Throughout this course, I have had the privilege of corresponding with a colleague from Ireland. This experience has brought into perspective that the issue of early childhood education is a concern world-wide, not just locally in the United States.
Early childhood professionals in other countries face the same hurdles and difficulties that we face here in our country. And they also have the same desire to affect change and make a difference in the lives of children.
Would it not be wonderful if we could all work together throughout the world to ensure that all children have the opportunity to receive a quality and appropriate education? Just imagine the positive change this would have on our world today.
Another aspects of communication with my colleague is the ability to receive feedback from her on issues that I am dealing with. Not only did we discuss the topics that were assigned, but we also discussed daily issues that we were each dealing with in our classrooms. We provided suggestions, ideas and even support during this time.
I also feel that my communication has provided me with the educational experience needed to become a more effective advocate for early childhood education. Funding and quality teachers seem to be two of the most common hurdles for countries throughout the world. According to an article by Roger Neugebauer, "One of the biggest challenges facing the entire field is recruiting, training, and retaining talented early educators and encouraging the next generation of individuals passionate about the development of young children to pursue careers in child care and education. With so many competing career choices that can be lucrative and a continued lack of respect in our society for the serious and skilled work of early education, it is critical that we continue to find creative ways to overcome these obstacles" (Neugebauer, 2008).
References:
http://www.childcareexchange.com/library/5017932.pdf
Tuesday, December 17, 2013
Wednesday, December 11, 2013
More discussion with Iris from Ireland
During the time I have spent communicating with my contact from Ireland, I have learned that the challenges and aspirations are basically the same in Ireland as they are here in the States. Iris says that securing adequate funding and qualified staff has consistently been two of the main issues in the early childhood field in Ireland.
When discussing our dreams and aspirations with each other, we both want to remain in the education field. My dream job is to be an educational consultant. Iris' dream is to own a preschool program. She stated that she has considered continuing her education to gain the Ph.D. in Education. For me, I am not sure that I want to continue past the Master's degree.
Just as I struggle with funding my education, so does Iris. The idea on taking on more student loans frightens me. Iris talked about a Teaching Council with which all teachers in Ireland with must register. According to Iris, "The Teaching Council promotes and develops teaching as a profession at primary and post-primary levels. It provides a forum for presenting the views of the profession on all aspects of the teaching career from initial recruitment to in-career professional development. As the regulatory body for teachers in Ireland, the Teaching Council produces a code of professional conduct for teachers, which covers standards of teaching, knowledge, skill and competence. It also maintains a register of all teachers who teach in recognized schools in Ireland." This information was found on the citizen's information website. To become fully registered with the Teaching Council in Ireland, graduates must complete 300 hours of teaching practice within three years of graduating.
There is also a Department of Education and Skills in Ireland. She referred me to a website that gave great information about the requirements for teachers in Ireland. According to citizen information website, a teacher must have the following:
"Primary school teachers must be qualified to teach the range of primary school subjects to children aged 4 to 12 years. To qualify as a primary school teacher, you must have completed one of the following:
A recognized 3-year full-time program, leading to the Bachelor of Education (B.Ed.) degree
A recognized Graduate/Higher Diploma in Education (Primary) combined with a primary degree at level 8 or a level 9 qualification on the National Framework of Qualifications" (www.citizensinformation.ie).
According to Iris, the available jobs for teachers in Ireland are a bit slim for new young teachers attempting to enter the field. She said that many of the new teachers are looking outside the country to secure employment. She said that many of them were going to England for jobs. Our own country is in a teacher shortage right now.
References:
http://www.citizensinformation.ie/en/education/primary_and_post_primary_education/teachers_and_schools/teacher_qualifications_at_primary_and_post_primary_level.html
When discussing our dreams and aspirations with each other, we both want to remain in the education field. My dream job is to be an educational consultant. Iris' dream is to own a preschool program. She stated that she has considered continuing her education to gain the Ph.D. in Education. For me, I am not sure that I want to continue past the Master's degree.
Just as I struggle with funding my education, so does Iris. The idea on taking on more student loans frightens me. Iris talked about a Teaching Council with which all teachers in Ireland with must register. According to Iris, "The Teaching Council promotes and develops teaching as a profession at primary and post-primary levels. It provides a forum for presenting the views of the profession on all aspects of the teaching career from initial recruitment to in-career professional development. As the regulatory body for teachers in Ireland, the Teaching Council produces a code of professional conduct for teachers, which covers standards of teaching, knowledge, skill and competence. It also maintains a register of all teachers who teach in recognized schools in Ireland." This information was found on the citizen's information website. To become fully registered with the Teaching Council in Ireland, graduates must complete 300 hours of teaching practice within three years of graduating.
