I believe that children should be measured in all areas of development, i.e. social, emotional, physical, and cognitive development. There should be artifacts gathered as evidence that demonstrate the growth or lack of growth in all those areas. Children should not be subjected to standardized tests as the only measurement of what they know. It is important to offer a variety of ways for children to demonstrate their knowledge or skill in a particular area. There are so many factors that affect the performance of an individual on written examinations that it should not be the only reliable assessment.

In Ghana, West Africa children are given written exams to demonstrate subject content knowledge. They are given these tests only three times during their academic career.  The last exam that students take during secondary school (what we call high school) determines whether they can attend a university or a trade school. Although these exams attempt to measure that a child has acquired the understanding of the subject matter they have studied throughout their years in school, there is not a system to measure yearly growth or development other than subject content.

On the website www.modernghana.com writer John Ashie wrote:

“In most developed countries various forms of assessment is used during the school year. Diagnostic assessment is used to identify more precisely a student's need. Screening assessment before instruction begins to help teachers determine which students will need more support. Monitoring assessment is used to see if a child's instruction is on the right track and finally, the outcome based assessment or standard based assessment. Standard based assessment is what we lack in Ghana. Even though we have a curriculum and a guided syllabus there is no set up standardized test at each grade level.”

In contrast, some teachers in the U.S. complain of the formal, standardized testing. They don’t like funding being tied to the results or there may be too many tests given during the school year. It is important for teachers to provide the balance; gather student work, document informal and formal observations, and anecdotal records to create student portfolios that demonstrate student development and growth.

Information retrieved from: www.ghanawaec.org   and www.ghanawaec.org/

Isolation and/or Abandonment

Every child wants to be with his mother. This year, more than any other, my classroom has a number of children that are isolated from their biological mothers. All of these children have other family members that have stepped in and assumed the responsibility of providing care and a supportive environment to nurture their growth and development. Two of the girls have been adopted by their current family.

In the classroom there are a number of ways these feelings of isolation and/or abandonment are exhibited. One little girl, who was taken from her mother and placed with her grandmother, is very reserved and at times withdrawn. I must be sure to always speak directly to her by name to draw her in to our activities and make frequent eye contact. Another child constantly calls out my name for attention. In the mornings he is always right by my side during circle, we hold hands for 20 minutes during that time.  Another girl is very emotional and sensitive. She will frequently cry and I have to help her work through those emotions.

Understanding child development and the critical social emotional growth my Kindergarteners are experiencing helps me to be patient with them. It also makes me wonder about children in other parts of the world that are experiencing the isolation because of their mother dying of Aids.  The website Kenya-Advisor.com estimates that “everyday 700 people die of AIDS in Kenya and there are an estimated 1 million child orphans due to AIDS in the country alone. In other cases, mothers have abandoned the baby somewhere because of extreme poverty or being single.”

Orphans in Kenya are being cared for by institutions and family members or neighbors that can take them in. The Berger (2009) text explained that children raised in institutions during the early childhood years can have a lower IQ than their counterparts.

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.

Child Development and Public Health

Breastfeeding is an important first step to nourish and help the baby thrive. There are many research supported benefits to breastfeeding and why it is best.

• Breast fed babies have higher IQs
• Breast fed babies develop less childhood illnesses and they are less likely to have allergies, asthma and diabetes
• Mothers who breastfeed are less likely to develop certain forms of cancer
• Breastfeeding promotes bonding between the mother and baby
• Breast milk is made for the baby so it changes to meet his needs, less colic, constipation, and diarrhea
• Breastfeeding moms burn more calories, lose weight

Currently my state, Michigan, has a big ad campaign promoting the reasons why mothers should breastfeed. Please click the link below to view the "Power Moms Video."
State of Michigan Breastfeeding Ad

I breastfeed both of my children. I nursed my son until he was just over 2 years old. I weaned my daughter just before her 2nd birthday. I loved seeing my children grow and knowing that I was giving them that nourishment.

