Research that Benefits Children and Families—Uplifting Stories

I have a personal story of how research has benefited my life and the relationship I have with my youngest child.

In the 1950’s Mary Ainsworth conducted research using mothers and infants 12-18 months old to study mother-child interaction with the intention to predict behavior later in life based on attachment. This research has been important to the field of physiology in order to help children and families understand parent-child interaction. Identifying what type of attachment an infant has to their caregiver and/or parent is important. Professionals in the field of education have also used the information from this research to help strengthen their relationships with children in the classroom and understand how to help families if there are behavior issues stemming from attachment.

I first heard of attachment theory while in a graduate class for my teacher certification. When the infant mental health specialist that was presenting to the class described attachment theory it really hit home. This research is important to me because when my daughter was an infant we had attachment issues. If Mary Ainsworth had not developed the strange situation used in her attachment research I don’t know if I would have been able to get help for my daughter and I. When we did see an infant mental health therapist she conducted the strange situation with us.

In 1954 some people might have thought it was terrible for Mary Ainsworth to leave an infant in the room alone with a stranger and let them cry until their caregiver return. Obviously she was able to convince mothers why this research was important in order for them to want to participate.

Our therapist videotaped that first session and two more during our work together. I am proud of the growth my daughter and I developed and the bond we share today. Our therapist is now a professor at a leading university with a renowned social work department. Our work, story, and videotapes live on helping students become professionals that will work with children and families as well as conduct research that are relevant and important like the research of Mary Ainsworth.

Research Simulation

My chosen topic for the research simulation is how parental involvement impact children’s education in the classroom. I have chosen three related subtopics are to determine how parents can become involved with their child’s education:

·         Whether home visits by teachers influence parents;

·         What type of support do parents need to become involved;

·         What are some of the barriers parents have in becoming involved in their child’s education?

I chose this topic because I believe that the involvement that is required by federal and state preschools benefits parents and children by including them in the educational process. Involvement such as home visits, field trips, parent workshops and meetings. I believe that if those same strategies to include families were implemented throughout grade levels the education of children would be positively impacted. This research can benefit early childhood programs, schools, educators, and families to further explore parental involvement and its affect on children’s education.

I am concerned that the topic may be too broad. Does anyone have any further suggestions to narrow the scope?

WK 8 Final Blog

Learning about the international early childhood field has reinforced the feeling and belief that we are connected as a human race. I believe all parents want the best for their children, despite where they live in the world, what ethnicity they are, or how much education they possess; parents want their children to grow and develop healthy. Although we would like this desire to be attainable for all young children and families the reality is it is not. Poverty is a huge barrier for many people throughout the world. Inadequate and low quality childcare is another barrier for healthy development in young children. In addition, many countries are struggling to implement programs that provide the information and education that parents need to help their children develop properly in the first few years of life.

After studying the international websites, listening to podcasts, and exchanging ideas with colleagues we have a responsibility to stay informed of issues that affect young children all over the world. 

One goal for us all within the early childhood field is the need for professional development and awareness in meeting the needs of the diverse population and changing demographics that we are presented with. As early childhood professionals we must gain the knowledge needed to educate parents and children that may be different from ourselves. Meeting people were they are and accepting what they bring to the table is a skill needed in a global society.

Sharing Web Resources

On the National Black Child Development Institute (NBCDI) website I explored a recent post of a copy of the letter sent to members in the U.S. legislature in support of the reauthorization of the Elementary and Secondary Education Act (ESEA) by the NBCDI CEO, Carol Brunson Day. In the letter she spoke of a “P-20 pipeline” that would support students from preschool to their college years. The NBCDI is also in support of an “early learning fund” where money is set aside to fund early childhood programs and keep them connected to elementary schools.  The position of the NBCDI and the language used to convey their support of the ESEA and the changes that should be implemented is related to our study of equity and excellence. The NBCDI believes that equity in early childhood programs and excellence can be achieved by including teachers in professional development, maintaining pre-k programs in elementary schools, and rewarding states for providing high quality, successful programs.  

I agree with the NBCDI position. In the state of Michigan there are too many different requirements, standards, and inconsistencies as it relates to early childhood programs. If preschools are state funded and in a school there is one set of standards; for example, teachers have to be certified with a ZA endorsement. Independent centers and federal Head Starts are allowed to have “teachers” that have a two year degree (CDA) only.  That discrepancy effects equity because of the type of staffing.