There is also a Department of Education and Skills in Ireland. She referred me to a website that gave great information about the requirements for teachers in Ireland. According to citizen information website, a teacher must have the following:
"Primary school teachers must be qualified to teach the range of primary school subjects to children aged 4 to 12 years. To qualify as a primary school teacher, you must have completed one of the following:
A recognized 3-year full-time program, leading to the Bachelor of Education (B.Ed.) degree
A recognized Graduate/Higher Diploma in Education (Primary) combined with a primary degree at level 8 or a level 9 qualification on the National Framework of Qualifications" (www.citizensinformation.ie).
According to Iris, the available jobs for teachers in Ireland are a bit slim for new young teachers attempting to enter the field. She said that many of the new teachers are looking outside the country to secure employment. She said that many of them were going to England for jobs. Our own country is in a teacher shortage right now.
References:
http://www.citizensinformation.ie/en/education/primary_and_post_primary_education/teachers_and_schools/teacher_qualifications_at_primary_and_post_primary_level.html
Wednesday, December 4, 2013
Exploring the NAEYC website
Unfortunately, I still have not received a newsletter from the NAEYC organization, but I did find some rather interesting information.
While on the NAEYC website today, I was please to read about the new legislation that was introduced by Senator Harkin of Iowa. It is known as Start Strong for America's Children Act. This legislation will support early childhood programs by providing expanding funding and creating partnership that will ensure quality programs.
According the the website, the legislation has three main parts:
1. Grants to states to expand the preschool programs
2. Grant to create partnerships between Early Head Start and Child care to improve quality and expand access
3. Expand the home visiting program to serve infants and toddlers
Emphasis were placed on the following:
"Using high-quality, research-based and developmentally appropriate standards and assessments in all settings (and avoiding inappropriate use of testing);
Building on the use of existing state systems to deliver preschool programs in high-quality child care, Head Start, and school settings;
Ensuring that programs engage families and support children’s comprehensive needs;
Attracting and retaining teachers by helping them to gain the specialized knowledge required and earn degrees in early childhood education, including improved compensation;
Improving and expanding access to infant and toddler care in Early Head Start/child care partnerships; and
Strengthening families by providing access to voluntary home visiting in the critical infant and toddler years. " (NAEYC, 2013)
I researched more on the issue of how to be an effective advocate for funding the early childhood programs. The website has a toolkit link that offers suggestions and information that is important to advocates. To be an effective advocate, one must be an informed advocate. The section I focused on learning was the area of the workforce in early childhood education. While most of the stats were from 2004, I was very impressed at the number of educators in early childhood programs, over two million. In comparison, there were just over three million educators working in in public elementary and secondary programs.
I was really surprised at the low number of states that pre-service qualifications for teachers in the child care centers. Below is a chart taken from the website.
While these numbers are high, I feel that all states should require pre-service qualifications for educators.
References:
http://www.naeyc.org/policy/advocacy/ECWorkforceFacts#K12
While on the NAEYC website today, I was please to read about the new legislation that was introduced by Senator Harkin of Iowa. It is known as Start Strong for America's Children Act. This legislation will support early childhood programs by providing expanding funding and creating partnership that will ensure quality programs.
According the the website, the legislation has three main parts:
1. Grants to states to expand the preschool programs
2. Grant to create partnerships between Early Head Start and Child care to improve quality and expand access
3. Expand the home visiting program to serve infants and toddlers
Emphasis were placed on the following:
"Using high-quality, research-based and developmentally appropriate standards and assessments in all settings (and avoiding inappropriate use of testing);
Building on the use of existing state systems to deliver preschool programs in high-quality child care, Head Start, and school settings;
Ensuring that programs engage families and support children’s comprehensive needs;
Attracting and retaining teachers by helping them to gain the specialized knowledge required and earn degrees in early childhood education, including improved compensation;
Improving and expanding access to infant and toddler care in Early Head Start/child care partnerships; and
Strengthening families by providing access to voluntary home visiting in the critical infant and toddler years. " (NAEYC, 2013)
I researched more on the issue of how to be an effective advocate for funding the early childhood programs. The website has a toolkit link that offers suggestions and information that is important to advocates. To be an effective advocate, one must be an informed advocate. The section I focused on learning was the area of the workforce in early childhood education. While most of the stats were from 2004, I was very impressed at the number of educators in early childhood programs, over two million. In comparison, there were just over three million educators working in in public elementary and secondary programs.
