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.