Thank You

I would like to take this opportunity to offer my sincerest thanks to you all.  This course is just the first on my journey toward the completion of my Master's degree and the continuation of my work in the field of Early Childhood.  You have all offered me great insight, inspiration, and intent.  I know that working with children is my passion, but have yet to discover the specific direction of my path.  I look forward to continuing to learn from you all and am excited to grow and share together.  I wish you all the best of luck now and for the future.
~Dana

New NAEYC resources

For any of my fellow educators/administrators who may be unaware:

NAEYC just release two new resources from the DAP Focus Series.

Check them out!!

             

Members can save 20%

We Have a Responsibility

Life is full of choices.  Each and every day we are confronted with situations that force us to examine, reflect, and respond.  Some happen in the blink of an eye; others require us to consult with morality, ethics, and values.  Professionally, as we work for the benefit of young children and their families, our choices may shape and change futures.  For this reason, we have a responsibility to hold ourselves to some of the highest global standards.

After consulting the Code of Ethics statements of two of the most highly-respected entities in the field of Early Childhood (NAEYC and DEC), I have chosen to share a few of their ideals. 

The first two come from the Code of Ethical Conduct and Statement of Commitment, published by the National Association for the Education of Young Children (NAEYC, 2005).

• I-3C.1--To promote safe and healthy working conditions and policies that foster mutual respect, cooperation, collaboration, competence, well-being, confidentiality, and self-esteem in staff members.  

This ideal is meant to describe the responsibility of employers to their staff and colleagues, but I feel that this ideal can be upheld by any professional in the field. We can always benefit from the strengths of our colleagues and utilize them, as a team, to improve the circumstances in our work environment.  The well-being of staff can, and often does, reflect directly on the effectiveness of the practice.  

• I-4.3--To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

While this ideal may simply seem like the definition of basic childhood rights, all too often this is not the case.  Usually when a child, family, or community is struggling, negative behaviors and circumstances compound creating a vicious cycle of disadvantage.  If, through our work, we can provide aid and assistance in one area, we may be able to help build a more positive outlook for someone's future.

The third ideal I would like to share comes from the Professional Practice section of the Code of Ethics published by The Division for Early Childhood, under the heading Professional and Interpersonal Behavior (DEC, 2000).

• We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.

Need I say more?

Though it may not be readily apparent, we ALL have something to give.

Exclusive to Early Education

As an Early Childhood Education professional, I am constantly updating my list of resources. Education and knowledge are fundamental tools for constructing the foundation necessary for providing exceptional environments for young children.  I have been blessed with a great starting point from Walden University.  I have also chosen to add a few of my current faves. 

Happy researching!

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, fromhttp://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, fromhttp://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, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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

• Association for Childhood Education International
  http://acei.org/
• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
• 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

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/
• 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

My Current Faves

• http://memfox.com/  Mem Fox is a sensational children's author who has so much to say regarding childhood literacy.  There is so much to explore here!
• http://www.pbs.org/wholechild/providers/minds.html  This site covers the "whole child" approach to education.  There are sections dedicated to parents, early childhood providers, and the ABC's of Child Development.
• https://www.iste.org/  The International Society for Technology in Education promotes the advancement of the effective use of technology in classrooms, PreK-12, and beyond.

Professional Words of Inspiration and Motivation

This week I would like you to interpret the work of people already established in the field of Early Childhood Education.  As I often find motivation and inspiration through the work of respected individuals, I would like to share some of my favorites from those who indirectly encourage and support my dream to make a difference.

“[P]art of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions--not just constant sunshiny happiness.” 
― Janet Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care Education

This quote speaks to the necessity of authenticity when dealing with young children.  Our youngest students learn from our every move--what is acceptable, non-acceptable, and how to deal with situations that trouble us.  

This next excerpt was taken directly from Empowered by Play (2011).  I am jealous of the fact that this author witnessed the spoken words of Dr. Lilian Katz, and feel that they are even more imperative today, than they were two years ago. 

Words of Wisdom from Dr. Lilian Katz

“We are doing earlier and earlier to children what we shouldn’t do later.” These words of wisdom were offered by Lilian Katz – in reference to the current trend of aligning curriculum and programs in an effort to prepare children for the next step in their education. I had to applaud. In that one sentence, Dr. Katz summed up a good deal about how early childhood education (and education in general) in this country has gotten off track.

Dr. Katz is an international leader in early childhood education who, for decades, has lectured and taught all over the world.  She shared her ideas through an inspiring keynote address to hundreds of early childhood professionals gathered in Providence, RI last Sunday for NAEYC’s Professional Development Institute. Her words of wisdom, delivered with honesty, humility and humor, help preserve what is good for young children – in the face of all that is now working against young children. I can’t hope to capture all her pearls of wisdom from that morning, but I hope to paint a picture of some of the themes.