I was really surprised at the low number of states that pre-service qualifications for teachers in the child care centers. Below is a chart taken from the website.
| Setting | Role | Number of States that Require Pre-Service Qualifications | Number of States that Require Annual Ongoing Hours |
| Child Care Center | Teacher | 16 | 48 |
| Master Teacher1 | 14 | 16 | |
| Director | 40 | 46 |
References:
http://www.naeyc.org/policy/advocacy/ECWorkforceFacts#K12
Saturday, November 30, 2013
Issues Facing ECE Professionals in Ireland
During my contact with Iris from Ireland, she
revealed that many of the issues that are present in the ECE field here in our
country are the same issues that are prevalent in Ireland.
Poorly paid staff is
one of issues that seem to hit home for Iris. She stated that teachers in ECE
are the lowest paid teacher in Ireland, much like the United States. She said
that this seems to be one of the main reasons for staff turnover in the ECE
field. According to Education International, “two main staffing profiles can be
identified in ECE across Europe…usually qualified teachers can found working
with children over 3 to compulsory school age. These teachers increasingly have
a three-year tertiary degree and are often education as (primary) school
teachers that may or may not have a specialization in early childhood”
(Education International). This seems to be the same case in this country. Another
issue that she mentions is the lack of men working within early childhood
education. It is still viewed as “women’s
work” in Ireland. The number of men in ECE educational programs is sparse in
Europe.
Much like the United States, funding for ECE
programs poses a big problem. She also stated that there seems to be an issue
with the decision makers deciding what would be what we refer to as a good
child/staff ratio in the classroom. There is no consensus on the issue.
When I
mentioned the various program monitors that we have here such as NAEYC accreditation,
she stated that they have a program that resembles this. The accreditation
program is known as Higher Capitation Eligibility. The link to this
organizations website is http://www.earlychildhoodireland.ie/childcare-training-and-childcare-education/information-for-students-and-learners/. A large amount of the teacher qualifications
are the same as NAEYC accreditation.
Ireland has no national system of pre-school
education and consequently, the fees paid by the parents are the primary source
of funding. Costs to parents are among the highest in Europe and average over
30% of disposable income for the average worker.
It would seem that providing quality care and
hiring and keeping quality teachers are two of the main issues facing ECE
professionals in Ireland.
References:
Saturday, November 23, 2013
NAEYC
I have yet to receive a copy of the newsletter even though I have signed up for it. But after reviewing the website information that is available, I still consider this organization one of the top resources for professionals in the early childhood field. The focus of the 2013 conference is "imagine, innovate & inspire". I believe this is the job of the early childhood professional. We have the opportunity to open young minds and provide experiences that will do just that.
I really enjoy the area noted as "Voices of Practitioners". This area is a wealth of information from others who are in the same position as I. Reading their experiences and research findings provides various points of view regarding different topics. There is so much information that it was difficult to decide on a starting point.
The issue of Anti-Bias Education was the controversial topic that I found on the site. While some individuals will teach about Thanksgiving from the positive aspects for the Pilgrims, I tend to use this time to introduce my students to Native Americans history. I do not focus on the negativity that some will associate with the Pilgrims arrival in the New World. I focus on the positive information about the Native Americans. Why should we expose young children to the negativity. According to the website, "Unless teachers are well informed and thoughtful, Thanksgiving can become (even if unintentionally) a “unit” that teaches young children damaging misinformation and stereotypes" (NAEYC, 2013).
I really enjoy the area noted as "Voices of Practitioners". This area is a wealth of information from others who are in the same position as I. Reading their experiences and research findings provides various points of view regarding different topics. There is so much information that it was difficult to decide on a starting point.
The issue of Anti-Bias Education was the controversial topic that I found on the site. While some individuals will teach about Thanksgiving from the positive aspects for the Pilgrims, I tend to use this time to introduce my students to Native Americans history. I do not focus on the negativity that some will associate with the Pilgrims arrival in the New World. I focus on the positive information about the Native Americans. Why should we expose young children to the negativity. According to the website, "Unless teachers are well informed and thoughtful, Thanksgiving can become (even if unintentionally) a “unit” that teaches young children damaging misinformation and stereotypes" (NAEYC, 2013).
