Favorite quote about Children

Below is my favorite quote about children that I have come across throughout my studies. 


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

I find this to be extremely true, especially in today's society.  Often adults are telling children how they should feel about specific situations and not allowing them to think for themselves.  We need to show young children how to think rather then simple telling them what we feel they should.  They need to be able to figure out their emotions and interests on their own.

Testing for Intelligence

Viewing young children as a whole is essential, especially the younger children such as preschool age.  They are too young to be tested with standardized tests such as the school aged children are.  One thing that should be measured among the young child is their physical development.  Observing how the child is developing physically, such as running, grasping pencils or crayons, can be an early detection for something further.  Assessing them this way is more age appropriate then handing them a test and expecting them to understand.  Even tests that are more verbalized to them such as asking them about colors and shapes can be difficult for some.  They may not have any prior exposure and may not understand and may become uncomfortable with the topic.

In Italy, the children are assessed at the ages 6, 11, and 13.  They are also given another test before entering college.  The test the children are given at these ages are scored and kept together for teachers to review.  The 6 year olds are read the test and the answers help the teachers determine what the student’s level is upon entering school.  The students must again be tested at various ages; the final one is when they enter college.  When students get older, the tests become more standardized and are sent out to be scored.  The teachers are still the ones administering the testing. 

Assessing young children is very difficult.  The results can vary depending on the setting of the testing and the person administering the tests ability.  In my school, we administer a short test for our students.  We ask them the basics such as the shapes and colors along with letters.  They are also asked to write their name and cut on a straight line.  The test is quick and allows us to see how the students are progressing throughout the year since it is done three different times.  I have noticed throughout my year of doing this, that the students will each test differently depending on what was going on around them.  If children are playing around them, the student who is getting tested will not be paying attention because they want to play.  If the child is in a setting where it is just them and the test giver, they will give it their undivided attention and will look forward to the sticker at the end of the test.  I am not sure if this particular test allows us to see if the students are progressing or not.  I feel that by us observing them during rug time or even play, that we will be able to determine without testing how the students at this particular age group.

Reference

http://www.karmoyped.no/sail/products/Assessment%20in%20Italy.pdf

Stress and the Effects on Children

            One major stress that continues to become worse all over the world is poverty.  Growing up I was fortunate enough to have two parents who both worked and were able to provide for my siblings and myself.  I did however, have a friend in elementary school who was not as lucky.  She had only her father and brother and they had to move into her grandmother’s home.  Her father worked multiple jobs to make ends meet and often worked over night, not allowing her to spend time with him.  She was a very outgoing young girl and loved coming to school.  I often noticed when it was time to go home; she would become quiet and withdrawn.  She was often upset at school functions such as honor roll assembles or chorus concerts because her father could never attend.  We spent a great deal of time at my house on the weekends.  She was always very thankful to come over and spend time my family and I.  After elementary school, we had different classes and ended up going our separate ways.  I often hear that she now works in a local retail store and still lives with her grandmother.  Her father was able to leave one job after suffering health issues and she is helping to make up for his income.

            A country that immediately comes to mind in regards to a major stressor for children is Afghanistan.  The children over there are being exposed to different aspects of war and are suffering as a result.  Many are developing post traumatic stress disorder from witnessing such events as car and house bombings to violent abuse in their homes.  Some children even have to go into hard labor jobs at a very young age to help supplement the families’ income.  The children are starting to have psychologically disorders, mostly the girls from seeing things that any child should never be around.  One way in which the country is trying to minimize the harm is by creating more opportunities for the children to get educated.  By doing this, the children will have a more promising future, helping them provide for their families at a more suitable job. Unfortunately this task may be very difficult with the challenges that the country is still facing on a daily basis.  Another way in which they are trying to help is by providing preventative healthcare.  This is expensive and many families cannot afford that luxury.  For the sake of the children, hopefully something more can be done to help them live a normal life once more.

Reference

http://www.sciencedaily.com/releases/2009/06/090623112106.htms

http://www.hqlo.com/content/6/1/29

This article does not relate to Afghanistan but I found it to be informative because it deals with childhood and the effects stress has on emotional development.

http://www.education.com/reference/article/stress-as-factor-social-emotional/

Nutrition in India

Nutrition/malnutrition

Nutrition/ malnutrition is a topic of particular interest to me.  I live and work in a town where many of the citizens are at or below poverty level.  They are not able to provide their children with the proper nutrient that are needed for their healthy growth.  Many are overweight because they only have access to fast food because it is cheap and they can get a lot more for their money.  Many rely on their children’s school’s to provide their children with free lunches, which are also not the healthiest despite the countries attempt to make them.  Many children are also going to bed hungry and not sure of when their last meal will be.  I know that I have a few students in my class where they do not have enough money to eat dinner.  Or one particular child lives in a house with multiple families and shares a bedroom with his mother.  Whenever they do have food, the other families eat it before they can.

One part of the world in which I sought information is India.  This country has many issues regarding low birth weights and both iodine and vitamin A deficiencies.  Many newborns are being born with very low birth weights causing a higher rate of SIDS.  They are also getting PEM or protein energy malnutrition.   Some disorders from PEM are irritability, hair discoloration, and growth failure.  Although the children I work with are not this severely malnutrition, it is still difficult to think about children the age of my students suffering like this.

