When I think of children, many words come to mind. Inquisitive. Energetic. Adorable. Silly. Opinionated. Determined. Vulnerable.
When reading about Carly Fleischmann and her incredible journey to finding a voice despite severe autism, all of these words come to mind, with another word...amazing.
Carly's story is incredibly heartwarming and uplifting. It teaches understanding and patience, and show just how determined a child can be. I hope that you all will enjoy it as much as I did.
http://www.youtube.com/watch?v=vNZVV4Ciccg
While I believe that children learn through play, and find play incredibly important and beneficial to children, I also believe in the benefits of technology. Technology is such a valuable teaching tool and Carly's story is an amazing example of this.
8.23.2013
8.10.2013
Assessing Children in the U.S. and China
As a former elementary teacher in North Carolina, I believe in assessing children. It is necessary for me, as a teacher, to know where my children stand. What level are they on? Are they understanding the new concept that I'm teaching? Assessing them allows me to group the children so that I can make the most of my time and help each and every child. I feel that children should be tested on whatever I am teaching. Math, science, vocabulary, reading; it is all important. Not only does it give me feedback to further develop my lesson plans to meet the needs of my students, but it also gives the parents feedback so that they can work with their children. And it gives the children feedback so that they know how they are doing as well, building self-esteem.
Now, with that being said, my version of assessment is definitely not the same as the testing brought to us by No Child Left Behind. One big test at the end of the year I do not feel is beneficial. It is stressful and honestly not a great measurement of children's knowledge as it is not what they are used to. The wording in those tests may not be what the children understand. Bubble sheet testing may be new to them and that alone can stress them out and cause them not to perform as well. Not to mention, the last month of school being only test prep, how is that fun for kids? The whole idea of it is just awful to me.
Obama has started a new initiative called Race to the Top. This calls for more, less intense testing. Instead of one giant test at the end of the year, there are smaller, less formal tests throughout the year. This, in my opinion, is more beneficial and is what teachers are doing anyways. Of course we test throughout the year, we have to know when to move on to new topics. This, to me, is what children in our public schools are already used to and will not stress them out as much. And unlike a test at the end of the year, it gives the children a chance to improve and build upon their skills. According to Gregory J. Cizek, a professor of educational measurement and evaluation at the University of North Carolina at Chapel Hill, "Research has long shown that more frequent testing is beneficial to kids..."
Testing in the United States is very, very different from testing in China. Chinese children always score higher than American children in both science and math. Why is that? Do their strict testing rituals actually pay off?
Chinese children attend school from elementary age through age 15. After age 15, parents have to pay for their children to attend school. Children attend school from 7am to 4pm Monday through Saturday. They have very few national holidays in which school is closed and their summer vacation is only a month long. Many children also attend buxiban, also called cram school, in the evenings and on weekends. This is similar to small group or one-on-one tutoring in math and science, that also costs money.
The children that do get to attend high school no longer get to study all of the subjects that they once did, such as history, literature, art, and music. They are now attending school for 4 years with only one goal in mind, the gaokao. The gaokao is a 2 day National University Entrance Examination that determines what university the student will attend. This exam assesses math, science, English, and Chinese. Chinese children are tested over and over again, in preparation for this test.
At first it seems that all of this testing and schooling pays off for Chinese children. I mean, look at the statistics! But does it really? Do these children get to enjoy their childhood at all? Do they have low self-esteem if their grades are not perfect? Do ALL children benefit? I would say no. It seems that if you are not wealthy, you will not succeed. If your parents can not afford to pay for buxiban and high school, what do you do then? Are you automatically left behind just because you do not have money? How does that benefit these children?
References
Levy, Michael. (2011). What I Learned From China's Schools. The Huffington Post. Retrieved from http://www.huffingtonpost.com/michael-levy/what-i-learned-from-china_b_872126.html
Mack, Lauren (n.d.). School in China: Introduction to School and Education in China. Retrieved from http://chineseculture.about.com/od/thechineselanguage/a/Introduction-To-Education-In-China.htm
Rosenthal, Elizabeth (2010). Testing, the Chinese Way. The New York Times. Retrieved from http://www.nytimes.com/2010/09/12/weekinreview/12rosenthal.html?pagewanted=all&_r=0
Now, with that being said, my version of assessment is definitely not the same as the testing brought to us by No Child Left Behind. One big test at the end of the year I do not feel is beneficial. It is stressful and honestly not a great measurement of children's knowledge as it is not what they are used to. The wording in those tests may not be what the children understand. Bubble sheet testing may be new to them and that alone can stress them out and cause them not to perform as well. Not to mention, the last month of school being only test prep, how is that fun for kids? The whole idea of it is just awful to me.