Saturday, November 16, 2013
Introduction of my Contact
My contact, Iris Berger, is from Ireland, a grad student and is associated with the Early Childhood Ireland organization. She has referred me to several different resources which contain a wealth of information. She stated that the main issue in early childhood education is the same in Ireland as it is in the United States, to provide quality early childhood programs for every child. Child outcomes is an important issue in Ireland, just as in the states. Stress and its effects on children is another similar issue. A major study was released on November 4, 2013. "STRESS, depression and money problems endured by thousands of Irish families can affect babies as young as nine months old and harm their development." (Melia, 2013)
According to the Early Childhood Ireland website:
"Early Childhood Ireland believes that the twin aims of training in early childhood care and education are to:
According to the Early Childhood Ireland website:
"Early Childhood Ireland believes that the twin aims of training in early childhood care and education are to:
- enrich the daily experiences of children and families availing of childcare services
- to support professional development of the childcare workforce
We aim to ensure that those working with children have the best possible training, qualifications, support and advice." (Early Childhood, 2013)
One of the most important issues we have discussed is the recent change regarding children's rights. On November 10, 2013, a referendum was passed. The following is a quote from the website,
" Children’s Rights Referendum
November 10th was a very important and historic day for children in Ireland. It was the day on which the Irish public voted to change the constitution on children’s rights.
(The full wording of the referendum question can be found on the Department of Children and Youth Affairs’ website.)
What the Referendum Changes Mean for Children in Ireland
It is important to be aware of what has been achieved through the Children’s Rights Referendum being passed. Below we have provided you with a summary of the key issues dealt with in the referendum, as well as an outline of what these changes mean for children in practice.
Children Have Rights The new wording recognizes that all children have rights and that these rights need to be protected and supported by the State.
Article 42.A1 The State recognizes and affirms the natural and imperceptible rights of all children and shall, as far as practicable, by its laws protect and
vindicate those rights
Protecting Children Children have a right to be protected against harm and to be kept safe.Sometimes a child’s parents may not provide enough care to keep them safe, and the State may have to intervene and offer support to families at an early stage, and in some exceptional cases offer alternative caregivers for the children.
Article 42A.2 The Amendment puts the best interests of children at the centre of decision-making in these cases. As State intervention will continue to be an exceptional measure, there is continued recognition that the best place for children is with their parents. Any intervention or support will always be proportionate to the risk facing the child. This means that a child is only removed from his or her parents where no other appropriate action can be taken which will protect the child’s safety and welfare in the home
Best Interests of the Child Children’s best interests shall be of the utmost importance when critical decisions are being made about the protection, welfare and care of the child.
Article 42A.4 commits the Oireachtas to legislate to provide that the views of the child are heard and taken into account in court proceedings affecting them. It does not mean that the child’s views will be the determining factor in the case, but that child’s views will be considered by the judge and given due weight according to the child’s age and maturity.
Listening to Children Children have the right to be listened to, and to be active participants in their lives. The views of the child must be heard and taken into account.
Article 42A.4.2 requires that the views of the child are heard when key decisions are made about their lives in court proceedings. Strengthening children’s right’s in the Constitution is an indication that children deserve to be listened to and to have a say in their lives."
This is very important for the children of Ireland, according to Ms. Berger. And I feel that future exchanges between the two of us will be beneficial for both of us.
Melia, Paul (2013) Babies feel parent's stress. Retrieved from http://www.independent.ie/irish-news/babies-feel-parents-stress-29724003.html
Saturday, November 9, 2013
More on NAEYC
The organization that I chose to focus on is NAEYC. You may access their website at http://www.naeyc.org. NAEYC focuses mainly on three broad goals. They strive to ensure professional practice and working conditions. They provide support by helping programs attain high quality system of service to the children and families. They also organize groups of other professionals who are supportive and can provide feedback to other professionals to ensure excellence in early childhood education.
The topic that caught my attention was Family Engagement. This is a prevalent issue also in the Head Start organization. As we know, parents and families are children’s first educators. Research has shown that students, who have families that are actively involved in their early education, tend to do better in later educational years.
