to do it. We need to be able to ask questions of a person we're learning from. We need to be able to link what the person is telling us with what we already know. And we need to be able to bring what we already know and experience we've had that are relevant to the topic to the front of our minds and say something about them.

REFERENCE: http://www.edutopia.org/sylvia-chard-project-learning

AN EXCERPT FROM PRESIDENT WILLIAM J. CLINTON'S INTERVIEW WITH TIME'S RICK STENGEL, ABOUT HIS NEW BOOK  'BACK TO WORK' AND HOW TO FIX THE ECONOMY.

First of all, we face more and more intense competition from around the world, and at the same time we have adopted - except in the eight years I served and the first two years President Obama was serving - this antigovernment philosophy, which has mostly, as I point out, been an antitax and antiregulation philosophy, so that we have dramatically increased the national debt and our reliance on other countries to fund it. Now we are facing the retirement of the baby boomers and once again a dramatic increase in health care cost. So we have to figure out a way to put the country in the future business.  We have to get a hold of the long-term debt problem, and we have to revitalize the private sector. And you can't do it with an antigovernment strategy. You have to have a smart government and a strong economy. That's basically the argument of the book.

REFERENCE: http://swampland.time.come/2011/11/09/qa-bill-clintons-vision.

QUOTES ABOUT PASSION, MOTIVATION, AND WISDOM FROM PROFESSIONALS IN WEEK 2 MEDIA SEGMENT.

Sandy Escobido

"Fortunately, I was lucky enough to enter the field of Early Childhood Education, and it's in Early Childhood Education that I was able to really see what a unique opportunity we have in working with children. We as professionals in the Early Childhood field have an opportunity to shape a child's life for the better, and so, that's what makes me passionate about this field".

 Raymond Hernandez Ms.Ed.

''I am not here to save the world, I'm here to make a difference in the community where I'm working, and to me, making a difference may sometimes mean helping one child to be able to be successful in the classroom''.

ADDITIONAL QUOTE:

Renatta M. Cooper

''Working intently with children and their families was almost like earning a Doctorate, because every year there was always a specific challenge that I was in charge. I had to meet it. I had to meet it for me.  I had to meet it in terms of what I was modeling for my staff, and what they will be taking  away and incorporate it into their own personal repertoire. And also, I had to meet it for the families that I worked with".

REFERENCE: Course Media: ''The Passion for Early Childhood''  http://www.waldenu.edu

My Childhood Web!!

 

The five persons who influenced my life

I am Joanne, encircled by the people who nurtured and care for me when I was a child. They include my father Maurice, and my mother Venessa, who played the most vital role in my life, since they were the most important role models whom anyone could have emulated. Both parents ensured that my basic needs were met, as well as, provided me with the essential habits and morals needed to develop into the proud individual I am today. They were excellent disciplinarians, who cultivated and guided my development by providing a safe, yet challenging arena for me to learn how to interact with society.

Not forgetting my Godmother Eunicey, an individual chosen by my parents to take an interest in my upbringing and personal development. She too had played an integral part in my childrearing years. She helped to instill moral intelligence in me, which now defines my ability that reflects upon what it means to be a “good person,” as opposed to a “not so-good person.”

In addition to the people mentioned above, is my big sister Marion who loved and cared for me, by bringing unique strengths to our family’s relationship. As a child, she washed my clothes, combed my hair, helped with my homework, and showered me with gifts on special occasions like my birthday, or Christmas. This disciplinarian sister was extremely warm and supportive, who encouraged me to share ideas even when there were conflicts or misbehaviours.

Last, but not least, was my cousin Jean who was mostly involved in my social upbringing. I had many opportunities to enjoy children parties, school fairs, matinee, Saturday shopping at the vegetable market in the city, going to the beach, as well as attending Sunday school every Sunday.  She provided bridges to aspect of the outside world, by allowing me to experience and explore things as a child.

Obviously, it is a well known fact that the influence that was given during childhood remains forever and impacts on my life. Certainly, the values that were instilled in me have led me at the peak of success today, by having proper perspective on the value of education, hence, and having a well-rounded one. Also, I am provided with motivation and guidance throughout my life, by having respect, co operation, understanding and situation handling, peace, integrity, honest, and trust.

“Manners and behavior will carry throughout the world” is one memorable statement made to me as a child.  As an adult and now an educator I can see the wisdom behind those  simple eight words.

Joanne