Saturday, May 12, 2012
Personal Thanks
I just wanted to thank all of my online classmates in early childhood development as well as Dr Kien for all of the wonderful discussions and personal experiences everyone has shared throughout the program. I will say I do feel overwhelmed sometimes by how busy life is and trying to do a master's program and raise a family and run a business but reading everyone else's blogs has helped to me to feel like I am not alone and we will all make it through. Thank you!
Thoughts on assessing young children
I think it is important that we assess children's development as the proceed through their education but I do not neccessarily believe that standardized testing is the most beneficial for all students. I believe there are children who just naturally perform better on standardized tests than others and with that in mind, I feel that some children are already at a disadvantage before they even begin. We need to also take into consideration the process of the developing brain. Lateralization in brain development occurs during early childhood (Berger, 2009) as well as a preference for being left-handed or right-handed which determines which hemisphere of the brain is able to be the dominant one. Being left-handed or "no handed" as I am, my reasoning skills and being able to vision things through a three dimensional perspective are things that come much easier so exams like mathematics where you can visualy write everything out or draw or even build like in geometry made sense but being given mutiple answers that at least a few of them could be correct, would cause me tremendous stress as a student. I did very well in school but there was times when I found something to be difficult because I could not visualize it so subjects like mathematics and science came easy where is subjects like history and some english classes were difficult but being an A student doing poorly in any subject was a surprise and at the time, I did not realize why certain ways of thinking were just difficult for me. I think a major factor into the reason we don't address left-handed versus right-handed is because only 10% of the population is left-handed or ambidextrous. (Gates) And the funny thing about it, is that in my previous carrier as a chemist, I can honestly say that the proportion of people who were left handed were about equal to the ones that were right-handed. Pretty significant since the percentage of the whole population is so small. I don't feel that being left or right handed is addressed in school at all but I feel that it tells you something very important about the individual and should be addressed.
References:
References:
Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.
http://www.rcgates.com/psyc/c8.html
Current Challenges and Testing in France
The new developments in education have successfully opened the door for colleges and then lycees in the vast majority of children in France. It has allowed for new catorgories of pupils, especially those from disadvantaged backgrounds to reach levels of education and training from which they were formally excluded. As with anything new in education it has posted new challenges for the teaching community; to ensure a common education and with the same chances of success to all the young people regardless of their circumstances at home.
These huge increases in the number of successful students must not mask the "hard core" children who will ultimatley fail at school which usually comes to light in the first few years of schooling. Under France's new education system, such children would normally have been punished by making them repeat the grade and given the label of "slow learners"(discover France.net) Early investigations were carried out in the first year of college and revealed that 15% were bad readers and 4% were nearly illiterate. (discover France.net) Most of these children will find it difficult to overcome such a handicap and a few years later will be amongst the population of individuals leaving school and entering the work force without qualifications.
National tests are now given in French and mathematics of all children 8 years of age and 11 years of age and they are designed precisely to identify children who are struggling in school. These tests were created to ensure equality of access to colleges as well as give the students an equal chance of achieving success at each level. and requiring that more support be given to children experiencing learning difficulties and not to let them "fall by the wayside."(discover France.net)
At the primary level, where the emphasis must be on language, the organization of cycles has brought about greater flexibility and allows for an accounting to be taken at the different speeds at which children learn and an extra two hours a week is reserved for supplemental tutoring to benefit individual children in need for extra help and a network of specialists will be available to provide help to individuals with learning difficulties (RASED) and will cater to those students who are specifically at high risk for underachievement.
All the children who reside in the same local area will attend the same college , the schools will be faced with the task of providing the same standard of education for all of the students while adapting to the needs of children who may be at different levels which is only a direct result of the achievement at primary schools. Colleges now are required to have available extra resources with at least two hours a week to provide children who are lagging behind supervised tutoring . Teaching methods that are capable of arousing interests and making studies more meaningful are now being used to develop new curriculum which will help to address the needs of children who have been struggling with the existing compartmentalized teaching system. (discover France.net)
In general, in efforts to help the most disadvantaged children France has developed a policy of positive discrimination within their education system which allocates additional funds to schools in the so-called "priority education area" (ZEP's)(discover France.net) where disadvantaged social and cultural environment makes educating children especially difficult.