“Curriculum,” Dr. Katz explained, “should help children make deeper and fuller understanding of their own experience.” Going outside the classroom – and observing what is right there – that is where meaningful learning happens.  From maple leaves to industrial parks, Dr. Katz gave examples of early childhood experiences that tapped into children’s natural capacity for interest, and provided opportunities for children to draw from observation – to look closely and represent on paper what is really there – as in the Reggio Emilia approach.

She cautioned, “please do not confuse excitement with learning,” adding, “You can be addicted to excitement and that is a dangerous thing.” These words rang true, and conjured up for me images of children excited by electronic gadgets that promise to teach. There is often excitement about the latest gadget/website/app, but the excitement quickly wanes and the child is left looking for the next exciting gadget…looking for something outside himself to stimulate something inside – rather than pondering his own questions, and investigating the real world around him.

Dr. Katz also shared her concerns about television, and worries about its impact on young children.  She cited the practice of other countries’ aim to protect children from developmentally inappropriate images and news stories, by saving adult content until after 10:00 p.m. She wonders why haven’t we taken similar steps in the United States.

She urged teachers of young children to have “continuous contingent interactions” with young children, explaining that recent brain research has shown how neurological connections happen when children engage in extended, meaningful conversations – back and forth exchanges where one person’s response is contingent on what the other has to say.

She also offered some of her ideas about experiences that children should often have – and encouraged those of us in the audience to go back and talk with colleagues to make our own list. Some (but not all) of her experiences for children included:

• being intellectually engaged and challenged
• applying developing skills in meaningful ways
• confidence in their own intellectual powers and questions
• extended conversations and interactions with adults and peers
• asking questions, making predictions and hypotheses
• sustained involvement with worthwhile topics (projects children come back to for days and weeks)
• feeling of belonging to community and school

I loved her list and could feel that others in the room agreed with her. My hope is that all of us in that room find ways to share her wisdom and keep her ideas alive for current and future generations of children and teachers, who are being told over and over again, that a Race to the Top is what is best for children. These experiences that Dr. Katz is talking about can not be found in scripted curricula that rushes from one disconnected topic to the next. They can be found in authentic experiences, emergent curriculum. These experiences take time and allow for investigations and conversations.

I end with one more of her wonderful nuggets: “Curriculum is not delivered. Milk is delivered.” Nice! Thanks to NAEYC for the opportunity to hear Dr. Katz’s words of wisdom.

-Retrieved on November 22, 2013 from http://www.empoweredbyplay.org/2011/06/words-of-wisdom-from-dr-lilian-katz/

Finally, a quote that couldn't have more perfectly described the motivation behind my entrance to the field of Early Childhood Education. Similarly to Louise Derman-Sparks, Professor Emeritus of Pacific Oak College, CA, I found that I have, "a built-in passion that it was important to make a real contribution to the world, and to fix all the injustices that existed in the world."  (Retrieved on November 22, 2013 from Walden University. (n.d.) Mission and Vision. Retrieved from http://www.waldenu.edu/about/social-change/mission-and-vision)

Inspiration and motivation can be derived from many sources.  Keep on keepin' on!

Personal Childhood Web

I initially had a very hard time creating my web.  I know that I was influenced by many people in my life, but it took a little time to distinguish who I really wanted to include in my tribute.  I feel as though I have become the person I currently am through a more soft-spoken influence.  My family was never one for a lot of outward affection (which I have changed dramatically with my own family!).  There was never any doubt that I was loved.  I was provided with anything I ever needed and always had the support of my parents.  I think that what I was missing was the giant celebrations that scream "I LOVE MY FAMILY!!!!"  While raising my two young girls, I think back to my childhood often and wish much of the same...but MORE!

My first influence was/is my mother.  She continues, to this very day, to be my rock.  We have had our differences over the years, but I cannot think of a more important inspiration to me.  She taught me to be a responsible, nurturing wife and mother.  She will run to my assistance in the blink of an eye and always has some words of wisdom and guidance.  She is the first person to admit her mistakes and discuss how she learned from them--a key element to the parenting of my own children.  She has always been supportive of my dreams and I use her frequently as a sounding board.  I remember her encouraging my "free play" moments--even when my father was panicking over the mess!    I recall her telling me that I was born to be a teacher.  I then promptly followed a different path, just to prove her wrong. Perhaps I should have listened more and rebelled less. <3