NAEYC has provided six principles of Family Engagement on the website. The principles are as follows, taken directly from the website:
Principle 1: Programs invite families to participate in decision making and goal setting for their child
Principle 2: Teachers and programs engage families in two-way communication
Principle 3: Programs and teacher engage families in ways that are truly reciprocal
Principle 4: Programs provide learning activities for the home and in the community
Principle 5: Programs invite families to participate in program-level decisions and wider advocacy efforts
Principle 6: Programs implement a comprehensive program-level system of family engagement” (NAEYC, 2013)
The website also provide examples of early childhood programs who are leading the field in Family Engagement. One such school is the Montgomery County Community College Children’s Center in Blue Bell, Pennsylvania. This school is supporting family engagement in very effective ways, some of which are the same methods that my program is currently using.
Methods of Family Engagement use by Montgomery County Community College Children’s Center:
1. Parent Advisory Council
2. Ensuring diversity by providing bi-lingual staff and staff of color
3. Use of Creative Curriculum online assessment with parent access
4. Reciprocal Relationships
References:
http://www.naeyc.org/about/mission
http://www.naeyc.org/familyengagement/programs/mccc-childrens-center
The topic that caught my attention was Family Engagement. This is a prevalent issue also in the Head Start organization. As we know, parents and families are children’s first educators. Research has shown that students, who have families that are actively involved in their early education, tend to do better in later educational years.
NAEYC has provided six principles of Family Engagement on the website. The principles are as follows, taken directly from the website:
Principle 1: Programs invite families to participate in decision making and goal setting for their child
Principle 2: Teachers and programs engage families in two-way communication
Principle 3: Programs and teacher engage families in ways that are truly reciprocal
Principle 4: Programs provide learning activities for the home and in the community
Principle 5: Programs invite families to participate in program-level decisions and wider advocacy efforts
Principle 6: Programs implement a comprehensive program-level system of family engagement” (NAEYC, 2013)
The website also provide examples of early childhood programs who are leading the field in Family Engagement. One such school is the Montgomery County Community College Children’s Center in Blue Bell, Pennsylvania. This school is supporting family engagement in very effective ways, some of which are the same methods that my program is currently using.
Methods of Family Engagement use by Montgomery County Community College Children’s Center:
1. Parent Advisory Council
2. Ensuring diversity by providing bi-lingual staff and staff of color
3. Use of Creative Curriculum online assessment with parent access
4. Reciprocal Relationships
References:
http://www.naeyc.org/about/mission
http://www.naeyc.org/familyengagement/programs/mccc-childrens-center
Saturday, November 2, 2013
NAEYC
I chose the National Association for the Education of Young Children. I have been a teacher in a program that went through the accreditation process for NAEYC. This program helps to ensure that developmentally appropriate practice is occurring in early childhood programs.
Position Statements are available on their website.
Link to the website: http://www.naeyc.org/positionstatements
Position Statements are available on their website.
Link to the website: http://www.naeyc.org/positionstatements
Friday, November 1, 2013
Issues & Trends Professional Networking
As part of our assignment this week, we were to attempt to reach out to professionals in other countries. I sent emails out to two different organizations. Unfortunately, I received only one response from my email. I received a positive response from the Institute of Early Childhood Education and Research in Vancouver, BC, Canada.
I have sent additional emails to the individual professionals in the IECER faculty list. The other emails I sent only received an email error message. There needs to be a better system for communicating with professionals from other countries. This would better enable the ability to collaborate and exchange ideas and experiences concerning the issues and trends in early childhood education.
I have sent additional emails to the individual professionals in the IECER faculty list. The other emails I sent only received an email error message. There needs to be a better system for communicating with professionals from other countries. This would better enable the ability to collaborate and exchange ideas and experiences concerning the issues and trends in early childhood education.
Friday, October 11, 2013
My Supports
I sat down to think of the supports
in my daily environment. My first task was to narrow the field because there
are so many things that I consider supportive. First and foremost, my Lord
provides daily support by blessing me each day as I awake to another day. He
provides me with the opportunity to teach young children again and provide
encouragement to families who might not other find encouragement. I believe
there are numerous benefits of this type of support. How could I start my day
without the blessings of my Lord? Yes, I know there are those out there who do
not believe in God. But I chose to believe. I cannot imagine having to start each
day and not have something to believe in. My God has blessed me with a song in
my heart and when I have a really bad day, that song gets me through. I truly
believe that if I did not have this support that my life would have ended a
long time ago.
My second support comes from my
husband. He is my biggest fan. His love is always present. He loves me even
when I fail and he encourages me to try again. He encourages me to further my
education and pursue my Master’s degree, which I am currently seeking. He is my
rock when I need someone to lean on. He takes care of me when I am ill. His support has the benefits of me never
having to feel alone. I cannot imagine my life without my husband. I know there
would be days that I probably would not even have the courage to get out of
bed.