Going beyond the basic knowledge neccessary for any responsible adult, schools must prepare individuals for a successful working life. Better education and more prepared individuals protects France from high unemployment rates and helps more individuals in finding a stable job and starting a career.
Reference:
Education in France, Part 4 Retrieved from http://www.discoverfrance.net/France/Education/DF_education4.shtml
These huge increases in the number of successful students must not mask the "hard core" children who will ultimatley fail at school which usually comes to light in the first few years of schooling. Under France's new education system, such children would normally have been punished by making them repeat the grade and given the label of "slow learners"(discover France.net) Early investigations were carried out in the first year of college and revealed that 15% were bad readers and 4% were nearly illiterate. (discover France.net) Most of these children will find it difficult to overcome such a handicap and a few years later will be amongst the population of individuals leaving school and entering the work force without qualifications.
National tests are now given in French and mathematics of all children 8 years of age and 11 years of age and they are designed precisely to identify children who are struggling in school. These tests were created to ensure equality of access to colleges as well as give the students an equal chance of achieving success at each level. and requiring that more support be given to children experiencing learning difficulties and not to let them "fall by the wayside."(discover France.net)
At the primary level, where the emphasis must be on language, the organization of cycles has brought about greater flexibility and allows for an accounting to be taken at the different speeds at which children learn and an extra two hours a week is reserved for supplemental tutoring to benefit individual children in need for extra help and a network of specialists will be available to provide help to individuals with learning difficulties (RASED) and will cater to those students who are specifically at high risk for underachievement.
All the children who reside in the same local area will attend the same college , the schools will be faced with the task of providing the same standard of education for all of the students while adapting to the needs of children who may be at different levels which is only a direct result of the achievement at primary schools. Colleges now are required to have available extra resources with at least two hours a week to provide children who are lagging behind supervised tutoring . Teaching methods that are capable of arousing interests and making studies more meaningful are now being used to develop new curriculum which will help to address the needs of children who have been struggling with the existing compartmentalized teaching system. (discover France.net)
In general, in efforts to help the most disadvantaged children France has developed a policy of positive discrimination within their education system which allocates additional funds to schools in the so-called "priority education area" (ZEP's)(discover France.net) where disadvantaged social and cultural environment makes educating children especially difficult.
Going beyond the basic knowledge neccessary for any responsible adult, schools must prepare individuals for a successful working life. Better education and more prepared individuals protects France from high unemployment rates and helps more individuals in finding a stable job and starting a career.
Reference:
Education in France, Part 4 Retrieved from http://www.discoverfrance.net/France/Education/DF_education4.shtml
Bone Cancer and the loss of a beloved mother
I had a very close friend who lived down the street from my grandparents. Her family was very welcoming to everyone, especially her mother. I used to attend youth group activities with the family on sunday evenings and even that I was not part of their family, her mother always included me like I was one of own. When we were 10 years of age her mother was diagnosed with a very aggressive form of bone cancer. The family was devastated, she was the rock that held the family together. Within a year, she was gone. It struck without warning and spread through her body like wildfire, it felt like she never even had a chance. As the years passed, the family closeness withered away and three girls in the family without direction fell victim to peer pressure and teenage pregnancy. Her older sister was a teenage mother at 15 and her younger sister also at 14, she unfortunately turned to drugs and dropped out of high school and eventually enrolled in a technical school for hairdressing but without that loving support and guidance from her mother, began stripping for money. The father did remarry but unfortunately her new stepmother had little interest in the girls and provided them with little or no guidance. As you can guess, educationally all three girls suffered and emotionally without the love and stability of family, they dealt with feelings of abandonment and low self-esteem. I have not seen her in over ten years but the last time I did see her, she was still stripping but now at a more premier club, was addicted to drugs and had fears of developing any relationships including friendships because of the fear that if she cared for anyone they would just be taken from her. I tried to convince her that she was worth more than that but the emotional scar left from losing her mother and the abandonment feelings she dealt with from her father remarrying and in some ways leaving the girls as well had made such a devastating impact on her that I can only hope that she will eventually get the help she needs to re-build her self-esteem and teach her, as her mother would have, that she is worth more.