I was unaware of the terminology “P-20 pipeline” and “early learning fund.” The research, early childhood websites, and video presentations that have been presented emphasize the need to advocate for quality education beginning at three years old and collaboration between families and schools for supporting children during their early years.

The NBCDI does not have any outside links and I haven’t received an e-newsletter yet.

http://nbcdi.org/

Getting to Know your Internation Contacts Pt 2

I examined the website www.Developingchild.harvard.edu to gain additional knowledge about early childhood systems around the globe.

Last year the UNESCO held a conference, WCECCE in Moscow, to highlight brain research and how it impacts early development in children. According the information on the website the goal was increase action by members of the UNESCO. “According to a UNICEF report in 2006, more than 30 governments had established national early childhood development policies, and over 70 countries had some type of national commission to coordinate such programs across ministries and sectors” (www.developingchildharvard.edu). That number is surprising to me; since 2006 there are probably even more governments and/or countries that have established some type of initiative or policy but there are still so many problems that persist and challenge early childhood development and education.

In Santiago, Chile there is an initiative called “A Good Start” with the goal of improving the educational opportunities for 4-6 year old children. It hopes to impact early childhood education through teacher training and eventually 60 schools. This reminded me of the work we read about previously that trained parents in providing a safe, healthy, educational environment for their young children at home. Continuous training is needed for educators or parents in order to provide young children with the opportunities they need for emotional, social, and educational development. That is something that is common nationally and globally. All children deserve the best education that is inclusive to their mental and physical health.

The research developed at Harvard for the Center on the Developing Child is important to global issues that affect young children. The research that is generated in the U.S. is used to further initiatives across the globe; such as developing mental health strategies for children affected by HIV/Aids in Rwanda or how children in post-hurricane Haiti are recovering.

There is a vast disparity on the equity for early childhood education across the globe. Although all children deserve to grow up healthy and given the best experiences and opportunities to develop it is an inequity that still exists and must be changed

Getting to Know your Internation Contacts Pt 1

Initially I contacted Ms. Michele Berthelot, a regional specialist in education, from the Santiago, Chile office of the United Nations Education, Scientific and Cultural Organization. She responded within a few days informing me that she worked with adult education. She forwarded my contact information to her colleague and told me I could contact her. I wrote to Mrs. Rosa Blanco, the regional specialist in Inclusive and Early Childhood education, concerning the issue of poverty and how it impacts the work she does for the UNESCO and its population but I did not hear back from her yet. I am still holding out hope that I will be able to establish this contact and use it for future assignments.

I examined the website of the Childhood Poverty Research and Policy Centre’s page (http://www.childhoodpoverty.org/) and read about the child poverty in Kyrgyzstan. I learned:

·         The funding for CHIP has been depleted but the website is still available for use by organizations and individuals for policy and advocacy purposes.

·         CHIP also coordinated with the Save the Children organization to help eradicate childhood poverty.

·         “Over 600 million children world-wide live in absolute poverty - an estimated 1 in 4. In many countries, rates are much higher with over 60 percent of children living in households with incomes below international poverty lines. Over 10 million children under five still die every year from preventable diseases - the vast majority of them in developing countries” (http://www.childhoodpoverty.org/)

·         The CHIP website includes a photo gallery, case studies, and video clips of the four countries highlighted on the website.

Poverty, especially for young children, is far reaching. The statistical information given on the website is shocking. The fact that so many children suffer from being poor which contributes to malnourishment, lack of vaccinations, and low educational attainment is sad. One thing that I have taken away from exploring the websites is how important advocacy is and policy changes are needed in order to protect the youngest population.

Sharing Web Resources

I chose the National Black Child Development Institute, which has a local chapter in my city. This organization addresses issues concerning young children, specifically issues related to African-American children. However, the information is beneficial to all young children. The NBCHI website addresses the organizations initiatives which are literacy, child welfare, education, nutrition and health.

The current NBCHI newsletter has an article on autism that contained some statistical information I did not know. There was an article on speaking to young children about unemployment and the current economic situation in our country. It gave suggestions on what to say by the developmental age/stage of the child. That article related to the changing demographics and diversity because of families becoming more transit with the economic recession.

I read a position paper that the organization issued on protecting the benefit of pre-k programs by strengthening the transition to elementary school. After the third grade the educational gap between children that attended a quality preschool program and those that did not disappears. It is the position of NBCHI that school districts should structure elementary schools to have full day programs for preschool and kindergarten, and then transition families through the other grades to build on the foundation established.