Obama has started a new initiative called Race to the Top. This calls for more, less intense testing. Instead of one giant test at the end of the year, there are smaller, less formal tests throughout the year. This, in my opinion, is more beneficial and is what teachers are doing anyways. Of course we test throughout the year, we have to know when to move on to new topics. This, to me, is what children in our public schools are already used to and will not stress them out as much. And unlike a test at the end of the year, it gives the children a chance to improve and build upon their skills. According to Gregory J. Cizek, a professor of educational measurement and evaluation at the University of North Carolina at Chapel Hill, "Research has long shown that more frequent testing is beneficial to kids..."
Testing in the United States is very, very different from testing in China. Chinese children always score higher than American children in both science and math. Why is that? Do their strict testing rituals actually pay off?
Chinese children attend school from elementary age through age 15. After age 15, parents have to pay for their children to attend school. Children attend school from 7am to 4pm Monday through Saturday. They have very few national holidays in which school is closed and their summer vacation is only a month long. Many children also attend buxiban, also called cram school, in the evenings and on weekends. This is similar to small group or one-on-one tutoring in math and science, that also costs money.
The children that do get to attend high school no longer get to study all of the subjects that they once did, such as history, literature, art, and music. They are now attending school for 4 years with only one goal in mind, the gaokao. The gaokao is a 2 day National University Entrance Examination that determines what university the student will attend. This exam assesses math, science, English, and Chinese. Chinese children are tested over and over again, in preparation for this test.
At first it seems that all of this testing and schooling pays off for Chinese children. I mean, look at the statistics! But does it really? Do these children get to enjoy their childhood at all? Do they have low self-esteem if their grades are not perfect? Do ALL children benefit? I would say no. It seems that if you are not wealthy, you will not succeed. If your parents can not afford to pay for buxiban and high school, what do you do then? Are you automatically left behind just because you do not have money? How does that benefit these children?
References
Levy, Michael. (2011). What I Learned From China's Schools. The Huffington Post. Retrieved from http://www.huffingtonpost.com/michael-levy/what-i-learned-from-china_b_872126.html
Mack, Lauren (n.d.). School in China: Introduction to School and Education in China. Retrieved from http://chineseculture.about.com/od/thechineselanguage/a/Introduction-To-Education-In-China.htm
Rosenthal, Elizabeth (2010). Testing, the Chinese Way. The New York Times. Retrieved from http://www.nytimes.com/2010/09/12/weekinreview/12rosenthal.html?pagewanted=all&_r=0
7.24.2013
Stress and Children's Development
There are many stressors that can affect children's development in all areas. These stressors include war, poverty, hunger, abuse, disease, and many others. While I am fortunate enough to have had no experience with any of these, I am very aware of the reality of these issues and the damage they can do to a child.
A close friend of mine spent the first few years of her life living in poverty. Her parents moved to the US from the Bahamas hoping to find a better life. They already have one child and then, while living in a two bedroom apartment, have five more. They could not afford to take care of these children and were having a hard time keeping food on the table. They visited the local food bank often and while their home was very crowded, they made it work. A few years late, Habitat for Humanity built her family a house. They were incredibly grateful and still are today, as her father donates money regularly to the organization.This house and help with their bills allowed the father the opportunity to save a little bit of money that lead to him starting his own business. He is now able to support his family without any assistance and is doing very well. Living in poverty did not negatively affect my friend because she did not have to live in the situation for very long. She always had food and parents that did all that they could to improve the situation. While, thankfully, my friend was not affected, it is a sad reality that many are. Children here in the United States and all across the world live in poverty that also leads to hunger and unclean water. These factors can affect a child's physical development and in turn, slower cognitive development.