Information about bone cancer
http://www.cancer.gov/cancertopics/factsheet/Sites-Types/bone
Information about bone cancer
http://www.cancer.gov/cancertopics/factsheet/Sites-Types/bone
2004 Indian Ocean earthquake and tsunami
On Sunday December 26, 2004, an undersea megathrust earthquake occurred off the coast of Sumatra, Indonesia. It was caused by subduction and triggered a series of devastating tsunamis along the coasts of most landmasses bordering the Indian Ocean, killing over 230,000 people in fourteen countries and inundating coastal communites with waves up to 30 meters (98ft) high, one of the deadliest natural disasters recorded in history.
In the months following the tsunami, the public was made very aware of the plight of these
children affected by the this disaster and made the public aware of the risks these children faced which triggered a tremendous outpouring of generosity from governments around the world. (Nwe 2005) Because the generosity , the governments, UNICEF and other organizations were able to accelerate measures to save children's lives, return them to normalcy quicker, and better protect them from abuse. (Nwe 2005)
Nearly a year after over a million children have been vaccinated against measles, families and communities are being provided with clean water and children are now back in school. Other preventative measures for children's health, such as anti-malaria net beds have already been put in place and are working. Children who have been separated from their families are now registered and there are ongoing efforts to place them with families in their communities. Out of 979 children who lost their parents, all but 12 are now living with extended family members. The 12 are children for whom the search for extended family has been unsuccessful. In the months following the tsunami, Sri Lanka put in place an order that allowed foster familes to receive 500 rupees (about 5 dollars) a month per child.
To help children recover from the trauma of losing their family and friends, UNICEF and its NGO partners support play therapy and recreational activities as well as direct counceling. One example is the camp at Habaraduwa Junction in Galle, Sri Lanka, where children age 6-12 years look forward each week to visits of UNICEF community support workers who supervise play activities, sports and games, and keep an eye out for children who may not be coping or recovering as quickly as others.
In the year of 2005, children affected by the disaster now have classes in renovated buildings instead of tents or shelters, construction of new permanent schools has begun and all students have enough books and school supplies including learning materials, books, uniforms, school bags and school furniture for each child. Because the tsunami hit so many poor communities, some of the children had never been able to go to school, even before the tsunami. To prevent this from reoccurring, district education officials, UNICEF and NGO partners began a post-tsunami campaign-to identify children not in school and enroll them in catch-up or bridging programs with a view of channeling them into the formal school system. In Thailand, the government is providing education grants to all orphaned children, which will cover the period until the child graduates from higher education. (Nwe 2005)
References:
Nwe, Y.Y. (2005), Children and the Tsunami, A Year On
Retrieved from http://www.unicef.org/emerg/disasterinasia/files/WhatWorked.pdf
Bharathi Trust Proposal for Educational Motivation Centers in Tsunami-affected villages (downloadable pdf file)
2004 Indian Ocean earthquake and tsunami
Retrieved from http://en.wikipedia.org/wiki/2004_Indian_Ocean_earthquake_and _tsunami
NOAA Tsunami Website : www.tsunami.noaa.gov/
Japan Earthquake: Helicopter aerial view, video of giant tsunami : www.youtube.com/watch?V3AdFjklR50
In the months following the tsunami, the public was made very aware of the plight of these
children affected by the this disaster and made the public aware of the risks these children faced which triggered a tremendous outpouring of generosity from governments around the world. (Nwe 2005) Because the generosity , the governments, UNICEF and other organizations were able to accelerate measures to save children's lives, return them to normalcy quicker, and better protect them from abuse. (Nwe 2005)
Nearly a year after over a million children have been vaccinated against measles, families and communities are being provided with clean water and children are now back in school. Other preventative measures for children's health, such as anti-malaria net beds have already been put in place and are working. Children who have been separated from their families are now registered and there are ongoing efforts to place them with families in their communities. Out of 979 children who lost their parents, all but 12 are now living with extended family members. The 12 are children for whom the search for extended family has been unsuccessful. In the months following the tsunami, Sri Lanka put in place an order that allowed foster familes to receive 500 rupees (about 5 dollars) a month per child.
