My Supports

Help and support signpost

Fortunately, I have various factors in my life that are supportive to me. Many of these factors include family and/or friendships. These relationships in my life have been my supports and greatly influenced the person I am today. Love, motivation, inspiration, and so much more are aspects of support that I receive from the many relationships I am blessed to have. Without many of these supports I believe most, if not all, of my essence would not be the same. Some of these supportive relationships include: my parents, sister, and husband.

My parents provide support by encouraging me to reach my fullest potential and then push past it. They also raised me to give my best in everything I do and instilled great values within me. My parents and I communicate everyday and they are amazingly supportive grandparents to my children.

My siblings are another one of my supports and they help keep me balanced. My sister and I, especially, have an amazing relationship and are extremely supportive of one another. We communicate everyday and we support each other by always providing a listening ear. We also support each other by always being able to rely on one another no matter the circumstance.

I am glad to have a supportive husband who motives me to achieve all of my wants and desires.

All of my supports through my various relationships allow me to understand the importance of having a good support system. I believe life would be difficult without my supports. Fortunately, I my supports with my family and friends have influenced core values, which will impact my work as an effective early childhood professional in a wonderful way.

 

 

My Connections to Play

The way the child of today plays is drastically different from the child of twenty years ago. Growing up as a child I remember looking forward to playing outside with my siblings and/or neighbor friends. My parents encouraged us to play outdoors and be physically. A typical after school day consisted of doing homework, going outside to run around and play, showering, having dinner, doing chores, and then going to bed. And on rainy days my sister and I would likely play school and/or house indoors and my brothers would play their video games or we would all play board games. Nowadays, school aged children seek entertainment from using their cell phones, tablets, laptops or computers, video games and / or watching T.V.

During summer days I remember we were able to take off in our bikes, and go to our friends houses, as long as we were home before the sun went down. How we spent all day outside while our moms cleaned the house, and we were never bored. We would always come up with something to play and would only go inside to use the restroom and eat. It was always fun. However, children of today probably would not survive a whole day outside the way we did due to the increase use of access to technology.

Relationship Reflection

relationship pic

Relationships and partnerships are one of life’s most beautiful facets. The relationships and partnerships in my life have greatly influenced the person I am today. Love, motivation, inspiration, and so much more are characteristics that I receive from the many relationships I am blessed to have. Without many of these influences I believe most, if not all, of my essence would not be the same. I am fortunate to have numerous people with whom I have positive relationships and/or partnerships. Some of these relationships include: my parents, siblings, daughters, husband, and best friends.

My parents encouraged me to reach my fullest potential and then push past it. They also raised me to give my best in everything I do and instilled great values within me. My parents and I communicate everyday and we have great relationship.

My siblings help keep me balanced. My sister and I, especially, have an amazing relationship and understanding of one another. We communicate everyday.

My daughters inspire me to be a better me. When I look at them I see endless possibilities through their innocence and curiosity.

My husband motives me to achieve all of my wants and desires.

Through my experiences with relationships/partnerships allow me to understand the importance of positive relationships through every stage of life, especially early childhood. Fortunately, I have my relationships with my family and friends have influence core values, which will impact my work as an effective early childhood professional in a wonderful way.

Appreciating-Your-Relationship

When I Think of Child Development / THANK YOU!!!

“Every child has a special way, of adding joy to every day!” – Unknown

“Children must be taught how to think, not what to think.” – Margaret Mead

“Children learn more from what you are than what you teach.” – W.E.B. Du Bois

“Every child is a different kind of flower, and all together, make this world a beautiful garden.” – Unknown

“Play is the highest form of research.” – Albert Einstein

it takes a big heart

The connections made among all of my colleagues these past 8 weeks have impacted me more than I could have imagined. I have gained valuable insight through reading your shared experiences with children and in the field. Connecting with all of you has encouraged me to continue pursuing my passion and goal of being an early childhood professional and being an active member in the field.