The country that I decided to research for this assignment is Greece. Greece is such a beautiful country and it is a place that I would love to visit. I am aware that Greece has been having a hard time with their economy lately, but I had no idea to what extent. The economy in Greece has fallen 20% in the last five years with an unemployment rate of 27%, the highest in all of Europe (Alderman, 2013). Due to the lack of work available, many families are having to ration food, leaving children and adults alike, going hungry. According to a recent report, 10% of all Greek elementary and middle school children are suffering from hunger. The schools in Greece do not offer reduced and free lunch programs like America does, so if a child does not have food from home or money for lunch, the child will go hungry. These statistics are incredibly saddening and leave my heart very heavy. The Greek Orthodox Church has started collecting food from the public to help those in need while individual schools are also coming together to collect food for families. It does not seem that the government is assisting much with this issue. Children that are left hungry will not only suffer from delayed physical development, but will also reduce their rate of learning, slowing cognitive development as well (Alderman, 2013).
References
Alderman, Liz. (2013). More Children in Greece are Going Hungry. The New York Times. [Online Journal]. Retrieved from http://www.nytimes.com/2013/04/18/world/europe/more-children-in-greece-start-to-go-hungry.html?pagewanted=all&_r=0
A close friend of mine spent the first few years of her life living in poverty. Her parents moved to the US from the Bahamas hoping to find a better life. They already have one child and then, while living in a two bedroom apartment, have five more. They could not afford to take care of these children and were having a hard time keeping food on the table. They visited the local food bank often and while their home was very crowded, they made it work. A few years late, Habitat for Humanity built her family a house. They were incredibly grateful and still are today, as her father donates money regularly to the organization.This house and help with their bills allowed the father the opportunity to save a little bit of money that lead to him starting his own business. He is now able to support his family without any assistance and is doing very well. Living in poverty did not negatively affect my friend because she did not have to live in the situation for very long. She always had food and parents that did all that they could to improve the situation. While, thankfully, my friend was not affected, it is a sad reality that many are. Children here in the United States and all across the world live in poverty that also leads to hunger and unclean water. These factors can affect a child's physical development and in turn, slower cognitive development.
The country that I decided to research for this assignment is Greece. Greece is such a beautiful country and it is a place that I would love to visit. I am aware that Greece has been having a hard time with their economy lately, but I had no idea to what extent. The economy in Greece has fallen 20% in the last five years with an unemployment rate of 27%, the highest in all of Europe (Alderman, 2013). Due to the lack of work available, many families are having to ration food, leaving children and adults alike, going hungry. According to a recent report, 10% of all Greek elementary and middle school children are suffering from hunger. The schools in Greece do not offer reduced and free lunch programs like America does, so if a child does not have food from home or money for lunch, the child will go hungry. These statistics are incredibly saddening and leave my heart very heavy. The Greek Orthodox Church has started collecting food from the public to help those in need while individual schools are also coming together to collect food for families. It does not seem that the government is assisting much with this issue. Children that are left hungry will not only suffer from delayed physical development, but will also reduce their rate of learning, slowing cognitive development as well (Alderman, 2013).
References
Alderman, Liz. (2013). More Children in Greece are Going Hungry. The New York Times. [Online Journal]. Retrieved from http://www.nytimes.com/2013/04/18/world/europe/more-children-in-greece-start-to-go-hungry.html?pagewanted=all&_r=0
7.13.2013
Malnutrition in Children
"One in every four children in the world is suffering from chronic
malnutrition that is affecting their ability to learn, according to a
report by a charity."
This is a hard quote for me because it is not something that I was aware of before. Obviously, I am aware that other parts of the world are not as developed as the United States, where I live, I just was not familiar with the alarming statistics and the extent of this problem.
Chronic malnutrition delays a child's growth developmentally, physically, and cognitively. Obviously we are aware of the physical effects of malnutrition on children which then relates to developmental delays. But the effects of malnutrition also relate directly with a child's ability to learn. Malnourished children are 19% less likely to be able to read at the age of 8 (based on a study of children in Ethiopia, India, Peru, and Vietnam). This disadvantage in early childhood can be seen as an indicator of how well these children will succeed later in life.