To help children recover from the trauma of losing their family and friends, UNICEF and its NGO partners support play therapy and recreational activities as well as direct counceling. One example is the camp at Habaraduwa Junction in Galle, Sri Lanka, where children age 6-12 years look forward each week to visits of UNICEF community support workers who supervise play activities, sports and games, and keep an eye out for children who may not be coping or recovering as quickly as others.
In the year of 2005, children affected by the disaster now have classes in renovated buildings instead of tents or shelters, construction of new permanent schools has begun and all students have enough books and school supplies including learning materials, books, uniforms, school bags and school furniture for each child. Because the tsunami hit so many poor communities, some of the children had never been able to go to school, even before the tsunami. To prevent this from reoccurring, district education officials, UNICEF and NGO partners began a post-tsunami campaign-to identify children not in school and enroll them in catch-up or bridging programs with a view of channeling them into the formal school system. In Thailand, the government is providing education grants to all orphaned children, which will cover the period until the child graduates from higher education. (Nwe 2005)
References:
Nwe, Y.Y. (2005), Children and the Tsunami, A Year On
Retrieved from http://www.unicef.org/emerg/disasterinasia/files/WhatWorked.pdf
Bharathi Trust Proposal for Educational Motivation Centers in Tsunami-affected villages (downloadable pdf file)
2004 Indian Ocean earthquake and tsunami
Retrieved from http://en.wikipedia.org/wiki/2004_Indian_Ocean_earthquake_and _tsunami
NOAA Tsunami Website : www.tsunami.noaa.gov/
Japan Earthquake: Helicopter aerial view, video of giant tsunami : www.youtube.com/watch?V3AdFjklR50
Post-partum depression in China
Post-partum depression is major concern for the emotional health of a new mother. In the United States, there are a variety of anti-depression medications out there for woman who are suffering after giving birth but to this I seen a downfall. I say this because having three children myself in three years I had major hormone fluctuations along with the stress of a career and a large family to care for and with all of these factors, depression and anxiety were unfortunately the outcome. I didn't want to go on medication because it is something that will be in your medical file forever and at the time, I was a research chemist and worked with dangerous inorganic chemicals on a daily basis. I wanted to feel like myself again but did I want to risk that someone might find out that I was suffering this way and doing my job? Would they think I was a danger to myself? I know that in this day and age we have more than proven that men and women can work in the same fields even ones that were once or still are considered male dominated, I know I worked in the field of geochemistry. But the problem is that men don't have babies so how could they possibly understand depression after childbirth. We are expected to just go back to work 6 weeks after having a baby like nothing happened. But with the economic state our country is in and housing and food costs and the amount of jobs that have been lost, in most cases women do not have a choice but to go back to work whether they feel ready or not.
The chinese have a different perspective on this. One that I wish women in the United States had available. In Taiwan, it is customary to set aside an entire month for a new mother and child while her own mother cares for her and the newborn. This gives the mother time to recover and not worry about work or cooking and cleaning. Chinese medicine compliment the recovery by bringing the mother's body back to balance quickly with the use of herbs, dietary recommendations, acupuncture, and moxbustion (a warming process using the herb Artisimae). The focus of the treatment is to harmonize the bodies energies and correct the imbalance in the system. A chinese medicine doctor prescribes just the right combination of herbs and diet but no medication.
