What I think of Child Development? it is full of life and fluidity.
"Youth is happy because it has the ability to see beauty. Anyone who keeps the ability to see beauty never grows old." ~ Franz Kakfa
I chose this quote because I always felt that children are always carefree. They are curious and do not carry grudge against anyone who is different from them. Children change constantly. Children grow in every aspect of child development.
Please also locate sign language video on a separate post.
Thank you for your tremendous support in last 8 weeks of class. I greatly appreciated all of your inputs and will carry them with me for rest of my life.
Thank you and happy holidays!
Monday, December 20, 2010
Baby sign language- tries to sign the alphabet
Regarding to bilingual, children between ages 2 to 6 have greater capacity to learn two or more languages. Their brains are considered like “sponge” and are growing rapidly. Research shows that children who learn two languages normally place both languages in the same areas of their brains and are still capable of keeping both languages separated. Also, once children are six or older, their learning ability becomes concrete and that would make learning second language more difficult. (Berger, K., 2009).
Since I discussed primarily on how young children benefit from learning sign language in class, I thought I'd post this as a part of the blog assignment. Hope you enjoy this brief show.Berger, K. S. (2009). The developing person through childhood (5th ed). New York, NY: Worth Publishers.
Sunday, December 5, 2010
Testing for Intelligence?
My opinion on, "A commitment to viewing young children holistically."
As we all experienced numerous tests to assess our intelligence and emotion, children today continue to go through series of tests--perhaps much more than we did in our time.
I think that intelligence and emotion testings should be used as development appropriate process to monitor the overall development. with addition,these tests should not be used to place children in certain classes. Instead of using tests to place children into the "right" classes, school counselors and teachers should compare child's academic development using both formal and informal assessments (ie: intelligence testing and schoolwork). After evaluating these assessments, teachers and counselors should meet with parents and child to discuss the strengths and weakness and to provide positive encouragements as well as early intervention to improve child's weakness. If a child is able to keep up in his/her current class with positive outcomes, he/she should remain in that group regardless what assessment results show. However, if children show that they are much more advanced than their peers, children should be place together with others at same age level if possible. This way children who are gifted can continue to pursue advanced academic study while maintain age appropriate emotion level.
In order for this to success, it all begins with the attitude among professionals and parents. An attitude that shows the society that testings are not here to increase stress, to damage self-confidence, or to pull children out of their normal group.
"In what ways are school-age children assessed in other parts of the world?"
I chose to research on school system in France, because I always dreamed of visiting France. Here is what I discovered.
Alfred Binet, a French Psychologist, who began his journey after receiving law degree in 1878. He was not interested in formal schooling, so he decided to teach himself through reading psychology texts. He became engrossed with the work of John Stuart Mill in which led him to further his journey by working under Jean-Martin Charcot's laboratory at a hospital. His study and research primarily focused on intelligence, attention span, and intellectual development.
Eventually, he worked with Theodore Simon in creating the scale that consisted tasks that children are able to achieve in certain age level. Although Binet did not become public figure or leading psychologist, a gentleman named Goddard brought the scale to United States and the scale became standardized test. Goddard's initial intention was to cultivate the "feeble-mindness" (Human Intelligence) from the society.
In current days of France, children are tested to be placed in appropriate programs at local schools or private schools. However, children with disabilities are permitted to take examination with accommodation if they attend regular school. Children who attend "regular" schools are required to take different examinations to pass and move onto next level.
Children with disabilities who have more severe difficulties in accomplish academically at regular schools are given an opportunity to transfer to special education programs with different curriculum.
This is a picture of Institut National de Jeunes Sourds de Paris (School for the Deaf in Paris, France).
Human Intellgience: Alfred Binet
www.indiana.edu/~intell/binet
Special Needs Education within the Education System-France
www.european-agency.org/country-information
As we all experienced numerous tests to assess our intelligence and emotion, children today continue to go through series of tests--perhaps much more than we did in our time.