While the number of children who die from malnutrition is on the decline, from 12 million in 1990 to 6.9 million in 2011, the problem is still very much evident. Becoming aware of these statistics makes me realize that I need to become more involved to help children around the world. I am an early childhood professional because I have a passion for young children. A passion to help them grow, learn, and succeed. This passion has led me to join advocacy groups in my area and will now lead me to become involved in organizations that will make people aware of this problem, and ultimately benefit children across the world.
Resource for statistics: http://worldnews.nbcnews.com/_news/2013/05/28/18550564-one-quarter-of-worlds-children-struggling-to-learn-because-of-malnutrition-study?lite
This is a hard quote for me because it is not something that I was aware of before. Obviously, I am aware that other parts of the world are not as developed as the United States, where I live, I just was not familiar with the alarming statistics and the extent of this problem.
Chronic malnutrition delays a child's growth developmentally, physically, and cognitively. Obviously we are aware of the physical effects of malnutrition on children which then relates to developmental delays. But the effects of malnutrition also relate directly with a child's ability to learn. Malnourished children are 19% less likely to be able to read at the age of 8 (based on a study of children in Ethiopia, India, Peru, and Vietnam). This disadvantage in early childhood can be seen as an indicator of how well these children will succeed later in life.
While the number of children who die from malnutrition is on the decline, from 12 million in 1990 to 6.9 million in 2011, the problem is still very much evident. Becoming aware of these statistics makes me realize that I need to become more involved to help children around the world. I am an early childhood professional because I have a passion for young children. A passion to help them grow, learn, and succeed. This passion has led me to join advocacy groups in my area and will now lead me to become involved in organizations that will make people aware of this problem, and ultimately benefit children across the world.
Resource for statistics: http://worldnews.nbcnews.com/_news/2013/05/28/18550564-one-quarter-of-worlds-children-struggling-to-learn-because-of-malnutrition-study?lite
7.02.2013
Child Birth
Child birth in the United States is very much the same for each woman. It is typically at a hospital, where the woman and child are taken care of until they are well enough to return home. When looking back at a personal experience, the birth of my god daughter, it was very much like this. Amber, my very best friend, had nurses look after her the entire 12 hours she was in labor. She had her doctor check on her twice and then deliver her baby. She had an anesthesiologist administer her an epidural to help with the pain. She even had a woman come help her after the baby was born, showing her how to properly hold her child and change her diaper. Another woman later came in, called a lactation specialist, to assist Amber in properly breastfeeding her child. While this is my only experience with the child birthing process, it seemed very standard for our country. It is very controlled, people are there to take charge if anything goes wrong. While a hospital is not the most comfortable place to be, it definitely seems to be the best option for giving birth to a child. There are doctors and surgeons on hand to handle any situation that may arise, and that is a very reassuring feeling. It increases all infants chance of survival and helps to reduce many risks that could potentially hinder the child's development.
The standard child birth in Japan is much different than our norm. The majority of Japanese women give birth without any painkillers whatsoever. It is said that the reason behind this relates to the Buddhist perception of suffering. People believe that the pain endured in labor is a test to prepare the woman for the difficult role of motherhood. Japanese women do deliver in a hospital, as American women do, but many fathers will not be in the delivery room. Fathers are only allowed in the delivery room if they have taken prenatal classes with the mother. After leaving the hospital, most mothers and babies will go to stay at the mother's parents home for at least a month. It is a cultural tradition that women stay in bed with their babies for 21 days. Friends and family stop by to visit and join in eating the celebratory food osekihan (red rice with red beans).
While Japanese women give birth in a hospital, as Amber did, this was the only comparison between the two. Japanese women do not use pain killers, as Amber did. Also, while Amber's husband was there to help encourage her through the birthing experience, many fathers in Japan choose not to participate in this activity. They also do not see much of their child the first month of life, as the child stays at the mother's parents house. Both Japanese women and Amber, however, did eat celebratory food with their family and friends. Amber's celebratory food was pink lemonade cupcakes and sparkling grapefruit juice, to welcome their beautiful baby girl Sophia.