I think all mothers should try it. I know that breastfeeding might not be for everyone although every mother should at least try it. I have encouraged everyone I know to attempt to breastfeed. It is even benefit within the first 24 hours so the baby can get the colostrum before the "real" milk comes in.

In other countries breastfeeding is the expected way to feed your baby for the first 6 months. It is perfectly normal to see mothers feeding their babies publicly too. In the U.S. it is a shame that public breastfeeding is so taboo. We still hear news stories of women being asked to leave public places or to "cover up" in order to feed their babies. Once when I was at a family birthday party at a pizza place someone asked me to "do that in the bathroom." I replied, "Would you take your pizza and eat it in the bathroom?"  People should not associate the breast with sexuality when it is there for nourishment to the baby.

Childbirth Experiences

The birthing experience is personal, joyous, and a blessing. I love witnessing childbirth; I have attended six live births and I have given birth three times.  My last childbirth experience was eleven years ago with the birth of my daughter. It was very impressionable because although I had delivered my son four years earlier I was not mentally prepared for the pain I endured. My feelings were so hurt that the pain was much worse than I remember. I was induced and the labor progressed very quickly. I basically went from not being dilated to 10 within four hours. I wanted a natural birth but I didn’t think it would be possible because I was in so much discomfort.  I constantly asked my doctor to check my progress so it would be over; I recall he told me it wasn’t up to him that my body determined that. I looked at the clock saw it was 11:40 am and told him to come back at noon that I would be ready then.  Needlessly to say my doctor did not listen to my prediction and my mother had to grab a doctor from the hallway because she saw my daughter’s head coming. I delivered exactly at twelve o’clock. My doctor was right- it was up to my mind and body.  

That experience has made me realize two things: 1. a woman can greatly influence her childbirth experience, and 2. Epidurals can be a wonderful thing. I have seen the difference in labor with an epidural and without. It seems inhumane to suffer through labor without medicine to ease the pain.

In Ghana, W. Africa many women choose the former because of superstitions. Most births are at home or at local clinics. The women of the family are very involved in the birthing process; the mother giving birth does not have much control in the childbirth process. It is very important that only the family is around and that the mother (or anyone close to her) has not harmed or offended anyone so nothing bad will happen. The actual delivery could be in the tub, on the bed, floor, or squatting. In contrast, all my births were conventional in a hospital bed with medicine to progress my labor. One similarity between my childbirth experience and the Ghanaian childbirth is that afterwards my children were not named until the naming ceremony two weeks later. Until then the baby was only exposed to my parents and close relatives like Ghanaian tradition.  

I believe that birthing experiences can be a positive interaction that excites the family to help the baby develop into a happy and healthy person.

Code of Ethics

As an early childhood professional I believe in the following ethic statements by the DEC and NAEYC. They are significant because in my classroom it is my goal use research based developmentally-appropriate practices in a safe and stimulating learning environment where each child is respected for their uniqueness and every family valued.

The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional 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.

·         We shall recognize our responsibility to improve the developmental outcomes of children and to

provide services and supports in a fair and equitable manner to all families and children.

·         We shall use individually appropriate assessment strategies including multiple sources of

information such as observations, interviews with significant caregivers, formal and informal

assessments to determine children’s learning styles, strengths, and challenges.

The National Association for the Education of Young Children

·         To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.

·         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.

·         To recognize and respect the unique qualities, abilities, and potential of each child.