My third support would be my
co-workers. I value my co-workers and I depend on their support on a daily
basis. Anyone who has worked in the field of early childhood education knows
that some days can be overwhelming. Thankfully, my co-workers are always ready
to lend a hand or give a word of encouragement. This was never more evident
than this past spring. I faced a hard decision with regard to one of the
families that I serve. I was placed in a position that basically left me no
choice. Without going into great detail, it ended the relationship that I had
with the family and the child is no longer in the program. This was very
difficult for me because I had worked with the family since the child was 5
months old and the child would have been in my preschool room this fall. My
co-workers gave me support and encouragement through this rough time. I have
known others that cannot count on their co-workers as I have done. I know that
each day at work would be harder and lonelier without the support of my
co-workers.
Saturday, September 28, 2013
My Connections to Play
Growing up as a young child, I remember the play time I spent outdoors with my sister. We would get up early in the morning and head outside to start our day. We spent time exploring the trees, and the fields that surrounded our house. We would also head down the road to the neighbors barn, which we were allowed to play in. We did not have electronics or fancy toys to play with. We played with dirt and made mud pies. We used rocks and sticks to play baseball. We used our imaginations. I believe that so many children today do not have this opportunity.
Our mother supported our play by providing real items from her kitchen during our play mud pie making. She always encouraged us and ensured that we had ample time to explore and leave our creations to return to after lunch or dinner time. Playtime for me was the time to be whatever I wanted to be and do whatever I wanted to do. I had no limitations other than the limits of my imagination.
I remember playing school throughout my childhood. My mother would always provide paper, pencils, books, crayons and even a pointer stick for the teacher. I believe that my ability to develop this interest is the reason I currently work as a teacher. Children learn what their true interests are during free play. Do not constrain a child's imagination and watch him grow.
I remember playing with these when I was growing up:
"It is a happy talent to know how to play."-Ralph Waldo Emerson
"When children pretend, they’re using their imaginations to move beyond the bounds of reality. A stick can be a magic wand. A sock can be a puppet. A small child can be a superhero."-Fred Rogers
Our mother supported our play by providing real items from her kitchen during our play mud pie making. She always encouraged us and ensured that we had ample time to explore and leave our creations to return to after lunch or dinner time. Playtime for me was the time to be whatever I wanted to be and do whatever I wanted to do. I had no limitations other than the limits of my imagination.
I remember playing school throughout my childhood. My mother would always provide paper, pencils, books, crayons and even a pointer stick for the teacher. I believe that my ability to develop this interest is the reason I currently work as a teacher. Children learn what their true interests are during free play. Do not constrain a child's imagination and watch him grow.
I remember playing with these when I was growing up:
"It is a happy talent to know how to play."-Ralph Waldo Emerson
"When children pretend, they’re using their imaginations to move beyond the bounds of reality. A stick can be a magic wand. A sock can be a puppet. A small child can be a superhero."-Fred Rogers
“Men do not quit playing because they grow old; they grow old because they quit playing.”
― Oliver Wendell Holmes, Jr.
― Oliver Wendell Holmes, Jr.
Saturday, September 14, 2013
Relationship Reflection
Relationship are important to me because life would be meaningless and worthless without relationship. When I think of relationships, there are three different types of relationships that come to mine. Think of them as different levels of circle, each contained within the largest outer circle.
The first of these are outer circle relationships. These are the relationships that we have with good friends, co-workers, school friends, church friends, in-laws and acquaintances. These are the types of relationships that really have minimal affect on our development. Yes, these types of relationships can cause stress from time to time. But at the end of the day, they are not the most important ones. This is where the relationships with my students' families would be. These types of partnerships are important because we work together for the good of the child. Having open communication is what makes this type of relationship work.
The second of these is the middle circle. These are the relationships that we have with our siblings, cousins, aunts, uncles, best friends, and grandparents. These type of relationships tend to be more important than that outer circle relationships. If there is turmoil in these relationships, then we tend to worry or be stressed. Since I was raised around my extended family, I cherish these relationships. I tend to play peacemaker repeatedly. This can cause stress for me. These type of relationships are important to me because they helped make me the person I am today. I learned family values and commitment from them. My best friend is the relationship I will use as an example. I have been best friends with her for 17 years. Although we no longer live in the same town, we talk constantly. I know that I can talk to her about anything and she will not judge me. She is there for me when I need her and I am there for her. Our family tends to be very careful about who we let into this circle. Mostly it must be blood related. But occasionally we have some in-laws that fit so perfectly that we let them in. Two of these people would be my nephew's wife Melanie. She came into our lives and it was like she had always been there. And then there is my niece's husband, Duane. His entry took a bit longer, due to him and I being so much alike, but he is now in our middle circle. He helps maintain the stability of that circle.