I would also like to thank Dr. Horton for your encouragement and support throughout this course! Your feedback has been greatly appreciated!

Thank you All!!!

Testing for Intelligence

gty_standardized_test_jef_121213_wblog

Standardized tests and assessments are used to examine children’s academic achievement and can also provide an idea of their mental strengths and weaknesses. I believe these assessments should be used, within reason, to measure and assess a child’s mind. These assessments allow teachers, parents and society to compare a child’s performance amongst their peers or age group. However, it does not truly asset their abilities. For instance, you may have two children who received the same score on an assessment, however, their abilities may be completely different.

Intelligence tests can be influenced by different experiences and behaviors, and they should not be used solely to predict/determine a person’s intellectual potential.  According to McCauley, “the child is influenced by, and in turn influences the nature of the caregiving and social environment. Children’s social relationships can have a considerable effect on their cognitive growth and this in turn influences the assessment situation. The child’s ability to socially interact and engage with others is relevant to the assessment situation (Grieve, 1992).”

In china, school evaluations and assessments views are the same; however research shows China is reforming their assessments. In an effort to reform school evaluation and assessment in China their assessment was divided into two parts.“The first part was called “assessment of general quality in learning” and focused on assessing students’ development in a) moral performance, b) civil awareness, c) learning aptitude, d) ability in communication and cooperation, e) physical wellbeing, f) aesthetic literacy. The results of assessment were to be reported by qualitative descriptions and rating grades. The second part focused on the assessment of students’ achievement in: a) knowledge and skills, b) methods and process, c) emotion, attitude and value” (Lingbiao, 2007)

“The new policy also called for changes in pen-and-paper tests in that they should:

  • Focus on assessing students’ abilities in understanding, analyzing and problem solving;
  • Relate closely to students’ daily experience and the society;
  • Use more open-ended items rather than multiple choice and closed items; and
  • Adopt open-book tests if possible (2003b)” (Lingbiao, 2007).

 

Additionally, the USA should encourage changes in children assessment all around as well. According to Lingbia, “ MOE tried to promote changes in student assessment from measuring only knowledge and cognitive skills to all-round aspects of intelligence and development; from neglecting the diversity of student characteristics and orientations to taking all these into account; from dealing with students as only passive objects to encouraging them to play a more active roles; from very centralized control and competitive atmosphere to less centralized and more relaxed atmosphere. The new policies, among other things” (2007, paragraph 14). Assessments should go beyond the academic performance and also assesses a child’s everyday functioning, social knowledge, mechanical skills, and/or creativity.  In addition, the complexity of real-life situations should also be evaluated.

 

 

References

Lingbiao, G. (2007, January 6). Assessment reform in China: A respond to the international trend in the new century. Retrieved october 11, 2014, from http://xypj.cersp.com/GLB/LUNWEN/200701/3223.html

 

McCauley, L. (n.d.). The developmental assessment of young children. Retrieved October 11, 2014, from http://www.priory.com/psych/assessyoung.htm

 

Childhood Stressors: Violence

Unfortunately, many children experience different stressors during their early childhood years. Often times if you ask someone if they know a child who experienced common stressors that impede on development, they would likely answer yes or express that they themselves have experienced those conditions. The stress factor of violence hits close to home. A close family friend’s daughter witnessed a physical altercation between two men who are related to her. At the time of the incident the child was two years old. Witnessing this occurrence had an evident impact on her development and caused her to regress in areas such as potty training and behavior. Fortunately, she was able to receive help with coping through Early Intervention Services. Through these services her temperament has improved tremendously.

Two studies found that how child soldiers adapt upon returning home depends on the communities they return to. The first study, of 150 former child soldiers in Sierra Leone, found that children who lived in communities where they felt accepted were less depressed and more confident. The second study, of 330 former Ugandan child soldiers, found that the most resilient children were those who returned to less violent communities and better family socioeconomic situations. Nonetheless, war undermines the vey foundation of children’s lives, destroying their homes, splintering their communities, and breaking down their trust in adults. The researchers found that a third of the children suffered from post-traumatic stress disorder, more than a third were depressed, and more than half had behavioral and emotional problems.