I think that intelligence and emotion testings should be used as development appropriate process to monitor the overall development. with addition,these tests should not be used to place children in certain classes. Instead of using tests to place children into the "right" classes, school counselors and teachers should compare child's academic development using both formal and informal assessments (ie: intelligence testing and schoolwork). After evaluating these assessments, teachers and counselors should meet with parents and child to discuss the strengths and weakness and to provide positive encouragements as well as early intervention to improve child's weakness. If a child is able to keep up in his/her current class with positive outcomes, he/she should remain in that group regardless what assessment results show. However, if children show that they are much more advanced than their peers, children should be place together with others at same age level if possible. This way children who are gifted can continue to pursue advanced academic study while maintain age appropriate emotion level.
In order for this to success, it all begins with the attitude among professionals and parents. An attitude that shows the society that testings are not here to increase stress, to damage self-confidence, or to pull children out of their normal group.
"In what ways are school-age children assessed in other parts of the world?"
I chose to research on school system in France, because I always dreamed of visiting France. Here is what I discovered.
Alfred Binet, a French Psychologist, who began his journey after receiving law degree in 1878. He was not interested in formal schooling, so he decided to teach himself through reading psychology texts. He became engrossed with the work of John Stuart Mill in which led him to further his journey by working under Jean-Martin Charcot's laboratory at a hospital. His study and research primarily focused on intelligence, attention span, and intellectual development.
Eventually, he worked with Theodore Simon in creating the scale that consisted tasks that children are able to achieve in certain age level. Although Binet did not become public figure or leading psychologist, a gentleman named Goddard brought the scale to United States and the scale became standardized test. Goddard's initial intention was to cultivate the "feeble-mindness" (Human Intelligence) from the society.
In current days of France, children are tested to be placed in appropriate programs at local schools or private schools. However, children with disabilities are permitted to take examination with accommodation if they attend regular school. Children who attend "regular" schools are required to take different examinations to pass and move onto next level.
Children with disabilities who have more severe difficulties in accomplish academically at regular schools are given an opportunity to transfer to special education programs with different curriculum.
Human Intellgience: Alfred Binet
www.indiana.edu/~intell/binet
Special Needs Education within the Education System-France
www.european-agency.org/country-information
Wednesday, November 24, 2010
Consequences of Stress on Children's Development
In Baltimore, Maryland, I had a friend who survived poverty with her mother. Her mother used drugs until the day she died. My friend, Marie*, learned quickly to not to follow the same path. When Marie was a senior in high school, she became pregnant and walked the path of poverty. The child's father did not want to get involve with child-rearing. He only wanted one thing from my friend, which we all hear so often in this world. Eventually, Marie became pregnant again with different man. Marie and her beautiful daughters continued to live from one home to another. She couldn't afford rent or anything else even though Marie has social security income, food stamp, and WIC.
One day, Marie asked me if she could stay at our apartment until she gets on her feet. My husband and I allowed Marie and her daughters to live with us for a while. I remembered seeing two little girls running to the kitchen with smiles on faces. This was the first time they saw refrigerator filled with food. Oddly, the food was gone within 3 days. I approached Marie and asked about it. She said, she threw them out after using them once or twice. I was upset. We went out and bought some more food. We asked Marie and kids clearly not to throw anything that is still good.
Marie found a job. Then her oldest daughter's father showed up wanting one thing from her (it is not the money). We had to kick him out to protect the young children from watching it happening. Marie slacked off her responsibility as a mother. My husband had to take the oldest daughter to school. I took care of the baby.
It became worse to a point where we had to ask them to leave. The family left and continued their journey on poverty path. Every time I visited them, I always brought clothes and food for them.
Now the family lives in Florida with a hope to climb out of the poverty. Their eating habit worsened. They could not afford healthy food, so they purchased cheap branded food. This led to weight issue.
The daughters experienced stress constantly from being poverty. Their security is meager. They learned that men are persons to rely on for survival. The oldest hates her mother (Marie) for moving so often, for having different men, for not having things she wanted, and she is now going out into cities doing things she is not supposed to be doing at this age. The youngest clings onto Marie, but is very overweight and tries to please her mother all the time.