The standard child birth in Japan is much different than our norm. The majority of Japanese women give birth without any painkillers whatsoever. It is said that the reason behind this relates to the Buddhist perception of suffering. People believe that the pain endured in labor is a test to prepare the woman for the difficult role of motherhood. Japanese women do deliver in a hospital, as American women do, but many fathers will not be in the delivery room. Fathers are only allowed in the delivery room if they have taken prenatal classes with the mother. After leaving the hospital, most mothers and babies will go to stay at the mother's parents home for at least a month. It is a cultural tradition that women stay in bed with their babies for 21 days. Friends and family stop by to visit and join in eating the celebratory food osekihan (red rice with red beans).
While Japanese women give birth in a hospital, as Amber did, this was the only comparison between the two. Japanese women do not use pain killers, as Amber did. Also, while Amber's husband was there to help encourage her through the birthing experience, many fathers in Japan choose not to participate in this activity. They also do not see much of their child the first month of life, as the child stays at the mother's parents house. Both Japanese women and Amber, however, did eat celebratory food with their family and friends. Amber's celebratory food was pink lemonade cupcakes and sparkling grapefruit juice, to welcome their beautiful baby girl Sophia.
6.22.2013
Code of Ethics in ECE
The code of ethics consists of principles and ideals that professionals in our field are responsible for upholding. All of the principles and ideals are important and each serve its own purpose. The three that I find especially meaningful are as follows:
"I-1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training."
This ideal is especially important because we must grow as a field to always provide the most up-to-date practices for children. We should always be adapting to the research and changing in a way that is constantly benefiting the children.
"I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities."
Providing an inclusive environment for all children not only benefits every child in the program, but also teaches children diversity and acceptance for all people. I honestly feel that exposing children to differences at an early age will reduce bullying later in life.
"I-2.8 To help family members enhance their understanding of their children and support the continuing development of their skills as parents."
It is important for us as professionals to remember that most parents do not have the education background in child development that we have. They also are not required to attend yearly trainings as we are. It is really important for us to reach out to the parents so that they are interested and invested in their child's education and to offer them as little or as much training as they would like. An investment in early childhood education will lead to an investment in their life-long education.
Article: 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
"I-1.1 To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training."
This ideal is especially important because we must grow as a field to always provide the most up-to-date practices for children. We should always be adapting to the research and changing in a way that is constantly benefiting the children.
"I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities."
Providing an inclusive environment for all children not only benefits every child in the program, but also teaches children diversity and acceptance for all people. I honestly feel that exposing children to differences at an early age will reduce bullying later in life.
"I-2.8 To help family members enhance their understanding of their children and support the continuing development of their skills as parents."
It is important for us as professionals to remember that most parents do not have the education background in child development that we have. They also are not required to attend yearly trainings as we are. It is really important for us to reach out to the parents so that they are interested and invested in their child's education and to offer them as little or as much training as they would like. An investment in early childhood education will lead to an investment in their life-long education.
Article: 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
6.08.2013
Course Resources
Part 1: Position Statements and Influential Practices
Additional Resources:
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
- NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
- NAEYC. (2003). Early
childhood curriculum, assessment, and program evaluation: Building an
effective, accountable system in programs for children birth through age
8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
- Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pd
- 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.
- World Forum Foundation
- National Association for the Education of Young Children
http://www.naeyc.org/
- The Division for Early Childhood
http://www.dec-sped.org/
- Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
- WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
- Harvard Education Letter
http://www.hepg.org/hel/topic/85
- FPG Child Development Institute
http://www.fpg.unc.edu/
- Administration for Children and Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
- HighScope
http://www.highscope.org/
- Children's Defense Fund
http://www.childrensdefense.org/
- Center for Child Care Workforce
http://www.ccw.org/
- Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
- Institute for Women's Policy Research
http://www.iwpr.org/
- National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
- National Child Care Association
http://www.nccanet.org/
- National Institute for Early Education Research
http://nieer.org/
- Pre[K]Now
http://www.pewstates.org/projects/pre-k-now-328067
- Voices for America's Children
http://www.voices.org/ - The Erikson Institute
http://www.erikson.edu/
Additional Resources:
- The National Head Start Association www.nhsa.org
- The Office of Head Start www.acf.hhs.gov/programs/ohs/
- Office of Child Care www.acf.hhs.gov/programs/occ
- The Southern Early Childhood Association www.southernearlychildhood.org
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