Who will care for our children ~ WE WILL!!!

"Every child born into the world is a new thought of God, an ever fresh and radiant possibility"
                                                                                               by Kate Douglas Wiggins

By Henry Ward Beecher

 

I believe this to be so about all children.  When we praise, protect, and provide for children, we are only doing what has been required of us ... for such is the kingdom of heaven".
Thank you to all my classmates this semester.  It has been a joy reading your blogs, comments, discussions and thoughts.  I wish you all success as you continue this educational journey of self discovery and increased development.  I know that each of you will leave a lasting impression on all children and families, whose lives you'll touch. 
I wish each of you a safe, enjoyable, and blessed holiday.  I hope to meet up with you again in a future class.  You have truly been inspiring and informative.  May we never forget our purpose. 
Again, thank you and may you all be blessed.
Liza ;-)

Child Assessment: Testing for Intelligence

            The assessment of children at any stage, from birth through early preschool years, reveal much need information about the child that serves as a means of providing an academic profile to measure developmental levels for each child in areas of cognitive, social, emotional, behavioral, and physical abilities.  I believe that the use of assessments can provide an indication of whether children are developing normally or whether the child may be exhibiting difficulties in any areas.  The use of age appropriate assessments allow educators to develop educational plans and goals for each child based on their individual skills, knowledge, and goals.  The assessment also provides information to parents about their child’s abilities areas of needs.  I feel that the more information that you are able to gather regarding a child’s abilities the better you are able to plan, prepare and develop goals for children to reach their maximum achievement. 

            Not all areas, of children’s development, are easily measurable by testing and assessment. Children who are shy, withdrawn, experiencing difficulties at home because of poverty, abuse or neglect or they simply do not test well.  There are other factors such as the level of development of each child.  No two children develop at the same rate during their early years and some are in need of more individual instruction than others are.  We must consider each of these issues when looking at the whole child and not just, what we learn from assessments.

            Most states and countries assess school age children using standardized testing. The problem that I have always had with standardized testing is that although it gives measurable data regarding the skills and knowledge of children, it uses the same measurements to determine children’s level of learning.  In parts of the UK and France, Norway and Japan, according to Hall & Ozerk, (2008), they seek to monitor the quality of learning of their pupils at national level through assessment of pupil achievement against national norms or competencies within specified subjects and their assessments are both criterion- and curriculum-referenced.  Hall and Ozerk, (2008 pg. 15), also determined that what distinguishes the assessment policy in England as compared to other countries is the degree to which it is used as a tool, a) to control what is taught; b) to police how well it is taught; and c) to encourage parents to use the resultant assessment information to select schools for their children.

            The use of assessments in measuring children’s abilities can be a positive and useful tool but should not be the only determining factor.  In order to know what goals and objective to use in planning and preparing for children individually, we must consider other outside factors that could have either a direct or indirect affect on the child’s ability to learn.  Another important factor to consider is whether the tool chosen is age appropriate and whether it is reliable in what you seek to measure.    

 

Reference:

Hall, K., & Ozerk, K. (2008).  Primary curriculum and assessment:  England and other

countries. Primary Review Research Survey. University of Cambridge: Cambridge, CB2 8PQ, U.K.

 

 

 

 

  

   

Common Stressors affecting children

When I thought about common stresses that affect children, I thought about the ones that I had to live through with my children.  It was not the same devastation as many of the victims of hurricane Sandy, which happened on the east coast, but we still experienced the trauma of loss nevertheless.  During 1994, we experienced an ice storm here in Mississippi that was very devastating to many families, including mine.  We experienced the loss of power over several weeks, loss of food, water, lights and heat.  There was little that we could do.  My main concern was not only for my family, but also for many elderly who lived in my immediate area, who were without power and heat and had children in their household that they were helping to raise.  We had heat for short periods throughout the night by sitting up and using our stove, which was gas, in order to generate heat after waiting several days.  We had many of our friend in our home because they lived in wood framed homes that offered little in the way of safety from the cold.  Trees around our neighborhood had fallen on homes and cars because of the weight of the ice.  They had to cut down trees in front of our home that had fallen.  We could do little in the way of escape because it happened so fast.  Children have a hard time understanding what is occurring and fear takes over, when they experience a natural disaster.  There was no place to evacuate to and no place to obtain assistance for several days.  Roadways in and out were impassable and we had to manage on our own.  After a couple of days, we were able to obtain water and because we had can goods in the house, we were able to eat.  We used blankets and slept in clothes, hats and coats to keep warm each day and night for almost two weeks.  We used candles for light at night and were unable to go outside after dark.  This was difficult for many children and elderly adults.  We live in an area of Mississippi which has one of the highest poverty rates in the U.S.  Many families are in very rural towns and have no access to transportation.  Many people in the area never fully recovered from the loss they suffered, following this disaster.