A life on Yap Island, Micronesia: The Island of Stone Money
It is being said the life on Yap,
"It is becoming a big challenge for Yapese to be self-sufficient economically
while at the same time respecting their own traditions." (KUWAHARA, S., 2001).
Although over the years Yap Island always had the accessibilities to fruits, fish, and other wonderfully delicious food without the needing to earn money to purchase food, Yap Island accepted western lifestyle (ie: trading, education, money exchange) and this creates difficulties for Yapese to earn sufficient money to feed the family and to obtain items they need.
These changes have impact on children whose parents might continue practice old traditions. Children, who grew up in modern civilized lifestyle battle with old traditions, face health, social, and cognition challenges. First, their health greatly improved through obtaining medications and supplements from western organizations. Second, education improved because western assisted building schools. Third, technologies improved their accessibilities to trading business.
The downside is that the parents want the younger generation to carry old traditions such as farming, dancing, and so forth, which apparent to be difficult with money being tied to everything (entertainment, tourism, and trading).
Bisocial: New generations (children) are receiving adequate nutrition naturally. However, those who heavily depend on money might experience more difficulties in obtaining adequate nutrition. Nutrition promotes healthy growth.
Cognitive: Since the island is facing tourists and business leaders, children are exposed to newer information, attitude, and style. Their thinking skills may differ from their parents and grandparents who were raised in old tradition. On upside, yap children have the opportunity to go to colleges.
Psychosocial: Because the island is a tourism place, children might feel stressed to help their parents finding jobs to pay the bills. At the same time, they may feel conflicted upon how to please the parents and themselves in regards to old tradition and western lifestyle.
There is no particular way to prevent further damages in parent-child relationship except for adapting and accepting both "worlds." This is rather challenging for parents and children, in my opinion, to experience rapid changes in their village.
Kuwahara, S.,Kagoshima University Research Center for the Pacific Islands, Occasional Papers No.34, 15-24, 2001
Part 1, Section 1, Report 2. The Progress Report of the 1999 Survey of the Research Project
“Social Homeostasis of Small Islands in an Island-zone”
One day, Marie asked me if she could stay at our apartment until she gets on her feet. My husband and I allowed Marie and her daughters to live with us for a while. I remembered seeing two little girls running to the kitchen with smiles on faces. This was the first time they saw refrigerator filled with food. Oddly, the food was gone within 3 days. I approached Marie and asked about it. She said, she threw them out after using them once or twice. I was upset. We went out and bought some more food. We asked Marie and kids clearly not to throw anything that is still good.
Marie found a job. Then her oldest daughter's father showed up wanting one thing from her (it is not the money). We had to kick him out to protect the young children from watching it happening. Marie slacked off her responsibility as a mother. My husband had to take the oldest daughter to school. I took care of the baby.
It became worse to a point where we had to ask them to leave. The family left and continued their journey on poverty path. Every time I visited them, I always brought clothes and food for them.
Now the family lives in Florida with a hope to climb out of the poverty. Their eating habit worsened. They could not afford healthy food, so they purchased cheap branded food. This led to weight issue.
The daughters experienced stress constantly from being poverty. Their security is meager. They learned that men are persons to rely on for survival. The oldest hates her mother (Marie) for moving so often, for having different men, for not having things she wanted, and she is now going out into cities doing things she is not supposed to be doing at this age. The youngest clings onto Marie, but is very overweight and tries to please her mother all the time.
It is being said the life on Yap,
"It is becoming a big challenge for Yapese to be self-sufficient economically
while at the same time respecting their own traditions." (KUWAHARA, S., 2001).
Although over the years Yap Island always had the accessibilities to fruits, fish, and other wonderfully delicious food without the needing to earn money to purchase food, Yap Island accepted western lifestyle (ie: trading, education, money exchange) and this creates difficulties for Yapese to earn sufficient money to feed the family and to obtain items they need.