Current NBCDI Newsletter

Establishing Professional Contacts and Expanding Resources

I decided to contact two individuals in order to expand my resources internationally. One of the professionals is from the United Kingdom and the other is in Chile. I will happily share if I hear back from them. I like the idea of communicating with other early childhood professionals in other parts of the world. How exciting!

The website and newsletter I decided to follow is the National Black Child Development Institute. This organization has a local chapter in my city and I have seen literature at my local library about events the organization participated in. The Detroit chapter president is also a director for NBCDI. The website list initiatives in literacy, education, health and nutrition that I am excited to learn about.

http://nbcdi.org/

My Supports

I am fortunate to have the support of family and friends that provide me with the help I need on a consistent basis. My mother helps me with my children; I can depend on her for child care, picking up from school and dropping them off at their extracurricular activities. My father is a financial support by providing my children with allowances and extra surprises. I recognize that I am blessed to have my parents, I know so many people whose parents are deceased. The benefit of having such supportive parents is I don’t have to rely on strangers to take care of my children when I am not able to. They are always in the care of people who love them and only want the best for them. If I did not have my parents as a part of my support I would feel lost.

I have great girlfriends that I can depend on to talk to when I need encouragement or someone to talk to. As an only child (biologically- I have step siblings) my long term relationships with my girlfriends are special to me. I have known them since childhood and they are like my sisters.

Over the last several years my family has been dealing with my stepfather’s depilating illness. His health deteriorated to the point of him losing control of his lower extremities. He is now totally wheel chair bound. It was difficult dealing with him during the challenges; when he could have changed his condition and use physical therapy he chose not to. So I have imagined myself with that type of challenge, the lost of my legs and the ability to walk. I know I would need supportive family like he has. A partner and children willing to arrange excellent health care, drive me places, and help with the small things I can’t do for myself. I also would need my support circle to encourage me and not enable me.  

My Connections to Play

“You can discover more about a person in an hour of play than in a year of conversation.”- Plato

“A person's maturity consists in having found again the seriousness one had as a child, at play” - Nietzsche

I grew up an only child so I played a lot by myself. Even when I was with my cousins, who were boys, I would play by myself. I had my favorite toys (pictured below) that I enjoyed. I loved playing board games, cards, and puzzles as well. I would always pretend to play with someone else. To this day I can play a game alone and not cheat! Play was important in my childhood because it’s what I did to keep myself company. I was a serious child even at play!

Children play differently now than when I was a child. We spent more time outdoors playing games like tag, hide ‘n seek, and riding bikes. Today children spend more time indoors playing video games or other electronics. I didn’t have my first video game until middle school; I was one of the first children in the neighborhood to have one.

There was a time in education when recess was disappearing and children weren’t getting the opportunity to play during the day. However, that has changed since society became aware of the health hazards of inactivity that children are experiencing. So with recess a part of the school day children are learning how to play with playground equipment and games with their peers they may not be exposed to at home.

Play in childhood helps develop the skills that we need in life as adults. While playing you learn how to compromise, patience, negotiate, time management, communication, and physical skills.



Barbie Dream House



Baby Doll



Big Wheel



Child Development and Public Health

I have been concerned about mental health and its impact on families for a few years. A number of students in my recent Kindergarten classes have been affected by mental health issues in their families. Either a parent suffering from some type of mental health issue or concern that the student may have a mental health issue. Understanding the challenges that families are enduring is important and will impact how you form a relationship with them.

In Ghana, Africa one in five children suffers from a mental disorder (Kleintjes, S., Lund C., Flisher, AJ, 2010). Policy makers and researchers are seeking ways to remove the barriers for people resisting treatment such as the stigma attached to disorders, low priority for treatment, and poverty. Families receiving treatment and early intervention face some of the same challenges that are seen in the Western world.  

An article in the Concord Monitor (Toumpas & Barry, 2009) points out that “research tells us that healthy emotional development is critical to a child’s health and well-being and greatly affects his or her ability to learn.” If children have experienced early trauma, abuse, or have an untreated mental health problem they may have trouble in the classroom socially and struggle academically. All children need the benefit of early intervention for mental health issues for the best chance of normal, healthy development during their early childhood years. These situations can greatly affect how you, as an educator, interact with the child and the family.  

Kleintjes S, Lund C, Flisher AJ. Afr J Psychiatry (Johannesburg). 2010 May;13(2):132-9.

Toumpas, N. and Barry, V. Concord Monitor. Concord, N.H. June 17, 2009.

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.