We also experience loss and devastation from hurricane Katrina from flooding and tornadoes.  When I saw the damage and destruction that the people from New York and New Jersey experienced from Sandy, I felt myself praying for them and personally identifying with what they were going through.  It is difficult to cope with trauma as an adult, but it is even worse for children, who do not understand what is happening or why.  I wanted to be able to help in the case of disasters that affect our area and became a Red Cross volunteer.  I also decided to pursue a degree in counseling to assist people in coping with disasters and other traumas.  I know the stress that they have to deal with because I have had to go through the same as an adult and so did my children.  They try to understand what was happening and why but it is difficult to mentally make sense of everything emotionally and psychologically.  Mentally, physically and emotionally, children need caregivers to provide safety, trust and reassurance that they secure and safe from harm.                

 

Nutrition and Malnutrition - Worldwide Problem

NUTRITION AND MALNUTRITION

            Nutrition is the act of securing proper nutrients and vitamins through food so that a person can thrive and have a healthy functioning body.  In order for this to happen, a person must have a consistently healthy diet.  In many countries, such as Africa and South Africa, this is not always the case. A number of children and adults alike suffer from the lack of nutritious foods and suffer from malnutrition, which is the lack of proper nutrition, and even starvation.  According to UNICEF, (2012), malnutrition is a major cause of death in 64% of children under the age of five in South Africa and one in five children is stunted and deficient in vitamins and mineral need for good health. (UNICEF, 2012).

            The lack, of a proper diet for children often lead to diseases that last over longer periods of time that normal and even death.  Cases of malnutrition, not only occurs in developing countries but even in a country such as the United States that is rich in excess and opportunity. 

            The New York Times (2012) reports that in parts of India 42% of children under age 5 suffer from malnutrition, which is a 20% drop from the last seven years.  This widespread problem exists in countries throughout the world and often goes unnoticed until there are reports in the news about an excessive number of deaths or widespread disease.  Things such as food and water that most of us take for granted because of its ready availability are a luxury to those who live in countries where they may not have a meal of any kind for days or weeks.  Children who experience poverty, whether here in the U.S. or in other developing nations, need help.  I give to organizations such as UNICEF and Feed The Children because of my belief that every child deserves to be cared for even if I am unable to do it personally, I can at least share financially.  I often encounter children in my workplace, who comes to school, and that is the only time during that day that they may have a meal.  It breaks my heart to know that any child, no matter where, suffers from lack of proper diet or hunger.

References:

UNICEF South Africa – Child and maternal health.   Retrieved November 9, 2012 from:

            http://www.unicef.org/southafrica/survival_deflop_755.html.

Yardley, J. (2012). New York Times, Malnutrition Widespread in Indian Children, Report Finds.

Retrieved November 9, 2012 from: http://www.nytimes.com/2012/01/11/world/asia/malnutrition-in-india-is-widespread-report-finds.html

Childbirth - Unforgettable Experiences

My most memorable childbirth experience was with my son, who is also and y firstborn.  I labored with him for more than 22 hours because he was breached.  I was also more than a week overdue by the doctors calculations.  I'm not sure my son felt the same way.  I had natural childbirth and although I was told that I would only remember the actual time he came into the world, I also remember the pain.  My son was born healthy and whole with no obvious problems.  He was a normal developing child until about age 3 when we began to notice his regression in speech and learning.  It was around this time that I discovered that he had a developmental problem which was later diagnosed as Autism.  I never allowed this to be a weakness for him, but used this as a challenge that he could overcome.  I am proud to say that my son is now a college graduate, working and about to enter graduate school to work towards a Masters in Finance.  He is a math whiz.  He is one of the reasons I love working with children with disabilities.  The smallest achievements for these children can make the biggest difference in their lives and that of their families. 