These changes have impact on children whose parents might continue practice old traditions. Children, who grew up in modern civilized lifestyle battle with old traditions, face health, social, and cognition challenges. First, their health greatly improved through obtaining medications and supplements from western organizations. Second, education improved because western assisted building schools. Third, technologies improved their accessibilities to trading business.
The downside is that the parents want the younger generation to carry old traditions such as farming, dancing, and so forth, which apparent to be difficult with money being tied to everything (entertainment, tourism, and trading).
Bisocial: New generations (children) are receiving adequate nutrition naturally. However, those who heavily depend on money might experience more difficulties in obtaining adequate nutrition. Nutrition promotes healthy growth.
Cognitive: Since the island is facing tourists and business leaders, children are exposed to newer information, attitude, and style. Their thinking skills may differ from their parents and grandparents who were raised in old tradition. On upside, yap children have the opportunity to go to colleges.
Psychosocial: Because the island is a tourism place, children might feel stressed to help their parents finding jobs to pay the bills. At the same time, they may feel conflicted upon how to please the parents and themselves in regards to old tradition and western lifestyle.
There is no particular way to prevent further damages in parent-child relationship except for adapting and accepting both "worlds." This is rather challenging for parents and children, in my opinion, to experience rapid changes in their village.
Kuwahara, S.,Kagoshima University Research Center for the Pacific Islands, Occasional Papers No.34, 15-24, 2001
Part 1, Section 1, Report 2. The Progress Report of the 1999 Survey of the Research Project
“Social Homeostasis of Small Islands in an Island-zone”
Friday, November 5, 2010
Childbirth-In your life and Around the World
Childbirth has always fantasizing me. Although I have not experienced a personal childbirth, I have participated in someone's childbirth. There are two childbirth experiences that put a lot of impacts on me.
First Childbirth Experience:
My friend was about 23 or 24 years old (same age as I was) when she gave birth to a female baby. I spent the night with my friend at her residence. Her labor began with some bleeding. She asked me what we should do and I suggested that we visit the hospital. By the time we arrived at the hospital, she started to have labor. The labor and childbirth took about 9 hours. I sat with her. I allowed her to clasp my hand as hard as she wanted. Her labor decreased through the day, which was not what medical professionals wanted; therefore, they administered medication to increase the labor.
Since the mother is deaf, she had hard time requesting for an interpreter. The hospital could not find anyone to interpret. I contacted my sister who lived a block away from the hospital in Maryland. My sister interpreted until certified interpreter arrived. Without interpreter, it was somewhat terrifying for mother to not know what was happening with her body and the baby.
As the mother reached the birthing point, she permitted me to watch the birth up close. It was utterly amazing! When the baby showed its head, I said, "she definitely looks like her father!" The father was not in the room. He wanted to wait until after the birth. It was exciting time for everyone. We all wanted to hold her.
The parents asked me to be the godmother of this child and I accepted the offer. Fast forward ten years, Erika (the child) is ten years old and is a bright girl. She knows me as her aunt. My role has an impact on Erika's child development, because I was able to provide some of things she needed; especially clothings.
Second Childbirth experience:
This was not the best childbirth experience. My youngest sister was four month pregnant when she found herself bleeding excessively. She was brought to the hospital.
All of my family members were there except me. No one bothered to contact me to inform me of the early birth.
My sister had to give birth to stillborn. She reported that it was painful and uncomfortable. After the birth, she was given an opportunity to look at 4 month fetus that showed hands, legs, fingers, genital, and face. When she realized I was not present at the event, she became very upset and demanded to know why I did not show up.
A few months after miscarriage, she was pregnant with my nephew who came along 9 month later. Picture above-Gabriel as a baby. He is now 8 years old.
Giving Birth in France:
http://riviera.angloinfo.com/countries/france/birth.asp
http://www.livingfrance.com/expert-advice-healthcare-healthcare-pregnancy-giving-birth-in-france--4481
In France, there are detailed descriptions how parents can prepare the birth.