Sources

  1. Theresa Stichick Betancourt, Ivelina Ivanova Borisova, and Timothy Philip Williams, Robert T. Brennan, Theodore H. Whitfield, Marie De La Soudiere, John Williamson, Stephen E. Gilman. Sierra Leone’s Former Child Soldiers: A Follow-Up Study of Psychosocial Adjustment and Community ReintegrationChild Development, 2010; 81 (4): 1077 DOI: 10.1111/j.1467-8624.2010.01455.x
  2. Fionna Klasen, Gabriele Oettingen, Judith Daniels, Manuela Post and Catrin Hoyer, Hubertus Adam. Posttraumatic Resilience in Former Ugandan Child SoldiersChild Development, 2010; 81 (4): 1096 DOI: 10.1111/j.1467-8624.2010.01456.x

Nutrition/Malnutrition

eatright

I find it quite interesting how nutrition or malnutrition impact children’s development all over the world. Personally, I have seen many examples of families who have benefited from having assistance through receiving WIC and meals provided by Head Start Programs, etc., which allow them to provide their children with nutritional meals. Children from Chile are generally malnourished. In fact, obesity is the main nutritional problems among Chilean children. It has been demonstrated that being obese in childhood almost doubles the risk of having this condition during adulthood. Therefore, Chile has various health promotion initiatives that are being developed to address this problem. Through learning the various impacts that nutrition or malnutrition have on the development of a child, I would like to ensure that my future Preschool and Day Care Center will provide and advocate for the nutrition of the children who attend as well as implement a health promotion initiative, which would aid other children in the community who are in need of assistance.

Childbirth in My Life and Around the World

Learning that in the United States almost 100% of births take place in a controlled and/or clinical setting is not surprising to me. Most expectant women in the US receive prenatal care, have birth plans, and are informed of what to do when they are in labor. Through my personal experience of giving birth twice, I fall within both the almost 100% and the other fraction whose birthing experience was not in a controlled and/or clinical setting. The birth of my first daughter followed my birth plan and my labor was induced, hence the entire process of labor took place in a hospital and closely monitored by medical professionals. However, the birth of my second daughter did not follow my birth plan. In fact, with my second daughter I did not make it to the hospital in time and she was born in my car in the hospital parking lot. I will always remember the feeling of disbelief, shock, and concern. Fortunately, she was healthy and strong, and thus far, as far as the doctors and I know, her development has not been negatively impacted. However, it would be interesting to know if the stress level that I experienced through this birth experience has had or will have an impact on her mental, psychological, or emotional health.

In the Netherlands, most expectant moms do not see an obstetrician, yet instead are referred by their family doctor to a local midwife practice. Doctors only intervene in high-risk cases or if complications arise during delivery. The women decide whether they want a home or hospital delivery. More than 50% choose to delivery at home. However, even the women who opt for hospital births are not likely to receive an epidural. This is because epidurals are usually only given if it’s convenient for the anesthesiologist’s schedule or if an obstetrician determines it is necessary. Thus, giving birth naturally remains the ideal for the vast majority of Dutch women. In addition, a mother and their baby may go home two hours after delivery if the mother gave birth early in the day. And they have maternity home care, which is when a nurse comes to the house to provide medical care, clean, cook, manage the flow of visitors, and give instruction in basic parenting skills. This service is a benefit covered by insurance.

Women in the Netherlands probably experience less stress during pregnancy and birth due to the factors of encouraging home births and providing maternity home care, because they do not have to worry about whether or not they will make it to the hospital on time and they know they will receive extra assistance with their new born and daily tasks post natal. Also, discouraging epidurals decreases the amount of drugs fetuses receive when in the womb, thus eliminating a possible teratogen and impact on development.