I understand that our society is different and there is definitely not as much family support available for a variety of different reasons. But having four children myself, I hope that when my children have children I can help care for them and my grandchildren so they may get the rest they need. Something I have already adopted in my childcare is that I send the mom's quick little pictures throughout the day on my phone. I know how hard it can be to have to leave your children especially when you have been up most of the night. I have a couple of moms who I know are very sad at work and they say the pictures help get them through the day. I also find that with all the rushing around everyone does, sometimes parents skip breakfast so I bake muffins a couple times a week for the kids and I try and have them ready when the mom's come in case they missed breakfast. I know it's our job to keep the children healthy but moms need a little help too.
Reference:
Maloney, A. Post-partum Depression from the Chinese Perspective
Retrieved from: http://www.jademtnhealth.com/articles/post-partum-depression-chinese-perspective
The chinese have a different perspective on this. One that I wish women in the United States had available. In Taiwan, it is customary to set aside an entire month for a new mother and child while her own mother cares for her and the newborn. This gives the mother time to recover and not worry about work or cooking and cleaning. Chinese medicine compliment the recovery by bringing the mother's body back to balance quickly with the use of herbs, dietary recommendations, acupuncture, and moxbustion (a warming process using the herb Artisimae). The focus of the treatment is to harmonize the bodies energies and correct the imbalance in the system. A chinese medicine doctor prescribes just the right combination of herbs and diet but no medication.
I understand that our society is different and there is definitely not as much family support available for a variety of different reasons. But having four children myself, I hope that when my children have children I can help care for them and my grandchildren so they may get the rest they need. Something I have already adopted in my childcare is that I send the mom's quick little pictures throughout the day on my phone. I know how hard it can be to have to leave your children especially when you have been up most of the night. I have a couple of moms who I know are very sad at work and they say the pictures help get them through the day. I also find that with all the rushing around everyone does, sometimes parents skip breakfast so I bake muffins a couple times a week for the kids and I try and have them ready when the mom's come in case they missed breakfast. I know it's our job to keep the children healthy but moms need a little help too.
Reference:
Maloney, A. Post-partum Depression from the Chinese Perspective
Retrieved from: http://www.jademtnhealth.com/articles/post-partum-depression-chinese-perspective
Friday, May 11, 2012
Births in Australia
I found this article really interesting. They have what they call hypnobirthing in Australia. The idea is that you are put into this relaxed state of concentration at which suggestions are communicated in the subconscious mind, which is the part of the mind that influences what we think and how we feel. The concept eliminates pain and the reduces the need for chemical painkillers and with "shallow" breathing methods allows for a more raped postnatal recovery. Here are what some parents said about it" How could I believe this when I had gone through not one but two, long and excruciating labours? I was petrified-then I found hypnobirthing. The birth just took four hours. I was relaxed and comfortable all the way, it was wonderful!" Another mother writes, " Our daughter came into the world so easy and in such a calm atmosphere."
reference: www.hypnobirthing.net.au
I don't see anything similiar about these experiences with my own. They were both beautiful experiences but without pain killers? I can't imagine that. My view on development is that I would think any situation without stress is always better for the child. There are risks with everything including pain killers. There seems to be a lot less risk involved in this technique but does that mean that they do not have antibiotics if needed as well?
reference: www.hypnobirthing.net.au
I don't see anything similiar about these experiences with my own. They were both beautiful experiences but without pain killers? I can't imagine that. My view on development is that I would think any situation without stress is always better for the child. There are risks with everything including pain killers. There seems to be a lot less risk involved in this technique but does that mean that they do not have antibiotics if needed as well?