1. Once pregnancy is identified, the mothers need to bring her family history. The medical professionals will do blood examination to filter for allergies and identify diseases that may present risks.
2. Parents must fill out several documentation to declare the pregnancy to receive France National Insurance.
3. Medical Administration is to give pamphlets to the parents to review the maternal leave and maternity record book.
A. Parents must fill out the maternity record book with documentation of
pregnancy procedures, consultations, and appointments.
B. Establish follow up
C. If parents follow this procedure, mothers will be entitled to 100%
reimbursement.
D. If parents chose not to follow through with this procedure, parents may
find themselves in financial jeopardy (no refund or allowance to cover the
pregnancy and birth).
E. Offer labor class
F. Offer pass to pregnant women to use to demand that someone gives up his
seat on public transportation for them and to allow them go into front of
lines in public places.
France offers employment and maternal leave protection. Women are given 16 weeks maternal leave with pay for the first and second child. If women have third, they are given 26 weeks maternal leave with pay. Fathers are given family leave.
When birth dues, women are encouraged to obtain midwife at maternal hospital to prevent further risks on mothers and infants. Birth at home is uncommon and it is becoming trend. France may change its regulation to support home births in the future.
France is known for providing high standard medical care to mothers and infants. However, the catch is that parents need to submit all the documentations and follow through with the procedures to receive full benefits.
As I read information on birth in France, I realized that if mothers in France are given extended maternal leave, the infants would greatly benefit from social development with their mothers. This possibly reduces the stress on the mothers and babies. Oftentimes, in our country the mothers experience stress from obtaining maternal leave and ensuring that they receive sufficient pay. Then they have to worry about finding caregivers to care the babies when mothers return to work after 8 weeks.
I have watched a mother trying to arrange maternal leave only to find out that she must have plenty of personal time off hours to have 8 weeks off. Her company does not offer maternal leave. She only had six weeks worth of personal time off. Her husband and co-workers donated their personal time off hours to the mother. After 8 weeks, she felt she need to stay home with the baby, but she could not afford to do so. She returned to work.
Does our country support mothers and babies at lower rate than other countries? This would truly sadden me because to maintain life cycle--populating must continue.
First Childbirth Experience:
My friend was about 23 or 24 years old (same age as I was) when she gave birth to a female baby. I spent the night with my friend at her residence. Her labor began with some bleeding. She asked me what we should do and I suggested that we visit the hospital. By the time we arrived at the hospital, she started to have labor. The labor and childbirth took about 9 hours. I sat with her. I allowed her to clasp my hand as hard as she wanted. Her labor decreased through the day, which was not what medical professionals wanted; therefore, they administered medication to increase the labor.
Since the mother is deaf, she had hard time requesting for an interpreter. The hospital could not find anyone to interpret. I contacted my sister who lived a block away from the hospital in Maryland. My sister interpreted until certified interpreter arrived. Without interpreter, it was somewhat terrifying for mother to not know what was happening with her body and the baby.
As the mother reached the birthing point, she permitted me to watch the birth up close. It was utterly amazing! When the baby showed its head, I said, "she definitely looks like her father!" The father was not in the room. He wanted to wait until after the birth. It was exciting time for everyone. We all wanted to hold her.
The parents asked me to be the godmother of this child and I accepted the offer. Fast forward ten years, Erika (the child) is ten years old and is a bright girl. She knows me as her aunt. My role has an impact on Erika's child development, because I was able to provide some of things she needed; especially clothings.
Second Childbirth experience:
This was not the best childbirth experience. My youngest sister was four month pregnant when she found herself bleeding excessively. She was brought to the hospital.
All of my family members were there except me. No one bothered to contact me to inform me of the early birth.
My sister had to give birth to stillborn. She reported that it was painful and uncomfortable. After the birth, she was given an opportunity to look at 4 month fetus that showed hands, legs, fingers, genital, and face. When she realized I was not present at the event, she became very upset and demanded to know why I did not show up.