My father taught me many things that it took me until adulthood to appreciate.  He was very hard-headed, but strongly committed to pursuing my excellence in education--and life.  I was expected to keep my room clean, get good grades, excel in sports, and use manners flawlessly, as it reflected directly back to him.  While I felt a little overwhelmed as a child, I now know that he only wanted me to be a successful adult.  I remember him spending weekends studying for his Master's degree, just as I do now.  I remember him working tirelessly around the house and yard, while I was begging to go to the playground.  I remember him constantly correcting my behavior and manners.  We constantly butted heads, and even went spells without speaking, but I now see so much of him in me.  He has been gone for 8 years now, and never had the pleasure of meeting my children, but I instill a little bit if him in them every day.  I hope that someday my children will grow to understand the sacrifices my husband and I have made, just as my parents did for me.

I would like to add my maternal grandparents to my childhood support system.  They had a difficult life, but managed to raise four children, who all went on to raise families of their own.  While my time spent with them always seemed too short, I learned a great deal about my heritage from them.  My grandfather always had ethnic music playing on the radio, and was the one to teach me all of the "important" vocabulary while we cooked together.  My grandmother always seemed to be fussing over something, but ensured that her secret stash of candy was always stocked for the grandchildren.  I loved to pick cherry tomatoes from their garden and dig through the treasures in the garage.  They exposed me to the small bit of religion I currently understand in my life. They never complained about having to work incredibly hard, and always included me in the preparation of family events.  I think of them often when I feel like I have a load too much to bear.

My paternal grandmother was also a strong influence in my life.  She was the free spirit.  She was a scatter-brained, spontaneous, artist.  My parents did not agree with her lifestyle or many choices she made in her life. I did not get to see her often, but she always had a giant drawer full of art supplies just for me.  She dabbled in many forms of artistic expression, and while I did not receive much of her talent or ability, my older daughter did.  Every time my little girl comes to me with her artwork, or wants to write I think of my grandmother.  We spent several afternoons picking blackberries and eating clover while discussing fairy tales and travelling around the world.  As my grandmother's health was failing I remember her begging me to bring her sweet treats that she was not supposed to have.  I did.  Every time.  It was our little secret.  She taught me that there was value to silliness, non-conformity, and the beautiful innocence of children.

Finally, I would like to mention my Kindergarten teacher, Mrs. Penza.  I was an independent reader by age 3.  I had a collegiate vocabulary by age 5.  She recognized what others refused to.  I remember her fondly as the teacher who let me be me.  She worked with my parents to find ways to challenge me and take on the school system who saw me simply as an anomaly who would fall in line with the other children in due time. She took me on as her teacher's helper.  I read film strips for the class, organized the artwork, and shared some of my favorite books with my fellow kindergarten playmates.  When the school board finally agreed to allow me to complete kindergarten and first grade at the same time, she helped me transition socially with the older kids.  Every time I am confronted with a "special case", I think of her and her commitment to young children.  I hope to emulate her as I pursue my passion.

Some days are like that...

Whenever one of my kiddos is having a "terrible, horrible, no good, very bad day", I love to sit with them and talk out their troubles.  Then we often finish the conversation with "Some days are like that." Usually, by that point they are content with at least the tiniest of smirks that I like to follow up with a hug. More often than not, we move on to actually reading Alexander and the Terrible, Horrible, No good, Very Bad Day by Judith Viorst.  It is reassuring that most days are not nearly as bad as they initially seem. 

Fuel for my fire

                 

        

 

 

Inspiration from Innocence

I find inspiration in so many things, but children really know how to stop me dead in my tracks.  A very simple conversation I had with a Kindergarten child the other day speaks for itself.  H: "I made a new friend!", Me: "That's great!", H: "Yeah, but sometimes she has to go to the other room and then I can't play with her." Me: "Do you know why she has to go to the other room?", H: "No, she pretty much seems perfect.  She just has to go there sometimes."

In sharing this story with another teacher, I was informed that this new friend spends about half the day in the mainstream classroom and the other half in the special education classroom. Even during her mainstreamed time, she often has to step into the hallway to "take a break".  H, who is generally a painfully shy and reserved child is seemingly unaffected by the social, cognitive, and physical differences of her new friend. She has even been noticed attempting to calm other agitated children simply by standing near them in support.

Differences generally don't matter to young children.  They accept them and move on.  They are taught to be intolerant.   As educators and members of adult society we must always remember to put our best foot forward.  We can never know who might be learning from us.

A New Adventure

I never would have guessed that I would be creating a blog, or that I would be enjoying it...at least a little.  In beginning my latest journey into graduate education, I have been forced to accept that I have been resisting the latest technology.  It is officially sink or swim time.  I am jumping in. :)