Personal Birthing Experience
I have 4 children and each birth was definitely different. I will tell you about the birth of my second daughter, Abby. Labor started at 4 at night so we headed off to the hospital with our oldest daughter. Well we didn't realize that we would be going right into a birthing room so my husband had to leave me and drive to the next town to bring our oldest to my parents and then being in an unfamiliar town he got lost on the way back to the hospital but to make matters worse he had to drive back there later to bring her to his sister's now where she would sleep. Not good. Well labor was really long and every time my husband left it stopped so they finally induced me, well that happened very quickly and my husband wasn't back and he got lost a second time so he is screaming at me on the phone to give him directions while I was less than an hour away from giving birth, needless to say the nurse took over the phone call and my husband arrived within 10 minutes of me delivering, sooo stressful! 27 hours later
Codes of Ethics that are meaningful to me
"Appreciate childhood as a unique and valuable stage of the human life cycle"~ naeyc 2005
Childhood is such a magical time and with the blink of an eye, it can be over. As adults we sometimes forget to see the joy in the small things, children teach us to remember.
"We shall strive to build individual relationships with each child; make individual adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. If after such efforts have been exhausted, the current placement does not meet a child's needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall collaborate with the child's family and appropriate specialists to determine the additional services needed and/or the placement option(s) most likely to ensure the child's success." (Aspects of this principle may not apply in programs that have a lawful mandate to provide services to a particular population of children.) ~naeyc 2005
Part of being a professional is having the ability to ask for help and realizing that diversity amongst early education programs is beneficial in serving the needs of different children.
"We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning." ~ DEC 2005
Learning to be flexible and adjust our programs to the specific needs of individual children can make a significant difference in a child who may be a productive learner or be lagging behind.
Childhood is such a magical time and with the blink of an eye, it can be over. As adults we sometimes forget to see the joy in the small things, children teach us to remember.
"We shall strive to build individual relationships with each child; make individual adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. If after such efforts have been exhausted, the current placement does not meet a child's needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall collaborate with the child's family and appropriate specialists to determine the additional services needed and/or the placement option(s) most likely to ensure the child's success." (Aspects of this principle may not apply in programs that have a lawful mandate to provide services to a particular population of children.) ~naeyc 2005
Part of being a professional is having the ability to ask for help and realizing that diversity amongst early education programs is beneficial in serving the needs of different children.
"We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning." ~ DEC 2005
Learning to be flexible and adjust our programs to the specific needs of individual children can make a significant difference in a child who may be a productive learner or be lagging behind.
Personal Childhood Web
Growing up there was definitely people who had both positive and negative influences in my life. I will discuss the positive ones starting with my parents. They were both extremely hard workers themselves and for the most part successfully self-employed. With any business this comes with drive, hard work and dedication. Well for a child in this household it meant lots of responsibilities, hence lots of chores. They were especially strict about obtaining academic success and pursuing your dreams. I think I was only 10 years old when I knew what my future career was going to be and from that time on working at Woods Hole Oceanographic was my main goal. I would not have achieved this without my parents drive to achieve as support. My grandparents played a very supportive and loving role in my childhood. We used to spend weekends with them and we would have popcorn and watch TV and go for long rides one sundays and they always treated us to either a candy bar or ice cream sundae. I think one of my fondest memories was how my Vo used to tuck us into bed and stay up until she knew we were fast asleep. She would tell these stories over and over again and every time they would get funnier. What used to make me laugh was how her hands would be going throughout the story, if you have ever met a full portuguese woman, you would understand. And then my grandfather would always say "Geez Mary, how many times are you going to tell that story!" And she would start muttering words in portuguese and you knew she was mad. It was like a 50's sitcom!
Thursday, May 10, 2012
Favorite Quotes about Children
While we try to teach our children about life,
Our children teach us what life is all about.
~Angela Schwindt
There are no seven wonders of the world in the eyes of a child.
There are seven million.
~Walt Streightiff
Pausing to listen to an airplane in the sky, stooping to watch a ladybug on a plant, sitting on a rock to watch the waves crash over the quayside ~ children have their own agendas and timescales. As they find out more about their world and their place in it, they work hard not to let adults hurry them. We need to hear their voices. ~ Cathy Nutbrown
Our children teach us what life is all about.