Giving Birth in France:
http://riviera.angloinfo.com/countries/france/birth.asp
http://www.livingfrance.com/expert-advice-healthcare-healthcare-pregnancy-giving-birth-in-france--4481
In France, there are detailed descriptions how parents can prepare the birth.
1. Once pregnancy is identified, the mothers need to bring her family history. The medical professionals will do blood examination to filter for allergies and identify diseases that may present risks.
2. Parents must fill out several documentation to declare the pregnancy to receive France National Insurance.
3. Medical Administration is to give pamphlets to the parents to review the maternal leave and maternity record book.
A. Parents must fill out the maternity record book with documentation of
pregnancy procedures, consultations, and appointments.
B. Establish follow up
C. If parents follow this procedure, mothers will be entitled to 100%
reimbursement.
D. If parents chose not to follow through with this procedure, parents may
find themselves in financial jeopardy (no refund or allowance to cover the
pregnancy and birth).
E. Offer labor class
F. Offer pass to pregnant women to use to demand that someone gives up his
seat on public transportation for them and to allow them go into front of
lines in public places.
France offers employment and maternal leave protection. Women are given 16 weeks maternal leave with pay for the first and second child. If women have third, they are given 26 weeks maternal leave with pay. Fathers are given family leave.
When birth dues, women are encouraged to obtain midwife at maternal hospital to prevent further risks on mothers and infants. Birth at home is uncommon and it is becoming trend. France may change its regulation to support home births in the future.
France is known for providing high standard medical care to mothers and infants. However, the catch is that parents need to submit all the documentations and follow through with the procedures to receive full benefits.
As I read information on birth in France, I realized that if mothers in France are given extended maternal leave, the infants would greatly benefit from social development with their mothers. This possibly reduces the stress on the mothers and babies. Oftentimes, in our country the mothers experience stress from obtaining maternal leave and ensuring that they receive sufficient pay. Then they have to worry about finding caregivers to care the babies when mothers return to work after 8 weeks.
I have watched a mother trying to arrange maternal leave only to find out that she must have plenty of personal time off hours to have 8 weeks off. Her company does not offer maternal leave. She only had six weeks worth of personal time off. Her husband and co-workers donated their personal time off hours to the mother. After 8 weeks, she felt she need to stay home with the baby, but she could not afford to do so. She returned to work.
Does our country support mothers and babies at lower rate than other countries? This would truly sadden me because to maintain life cycle--populating must continue.
Monday, October 25, 2010
Social Table
This is a place where you can post a note. I am looking forward to read your expressions.
Friday, October 22, 2010
Examining Codes of Ethics
I selected several codes of ethics from: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved October 18, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
I feel that as an early childhood professional, it is imperative to stay abreast of my study and the social trend to provide the support that children and families need.
I-1.3 "To recognize and respect the unique qualities, abilities, and potential of each child."
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."
I personally agree with I-1.3 and I-1.8. I always believe in each child deserves all the opportunities to grow and learn regardless what assessments results are or disability that the child has. In past years, I worked with students who learned from adults that they cannot achieve anything beyond their limitations. I often taught students that if they truly want to accomplish something, they can with the willingness to ask for help when needed. No child deserve to be handed down without a glance.
P-1.2 "We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure."
I recognize the lights in children when education professionals and I care for and educate children in positive environments that support their learning and background. It shows that they are fully accepted for who they are. These children will grow up with knowledge that there are people care about them.
I also selected several codes of ethics from: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved October 18, 2010, from
http://www.dec-sped.org/
I. Professional Practice
6. "We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning."
Building relationships with individual children is absolutely important to the children based on my personal experience. From experience, I learned that children often want to feel belonging to someone even if it is a teacher. Sometime relationships will last longer even when children are not in this person's care anymore, but the impress that adult leaves will stay with children for life. Building relationships with families is challenging, but rewarding. Once relationship is established, the tense ceases and relationship bloom to the freedom of open discussion to determine what can be improved with families and children. When there is a positive relationship between early childhood professionals and children, young children will experience positive development and learning.
