Thanks A Lot!

When you think you have it all together someone always come along and lift you higher. I thank God that we all were asked to post thoughts and comments. I wanted to give up, but I started reading some of your comments about information I posted and decided to go on. You all made this class seem to look so easy so that was even more motivation. So, continue to encourage me as I continue to encourage you.

A Special Quote

"Train up a child in the way he should go: adn when he is old, he will not depart from it."

Proverbs 22:6

It is our duty to do all that we can to live our lives in a positive manner before children. In retrospect, we should also teach them the proper way of life and all other things will fall into place.

"Viewing the Whole Child Through My Eyes"

     Schools are places of culturally diverse populations, just as our society is. As a result, we must become culturally responsive if we are to serve all students effectively. Diversity must be valued and used to reinforce classroom dynamics. Our current educational environment is rife with change and technological advances. The core of our curriculum, reading, writing, and mathematics should be expanded to include 'critical and creative thinking, problem solving,' and the love of life-long learning. In times like these the economy expects children to be prepared to think effectively. I like to view these issues of diversity because of the multicultural classrooms in this century. The demands of the 21st century requires an approach to educating the whole child and his community engagement. Effective education must also now include assisting students with appropriate social development in out fast-paced world. Some may believe it's necessary to differentiate between using the term "culturally responsive" and "multicultural education." The latter term has no specific meaning.

     However, no tables should be left unturned when focusing on the whole child. As an early childhood educator, I believe the educational system is doing a great deal to focus on the whole child. In addition, there are a number of ways educators can assess the child such as; maintaining children's sense of wonder and curiosity, binding cognitive learning to affective experience and accompanying it with language.

     This year I've wanted to focus my attention on children China because of my opportunity to educated two students from that region. Children in China are assessed by testing the rates of language delay or a history of dyslexia at age 5. They are also tested to understand their IQ level. This country focuses a great deal on intelligence.

Roux, J.L. (2002). Effective schooling is being culturally responsive. Intercultural Education, 12.1,4151. 
     Retrieved June 20, 2011 from EBSCO Host database.

Stressors: How Do Children Cope?

During my second year of working with children I witnessed a child trying to cope with issues of abuse, neighborhood violence and neglect. Derick was around 7 years of age when he was forced to live with his grandmother and a house full of other relatives. His mother was arrested for theft. His way of coping was being quite and alone. He interacted in class activities very little. Therefore, he didn't really know how to cope or deal with his situation. Other teachers along with myself gave it our all to help him deal with his issues. At that point there was no way we could get him mentally out. Now a days, in this community there is a number of resources that our youth can use without the parents knowledge.

CHILDREN IN CHINA AND STRESS:
I have wondered about children in China and the stress that may impact their development. Actually, their competitive spirit of climbing educational skills I believes helps. Due to the over population they have much love and support of both parents and at least one grandparent. These children has to attend school about six days of the week. This great deal of education helps their intelligent level. However, this shows how they excel educationally than children in America. This type of stress for them seems to be a help to us, which is important in child development.

Breastfeeding

For many years while growing up my parents and grandparents told me that it was not good to breastfeed. I always thought that is was an imbarassment. Later, after getting pregnant with my third child I felt the need to do more research on breastfeeding to see the importance of it. The knowledge I recieved helped me to make my decision to breastfeed. I am very well aware of the fact that breastfeeding helps to prevent a number of illnesses. In addition, no one really knows how a mother and a child bonds until they have tried it for themselves.

Research notes that in Kenya breastfeeding is the way to feed infants unless there are some contraindications. Breastfeeding in public is normal. The people there are use to it and respects the mother regardless to where they are. Studies have also shown that breastfeeding for the first six months can help reduce infant mortality rates because of antibodies and other immunity boosters naturally found in breast milk. All of this information should help mothers of all nations understand the importants of breastfeeding. Not only has this study impowered me more, I will continue to motivate mothers whenever the opportunity arrives.

Additional Resourses

http://www.learninginfo.org/language-development.htm

http://www.learninginfo.org/nature-nurture-debate.htm

http://www2.scholastic.com/browse/article.jsp?id=3746853&FullBreadCrumb=%3

http://www2.scholastic.com/browse/article.jsp?id=3746182&FullBreadCrumb=%3


"I'm sick and tired of being sick and tired" this is a quote that I think about very often. This quote was given by Fannie Lou Hanner.

Course Resources

Required Resources

• Video Program: “The Resources for Early Childhood”
  Five early childhood professionals discuss their preferred and trusted resources.

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894980/educ6005_readings/naeyc_dap_position_statement.pdf
  
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
  
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
  
• 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.
  Use the Academic Search Complete database, and search using the article's title. 

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

• 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://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video 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/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Part 3: 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/main/about.cfm
  
  Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
  
  HighScope
  http://www.highscope.org/
  
  Children’s Defense Fund
  http://www.childrensdefense.org/
  
  Center for Child Care Workforce
  http://www.ccw.org/
  
  Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
  
  Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
  
  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.preknow.org/
• Voices for America’s Children
  http://www.voices.org/
  
  The Erikson Institute
  http://www.erikson.edu/
     

Part 4: 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