~Angela Schwindt
There are no seven wonders of the world in the eyes of a child.
There are seven million.
~Walt Streightiff
Pausing to listen to an airplane in the sky, stooping to watch a ladybug on a plant, sitting on a rock to watch the waves crash over the quayside ~ children have their own agendas and timescales. As they find out more about their world and their place in it, they work hard not to let adults hurry them. We need to hear their voices. ~ Cathy Nutbrown
Famous quotes
" Children benefit most from teachers who have the skills, knowledge, and judgement to make good decisions and are given the opportunity to use them." ~ Susan Bredekamp, NAEYC
Referencing Edelman's speak on the root refusing to blame the economy for the problems facing poor black children :
"We do not have a children problem; we have an adult problem." ~ Marian Wright Edelman
"We've got all the resources we need to do what we've got to do, " she said. " There's something wrong with our priorites." ~ Marian Wright Edelman
" We as professionals working in the early childhood field have an opportunity to shape a child's life for the better so that's what makes me passionate about this field. " ~ Sandy Escobido
Referencing Edelman's speak on the root refusing to blame the economy for the problems facing poor black children :
"We do not have a children problem; we have an adult problem." ~ Marian Wright Edelman
"We've got all the resources we need to do what we've got to do, " she said. " There's something wrong with our priorites." ~ Marian Wright Edelman
" We as professionals working in the early childhood field have an opportunity to shape a child's life for the better so that's what makes me passionate about this field. " ~ Sandy Escobido
Course Resources
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/
National Center for Research on Early Childhood Education http://www.ncrece.org/wordpress/
National Child Care Association http://wwwnccanet.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/
Additional Resources:
Kids Gardening.org http://www.garden.org
Sea Lab Marine Science Education Center http://www.newbed.k12.ma.us/sealab/student_excellent.htm.
Sea Semester Field Programs in Marine and Environmental Science
http://www.sea.edu/about_sea/discover_woods_hole
Brain-based learning http://www.funbrain.com
Teaching social skills & conflict resolution http://actsagainstviolence.com
Resources for pre-K teachers http://www.prekinder.com/
Rising Stars Campaign http://www.strategiesforchildren.org/eea/EEAO_Risingstars.htm
Child Development & Education Inc. http://www.cdedu.us
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/
National Center for Research on Early Childhood Education http://www.ncrece.org/wordpress/
National Child Care Association http://wwwnccanet.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/
Additional Resources:
Kids Gardening.org http://www.garden.org
Sea Lab Marine Science Education Center http://www.newbed.k12.ma.us/sealab/student_excellent.htm.
Sea Semester Field Programs in Marine and Environmental Science
http://www.sea.edu/about_sea/discover_woods_hole
Brain-based learning http://www.funbrain.com
Teaching social skills & conflict resolution http://actsagainstviolence.com
Resources for pre-K teachers http://www.prekinder.com/
Rising Stars Campaign http://www.strategiesforchildren.org/eea/EEAO_Risingstars.htm
Child Development & Education Inc. http://www.cdedu.us
A story of a child who touched my heart
A couple years ago in an orphanage in Maldovia a young boy only 2 years was suffering with a cleft pallet and rickets from lack of calcium in his bones. Without the necessary cleft pallet surgery, he would only spent his life being fed through a straw and considering the poverty that surrounded him he most likely would have not survived. In 2009, his life would take a drastic change and a wonderful woman from Massachusetts would adopt him and bring him to the United States where he would receive the cleft pallet surgeries he would need and have a chance at good health, a loving family and education. Today I am fortunate enough to have him in my childcare and his mother, a true inspiration to us all, as a friend. We go for walks in the neighborhood and everything he sees he yells, "look, dog, cat, house, truck, tree!" Things that we see everyday, but to him it is all new. When I think of him, it just reminds me how fortunate we are, the food we eat, the clothes we wear, and the education we are offered. And most of all the good health of our children, something that it easily taken for granted.
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