III. Responsive Family Centered Practice
4. "We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives."
I. Professional Practice
4. "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.
Advocating for equal access to high quality services and supports is very important to me, because I want to see that families and children are acquiring the best education, services, and advocacy regardless what their socio-economics or disabilities are. No one deserves to be degrading or being inferior. Being an advocate sometimes mean fighting for the accessibility along with the families and the children. It may be terrifying, but a sweet rewarding when children and families are receiving what they need to success.
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."
I-1.3 "To recognize and respect the unique qualities, abilities, and potential of each child."
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."
I personally agree with I-1.3 and I-1.8. I always believe in each child deserves all the opportunities to grow and learn regardless what assessments results are or disability that the child has. In past years, I worked with students who learned from adults that they cannot achieve anything beyond their limitations. I often taught students that if they truly want to accomplish something, they can with the willingness to ask for help when needed. No child deserve to be handed down without a glance.
P-1.2 "We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure."
I recognize the lights in children when education professionals and I care for and educate children in positive environments that support their learning and background. It shows that they are fully accepted for who they are. These children will grow up with knowledge that there are people care about them.
I also selected several codes of ethics from: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved October 18, 2010, from
http://www.dec-sped.org/
I. Professional Practice
6. "We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning."
Building relationships with individual children is absolutely important to the children based on my personal experience. From experience, I learned that children often want to feel belonging to someone even if it is a teacher. Sometime relationships will last longer even when children are not in this person's care anymore, but the impress that adult leaves will stay with children for life. Building relationships with families is challenging, but rewarding. Once relationship is established, the tense ceases and relationship bloom to the freedom of open discussion to determine what can be improved with families and children. When there is a positive relationship between early childhood professionals and children, young children will experience positive development and learning.
III. Responsive Family Centered Practice
4. "We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives."
I. Professional Practice
4. "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.
Advocating for equal access to high quality services and supports is very important to me, because I want to see that families and children are acquiring the best education, services, and advocacy regardless what their socio-economics or disabilities are. No one deserves to be degrading or being inferior. Being an advocate sometimes mean fighting for the accessibility along with the families and the children. It may be terrifying, but a sweet rewarding when children and families are receiving what they need to success.
Wednesday, October 6, 2010
Monday, September 27, 2010
Words of Inspiration and Motivation
"Part of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions-not just constant sunshiny happiness." Janet Gonzalez-Mena, M.A."We'll hold out our hand; they have to unclench their fist." Hillary Clinton, JD.
"I had just a built-in passion that was important to make a real contribution int the world and to fix all the injustices that existed in the world." Louise Derman-Sparks, Professor Emeritus, Pacific Oak College, CA (from week 2 video segment)
"You are worried about seeing him spend his early years in doing nothing. What! Is it nothing to be happy? Nothing to skip, play, and run around all day long? Never in his life will he be so busy again." ~Jean-Jacques Rousseau, Emile, 1762
Wednesday, September 15, 2010
US blind & deaf educator (1880 - 1968)
Saturday, September 11, 2010
Favorite Quote---
Someone posted this quote on my door when I was young. This quote did not have the writer's name attach to it, so I apologize for crediting this to that person...
"A friend walks in when the rest of the world walks out..."
I like this quote because it reflects my personality.. I tend to rescue people even now as an adult. The hard part is accepting that some situations I cannot even rescue a friend or two. A recent situation occurred and I had to remain on sideline.
"A friend walks in when the rest of the world walks out..."
I like this quote because it reflects my personality.. I tend to rescue people even now as an adult. The hard part is accepting that some situations I cannot even rescue a friend or two. A recent situation occurred and I had to remain on sideline.
I am the kid with white blond hair.Favorite Children Book---
I loved reading Berenstain bears books as a child. The books are visual and colorful, which are important to children---especially, deaf children... I often found how much I could related to the stories. While my sisters loved Dr. Seuss, I preferred this. I never understood Dr. Seuss books until I was much older.
Subscribe to:
Posts (Atom)