The third of these relationships is the inner circle. These relationships are the most important and most precious ones that a person can have. These relationships are the ones that you have with your parents, spouse, and children. These relationships affect our day to day living and our health. These are the most important relationships. Turmoil in these relationships can have a negative ripple effect on the outer two circles of relationship.
The first of these are outer circle relationships. These are the relationships that we have with good friends, co-workers, school friends, church friends, in-laws and acquaintances. These are the types of relationships that really have minimal affect on our development. Yes, these types of relationships can cause stress from time to time. But at the end of the day, they are not the most important ones. This is where the relationships with my students' families would be. These types of partnerships are important because we work together for the good of the child. Having open communication is what makes this type of relationship work.
The second of these is the middle circle. These are the relationships that we have with our siblings, cousins, aunts, uncles, best friends, and grandparents. These type of relationships tend to be more important than that outer circle relationships. If there is turmoil in these relationships, then we tend to worry or be stressed. Since I was raised around my extended family, I cherish these relationships. I tend to play peacemaker repeatedly. This can cause stress for me. These type of relationships are important to me because they helped make me the person I am today. I learned family values and commitment from them. My best friend is the relationship I will use as an example. I have been best friends with her for 17 years. Although we no longer live in the same town, we talk constantly. I know that I can talk to her about anything and she will not judge me. She is there for me when I need her and I am there for her. Our family tends to be very careful about who we let into this circle. Mostly it must be blood related. But occasionally we have some in-laws that fit so perfectly that we let them in. Two of these people would be my nephew's wife Melanie. She came into our lives and it was like she had always been there. And then there is my niece's husband, Duane. His entry took a bit longer, due to him and I being so much alike, but he is now in our middle circle. He helps maintain the stability of that circle.
The third of these relationships is the inner circle. These relationships are the most important and most precious ones that a person can have. These relationships are the ones that you have with your parents, spouse, and children. These relationships affect our day to day living and our health. These are the most important relationships. Turmoil in these relationships can have a negative ripple effect on the outer two circles of relationship.
Friday, August 16, 2013
Code of Ethics Statements
As part of this week's assignment, we were to find at least 3 statements from the Division for Early Childhood of the Council for Exceptional Children and NAEYC which we feel passionate about. My choices are as follows:
DEC Code of Ethics:
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
2. 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.
4. We shall served as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
NAEYC Code of Ethics:
I-1.3-To recognize and respect the unique qualities, abilities, and potential of each child.
I-1.4-to appreciated the vulnerability of children and their dependence on adults.
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.
Each of these statements hit home for me because I have a passion for young children. I believe that we, as educators, should go beyond the norm to ensure a bright future for them.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
DEC Code of Ethics:
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
2. 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.
4. We shall served as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
NAEYC Code of Ethics:
I-1.3-To recognize and respect the unique qualities, abilities, and potential of each child.
I-1.4-to appreciated the vulnerability of children and their dependence on adults.
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.
Each of these statements hit home for me because I have a passion for young children. I believe that we, as educators, should go beyond the norm to ensure a bright future for them.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
Friday, August 2, 2013
Early Childhood Education Course Resources
- 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, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://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
- 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. - 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/
Scaffolding Children's Learning: Vygotsky and Early Childhood Education. NAEYC Research into Practice Series. Volume 7. http://eric.ed.gov/?id=ED384443
Wednesday, July 24, 2013
Quotes about Passion
Quotes from
the two choices for my people chosen:
“I
have long believed that the development of a child does not begin the day he is
born-or at age three-but much earlier, during the formative years of his
parent.”-Edward Zigler, Ph.D.
“It is critical that we teach our future
parents the important role that parents can play in stimulating and nurturing their
children, and in preparing them to reach their full potential in school and in
later life.”- Edward Zigler, Ph.D.