The place I chose to talk about childbirth is in the country of South Africa.  It is so difficult for women in this country because when they are in labor, oftentimes they are turned away from hospitals and considered to be lying or handled roughly by staff and many of the birth end in the death of the infant.  There is no accountability for the health care system and the abuses that occur and this results in maternal death rates as high as 75%.  According to the United Nations statistics, approximately 4,500 women die annually in South Africa due to treatable and preventable pregnancy and childbirth related causes. (Nordqvist, 2011).  When looking at these statistics and issues of the women in South Africa who endure such hardships, we must be grateful for the availability of medical care that we receive in this country.

Reference:

Nordqvist, C. (2011). "The shocking truth about giving birth in South Africa." Medical News Today.  
           Medilexicon, Intl.  Retrieved November 2, 2012 from:
           http://www.medicalnewstoday.com/articles/232413.php.

Significance of Code of Ethics in ECE

 

1.      We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others. (Division of Early Childhood, 2009).  

We as educators must ensure that we a constantly seeking new ideas through research, education, concepts and ideas from other professionals and organization to promote growth and excellence in the services we provide for children and families.  We cannot hope to be the best service providers or educators unless we keep abreast of issues, best practices, innovative ideas, and changes in policies that directly or indirectly affect the quality of lives for those we serve.  We can receive and utilize the best information from those in the field of education, which have made significant contributions, by establishing professional collaborative relationships and being open to new ideas.  

2.      We shall serve 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.  Oftentimes we meet families who are unable to speak for themselves or are unaware of what their rights and responsibilities are as parents who need and deserve the best services for their children.  When we serve as advocates for those families, we can ensure they receive the information that will help them by giving them the opportunity to make sound decisions regarding their child.  As advocates, we can be agents for change in policies, support parents in obtaining services, resources and services from state and local agencies. (Division of Early Childhood, 2009).  

3.      P-1.1—Above all, we shall not harm children.  We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children.  (National Association for the Education of Young Children, 2005).

This statement is a testament to what each of us should hold true and that is to protect our children.  These are our most precious jewels and the future of our country.  As educators, we should ensure that our children receive care, promote positive emotional and social development, and support their diverse and individual uniqueness.  This can best be achieve by building relationships between families, caregiver/educators and community and to help each children reach their fullest potential by providing an safe and secure environment for learning.

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/

 

Early Childhood Resources

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·         Part 1: Position Statements and Influential Practices

 

o   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

o    NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

o    NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

o    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

o    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

o    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

o    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

o    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 

o    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

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

o    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: 

o    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

o    World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission. 

o    Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements. 

Part 3: Selected Early Childhood Organizations

 

o    National Association for the Education of Young Children
http://www.naeyc.org/

o    The Division for Early Childhood
http://www.dec-sped.org/ 

o    Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/

o    WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm

o    Harvard Education Letter
http://www.hepg.org/hel/topic/85

o    FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm

o    Administration for Children and Families Head Start's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/

o    HighScope
http://www.highscope.org/ 

o    Children's Defense Fund
http://www.childrensdefense.org/

o    Center for Child Care Workforce
http://www.ccw.org/

o    Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home 

o    Institute for Women's Policy Research
http://www.iwpr.org/

o    National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/

o    National Child Care Association
http://www.nccanet.org/

o    National Institute for Early Education Research
http://nieer.org/

o    Pre[K]Now
http://www.preknow.org/

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

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

Part 4: Selected Professional Journals

o    YC Young Children

o    Childhood

o    Journal of Child & Family Studies

o    Child Study Journal

o    Multicultural Education

o    Early Childhood Education Journal

o    Journal of Early Childhood Research

o    International Journal of Early Childhood

o    Early Childhood Research Quarterly

o    Developmental Psychology

o    Social Studies

o    Maternal & Child Health Journal

o    International Journal of Early Years Education

 Part 5:  Additional Resources

o   Multimedia resources & Professional Development for America's PreK-12 educators. Retrieved October 5, 2012 from: http://www.pbs.org/teachers/earlychildhood/

o   Classroom Assessment Scoring System http://www.teachstone.org/

o   Leticia Lara, LCSW, is Regional Manager for Outreach and Professional Development for ZERO TO THREE stated, “Resources are important both internal and external.” Retrieved October 5, 2012 from: Laureate Education, Inc. (Producer). (2010b). The resources for early childhood [DVD]. Foundations of early childhood studies. Baltimore, MD: Author