The information that I have obtained about India will help me take a greater appreciation for what I have and how fortunate my students are to be in the program I work with.  The mothers are also taken care of in the Early Head Start program, making sure they are getting the proper nutrition to help their unborn child strive.  India needs a program similar to this to help them help end some of the problems such as the low birth weights.  This will affect my future work by having a greater appreciation for what the parents of my students do for them.  Although they may not be feeding them the proper food, it is the best they can do with what little they have.  It makes me open my eyes and want to help the children in India more. 

References

http://www.docstoc.com/docs/434445/nutrition-problems-in-india

Child Birth Experiences

Since I do not have any children, I do not have a personal experience to discuss or share.  However, I know from what my mother has told me about my own birth that it was scary for her and my father.  When I was born, I was in distress.  I was suffering from an asthma attack as my mother described it and came out all blue in the face.  They immediately rushed me away without informing them of anything and became to do CPR.  After some time, which I’m sure seemed like forever to my parents was crying and fine.  I did not suffer any complications due to that experience and currently do not suffer from asthma.  I’m not 100% sure if that is what caused me to come out blue but it was the explanation they were given.  I also have a 15 month nephew who was an emergency C-section due to the doctors losing his heart beat and not wanting to risk him any further stress, they decided to take him out.  In the end he is perfectly healthy and has had no issues.  It was only scary for all of us, especially my sister.

One country that interests about childbirth and their procedures is Spain.  Having traveled there a few years ago, I like the culture and the people there.  The women there see midwives throughout their pregnancy instead of a doctor.  The births are done as termed by the site, “old fashioned” with stirrups and many people in the room.  There are a high number of C-sections done in the country as well.  Women were complaining because the babies were whisked away before the mother could see them and no one was allowed in the operation room with them.  The experiences described by the women who discussed their child’s births sounded similar to how my sisters C-section went.  The mother did not get to see their baby just like my sisters situation.

One major insight that I gained from the experiences, especially after doing research, is how different every single birth is.  Even after learning about my own birth, it is clear how different and scary they truly can be.  I do not have kids but plan on it someday and now have a better understanding of what to expect in terms of our countries prenatal care and after care.  It was interesting to see how different women are treated in other countries when it comes to childbirth. 

References

http://www.mumabroad.com/interviews-with experts/Midwife_Alex_Weatherhead_on_childbirth_in_Spain-10723

Meaningful Code of Ethics

One of the codes of ethics that is meaningful to me comes from the DEC site states: we shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.  I find this very fitting working with young children.  It is difficult at times when a child is not getting the lesson after several attempts or they are misbehaving to the point where we want to rip our hair out.  As teachers, we must remember that each child is different and needs our individual attention to help them succeed.  One sibling may not be able to do what their brother did the year before.  We must remember that every child is different and treat them as such.

A second code of ethics that is meaningful comes from the NAEYC.  It states: respect diversity in children, families, and colleagues.  I work in a town that is often referred to as a “melting pot” since so many different cultures and religions work and reside there.  The same can be said for my school and my classroom.  It is important to remember that in my professional life I must respect everybody regardless of what my personal beliefs are.  I am there to help each child obtain the education they deserve and will do whatever it takes to help them succeed.  I love where I work and enjoy working with such a diverse and unique group of individuals.

The final code of ethics that I find meaningful comes from the DEC site.  It states: we shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children’s learning styles, strengths, and challenges.  Working with young children, it is often difficult to determine what learning style works best for them.  Using age appropriate tests and taking observations, has helped me alter my plans to help every student obtain the most possible from each lesson.  I do not want to present a lesson that is all auditory when I have students who learn better when their visually see what we are discussing.  I have found that talking with the families in terms of what the students enjoy doing at home also helps me ensure that I am using appropriate strategies. 

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 26, 2010, from http://www.dec-sped.org

Additional Resources

Early Childhood Education Resources

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

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.

Global Support for Children's Rights and Well-Being

Article: UNICEF (n.d.). 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

World Organization for Early Childhood Education
http://www.omep-usnc.org/

Association for Childhood Education International
http://acei.org/

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/

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.pewstates.org/projects/pre-k-now-328067

Voices for America's Children
http://www.voices.org/

The Erikson Institute
http://www.erikson.edu/

Selected Professional Journals Available in the Walden Library

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 that I found are:

http://www.earlychildhoodswi.org/EarlyLiteracy.html

This website has very good information, even books which they break down according to different age groups.

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/curriculum/planning/edudev_art_00421_081806.html

I found the Head Start information especially informative, mostly because I work for one of the programs.  It was interesting to see how they explain what the program does for the children and how it actually runs within the school.

Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Full Text Available By: Cheung, Rebecca Hun Ping. Australasian Journal of Early Childhood. Sep2012, Vol. 37 Issue 3, p43-51. 9p. 3 Charts.

The article, although it deals with students in Hong Kong, is very recent.  The author asks teachers questions pertaining to what they feel is good teaching methods for use in a early childhood classroom and then broke down what methods they actually used.