"The principle goal of educations in schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done."-Jean Piaget
"During the earliest stages the child perceives things like a solipisist who is unaware of himself as subject and is familiar only with this own actions."-Jean Piaget
Quotes
from the media presentation:
“I
have always wanted to be a teacher.” “I had a built-in passion that it was
important to make a real contribution in the world.” “The passion to create a
safer, more just world for all kids is there, and I suppose it will be there
until I die, and even after.”-Louise
Derman-Sparks
“We, as professionals in the Early Childhood field,
have an opportunity to shape a child’s life for the better.”-Sandy Escobido
Saturday, July 20, 2013
MY EARLY CHILDHOOD WED
My Dad: My dad always supported me in whatever goal I had in mind. I was the youngest of four girls and I did everything with my dad. He had such a positive effect on me because of his hard work ethic. He sacrificed for me continually. I remember the time I wanted to be a cheerleader but the uniforms were too expensive, and we were living pay check to pay check. He took his hunting rifle and sold it, and brought the money to the school to pay for my uniform. He supported me when I was a single parent, and was a father figure to my daughter.
My Mom: My mother was the one who always told me that I could achieve any dream. We went everywhere together. We shared a short music career together. I never doubted her love for me. She taught me to never let anyone make me feel less that I am. When I was a single parent, she supported me and encouraged me to further my education.
My Aunt Jean: Every summer was spent in Wake Village, Texas at my Aunt Jean's house. She taught me to love myself just as I am. She treated me just like her own daughter. She taught me how to clean and cook. I learned so much about our family's history during those summer visits.
My Aunt Emma & Uncle Edgar Stevens: These two people were not actually related to me but I considered them family. We moved from Texas to Arkansas when I was four years old. Their home was where we spent our first night in Arkansas. Christmas at Aunt Emma's house was wonderful. She was the only who taught me how to make candy. She was a truly loving, christian lady. She always told me how pretty and special I was and showed her love with hugs and kisses. Uncle Edgar collected old clocks and was very particular about who touched his clocks. Every time I went to his house, he would take me down and show me all his clocks. He also taught me the joy and fun of playing in the old cotton trailers.
Thursday, July 11, 2013
Picture of myself and my favorite quote regarding children
“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.”
― Albert Einstein
My favorite children's book is "Brown Bear, Brown Bear". I love to read this book with the children because the story teaches rhyming and is very repetitive. This enables the children to help tell the story.
My main inspiration for my desire to teach would have to be a negative experience that I had with a high school teacher. I was not "a rich, popular kid" in my school. She focused all her attention on that group of students. I have been out of high school for over 25 years, but I still remember that experience. I want to be the type of teacher who supports ALL her students, not just the "rich kids". I want my students to have positive experiences to remember.
Saturday, July 6, 2013
First Week of Classes
Well the first week of class and assignments is "in the history books." I currently serve as a PSD for CDA Council. I assist teachers with obtaining their Child Development Associate certificate.
I had the pleasure of meeting a young lady who was working as an Infant/Toddler teacher. I later found out that she was a single parent who was working to support herself and her child. She had the desire to further her education and obtain a degree in Early Childhood Education but felt the hurdles were impossible to overcome.
Fortunately, I had been in her shoes. I was able to share my experiences, offer advice and give encouragement to this young lady. She was in tears before long. I said, "I'm sorry. I didn't mean to make you cry." She then said, "No, it is just so good to hear a success story from someone who has been where I am right now."
We may be given these opportunities when least expected. Not only are we able to encourage the children we teach, but we are also able to encourage other teachers.
I had the pleasure of meeting a young lady who was working as an Infant/Toddler teacher. I later found out that she was a single parent who was working to support herself and her child. She had the desire to further her education and obtain a degree in Early Childhood Education but felt the hurdles were impossible to overcome.
Fortunately, I had been in her shoes. I was able to share my experiences, offer advice and give encouragement to this young lady. She was in tears before long. I said, "I'm sorry. I didn't mean to make you cry." She then said, "No, it is just so good to hear a success story from someone who has been where I am right now."
We may be given these opportunities when least expected. Not only are we able to encourage the children we teach, but we are also able to encourage other teachers.
Sunday, June 30, 2013
My Endeavor to pursue my Master's Degree
I am officially a Master's degree student through Walden University. This journey will be the next to last step in my educational plan. The culmination of that plan would be my Ph.D. in Education.
The education of young children is one of most important careers a person can have. I have heard many people refer to children as "our most precious resource". I believe this to be very true. I also believe it is our responsibility to ensure that each and every child receives a quality education. In order to achieve this we must ensure we have quality teachers. In addition, these teachers must possess the desire to teach. Simply having an education degree does not a quality teacher make!!!!!!
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