Examining Code of Ethics

NAEYC: I-1.2—To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

As an early childhood professional it is important to stay informed of current information and ensure that it is adhered to and implemented. It is also important to stay informed of what is occurring in each child’s lives as much as possible.

 NAEYC: I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

As an early childhood professional it is important to be a voice for all children and ensure every child is nurtured and given the supports they need to be all they can be.

NAEYC: I-1.12—To work with families to provide a safe and smooth transition as children and families move from one program to the next.

Transitions can be challenging for children and their families, therefore, as an early childhood professional it is essential to be the bridge to help them through these times.

Additional

NAEYC: P-1.1—Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrad- ing, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.

NAEYC: I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.

NAEYC: I-2.3—To welcome all family members and encourage them to participate in the program.

NAEYCI-2.9—To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.

DEC: 1.We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.
DEC: 5.We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children’s development and learning.

Course Resources

Video: Laureate Education, Inc. (2010). The resources for early childhood. Baltimore: Author.

Five early childhood professionals discuss their preferred and trusted resource

Part 1: Position Statements and Influential Practices

Part 2: Global Support for Children’s Rights and Well-Being

Part 3: Selected Early Childhood Organizations

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the Journal option under Search & Find on the library website to find journals by title.

  • 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

 

Introduction to the Field of ECE

http://www.livebinders.com/play/play?id=1908372

ECE Standards and their Impact on Quality

http://www.livebinders.com/play/play?id=1908450

WEEK 2 Resources

WEEK 3 Resources

WEEK 4 Resources

  • Multimedia Program: “Sectors of the Early Childhood Field”
    This interactive presentation reviews the history, goals, major accomplishments, and some important contributors to the five sectors of the early childhood field.

WEEK 6 Resources

Note: This week’s resources draw on organizations that represent professional fields that have not traditionally been associated with early childhood. However, these articles exemplify current thinking that affirms the importance of investing in early childhood development and learning. To support you in writing the formal paper this week, several Walden University links are also included in the resources.

Required Resources

Optional Resources

WEEK 7 Resources

 

Additional Resources

Birth to 5: Watch Me Thrive-Families

http://www.acf.hhs.gov/ecd/child-health-development/watch-me-thrive/families

“This coordinated federal effort aims to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. Their resources help families celebrate developmental milestones, identify possible delays and concerns early, and enhance children’s development.”

Centers for Disease Control and Prevention (CDC): Learn the SignsAct Early

http://www.cdc.gov/ncbddd/actearly/

“This CDC resource for parents help them track how their child plays, learns, speaks, acts and moves, from birth through age five. It also helps parents act early by learning what to do if they have concerns about their children’s development.”

Head Start Center for Inclusion—Resources for Families

http://headstartinclusion.org/families

“The Center provides resources to assist personnel in Head Start programs to include children with disabilities. This page was designed for families of young children with disabilities participating in Head Start and Early Head Start. Families can use these resources for supporting and including children with disabilities at home and in other kinds of classroom settings.”

Family Voices

http://www.familyvoices.org/states

“Family Voices is a national, family-led organization promoting quality health care for all children and youth, particularly those with special health care needs. Through their national grassroots network, they provide families with resources and support to make informed decisions, advocate for improved public and private policies, build partnerships among families and professionals, and serve as a trusted resource on health care.”

U.S. Department of Education

http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/resources-for-families.html

Early Learning: Inclusion- Recommendations and Resources for Families

Center for Parent Information and Resources

http://www.parentcenterhub.org/repository/childcare/

***Resources Especially for Childcare Providers and Preschools

Support and Resources for Parents and Teachers

http://www.specialeducationguide.com/pre-k-12/tools-and-research/support-and-resources-for-parents-and-teachers/

“Looking for an organization or website to provide you with more information on a special education or disability topic? Start here!”