Additional Early Childhood Resources

Visit the website of a wonderful resource for professionals teaching young children. Click on the link below!
Early Childhood Consultant Debbie Diller

RTI Assessments and Remediation for K-2 Rubrics, Record-Keeping Sheets, and Research-Based Assessments With Reproducible Testing Mini-Books That Help You Screen Students and Monitor Their Progress in Reading and Writing Throughout the Year

Whether you are a TEACHER, PARENT, OR CHILD CARE PROVIDER, Creative Resources for the Early Childhood Classroom, 4E is the one resource you will treasure. Newly updated and expanded, this fourth edition includes over one hundred activities that complement a variety of themes that make learning interesting and challenging for young children. References for children’s books, music and multimedia, sample parent letters, and methods for constructing and evaluating creative, interactive bulletin boards are all included in this new edition. The text focuses on the growth of the whole child and includes theme goals, concepts, vocabulary words, finger plays, music, resources, and experiences in art, math, and cooking. This text is a must-have resource for anyone who works with young children

Foundations: Early Childhood Studies Course Resources

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4465393/educ6005_readings/naeyc_dap_position_statement.pdf
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al.  (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
  Use the Academic Search Complete database, and search using the article's title. 

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

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
  • World Forum Foundation
    http://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
  • World Organization for Early Childhood Education
    http://www.omep.org.gu.se/English/about_OMEP/
    Read about OMEP’s mission. 
  • Association for Childhood Education International
    http://acei.org/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Part 3: Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/
• Children’s Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.preknow.org/
• Voices for America’s Children
  http://www.voices.org/pages/page.asp?page_id=22807
• The Erikson Institute
  http://www.erikson.edu/
     

Words of Inspiration and Motivation

Teaching...can be likened to a conversation in which you listen to the speaker carefully before you reply.     Marie Clay

If children are apparently unable to learn, we should assume that we have not as yet found the right way to teach them. Marie Clay

"The child is truly a miraculous being, and this should be felt deeply by the educator."

Maria Montessori

“It’s not all about you, you gotta take your ego out of it and think about what’s best for this child… and you care about them enough to help them transition to what’s next, what comes next, what’s best.”

-Renatta M. Cooper

Personal Childhood Web

My Mom (bottom left)- My mother raised me as a single parent, she divorced my Dad when I was only three. She always worked hard to see that I had everything I needed and wanted. I am her only child. She is still so supportive of me; she helps me so much with my own children. She taught me how to balance everything; work, family, and a household.

My Aunt (bottom right)- My Aunt took care of me during those all important early childhood years. I stayed with her and her family while my mother was working. She had three boys and as the only girl she spoiled me rotten. My Aunt helped maintain my self esteem as a brown girl in a bi-racial environment. I always felt special even though I was different from everyone in my family.

My Father (top left)- My father is the hardest working man I have ever known. I definitely got my work ethic from his side of the family. When I was young he would take me to work with him and I learned how to treat others; he would move through the office speaking to everyone from the janitor and cafeteria workers to the managers and treat everyone with the same friendliness and respect.

My Grandfathers (middle and bottom right) - My paternal grandfather taught me the value of education. As the second oldest of 13 children he had to quit school in the 8th grade to work on the sharecropper's farm in Lousiana to help support the family. This picture is from my high school graduation. A few years later I very proudly attended his high school graduation. All of his children and grandchildren are college graduates.
My maternal grandfather taught me most of my life skills; how to pump gas, read a map, and find a job. The Chinese proverb: “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime” applies to one memory of my Grandfather. In college I was hoping for a job at one of his businesses so I told him I was looking for a job when I came home for the summer. He sent me the want ads.

My Godmother (top right) – It’s a joke in the family that she is my “fairy godmother.” All my life she has done so much to support me. She even took care of me so that I could attend a college prep high school in her neighborhood. She is a retired teacher and I have so many memories going to school with her. All my school projects use to be the best because she was so creative. She is still there for me and my children.

Educational Quotes

An ounce of action is worth a ton of theory. - Friedrich Engels

This is so true for the early childhood student. While you can model and instruct, young children have to do to really learn.

My Favorite Children's Book

I love this book because of it's inspirational and uplifting message. Every educator wishes the best for the future of their students. When I read this book to children I am letting them know that I believe in them!