My Support

                  Timelines are my saving grace.  Similar to a schedule, timelines are a little more detailed and used to execute events no matter how small, such as meetings, conferences, or conference calls. No matter how large, such as weddings, parties, or fundraising endeavors.  I love timelines, but most importantly, I love seeing a plan come into fruition.  Besides the love I have for children, I also possess a passion for planning events and without a timeline; I cannot image the planning process at all.

                I use timelines everyday to execute all weekend activities.  Sometimes, most of the time I will have to deviate from it, pertaining to the weekend projects, due to a confliction schedule often with my job.  For example, it may be scheduled for me to start some research for school or personal preference but my job’s duties my sudden increase because my children’s parents are not home, or suddenly leaves town.  This happens a lot, but for most of the part, the timelines assists me to set, work toward, and accomplish, even with the drastic changes sometimes. 

                My timelines are very beneficial to me.  They help me accomplish many things at one time, stay organized, meet deadlines, and prioritize.  I cannot began to imagine just going about doing without “checking in” checking my weekly timeline.  Something would go undone.  The shopping may be forgotten; Appointments not kept; Baked goods for school fundraiser not made; Tickets for choir concert not sold; Meetings not attended; Research for school paper not read; Research for the new barstools for household not search; Employers surprised party not pre-planned, or the new portfolios for new members of the auxiliary would do undone.  Every event, plan, appointment, project, or duty is placed on a timeline and then checked as it is successfully accomplished.  Can’t live without it.

My connection to Play

"The secret to helping young children thrive is to keep the spirit of creativity and playful learning alive and active" Joan Almon

                    "The child's love of learning is intimately linked with a zest for play"  JA  


As I think back to when I was a child, it was the educational systems, then that supported  play.  The schools scheduled two separate recesses. There was a general recess that lasted approximately 20-25 minutes daily, a second recess immediately after lunch. Physical education was actually physical.  We were required to participate in learning how to play every sport there is and we were encouraged to engage in friendly competitions that measured our abilities and strength in running, jumping, climbing, and other calisthenic exercises. Even the restaurants, such as, McDonald's, Roy Rogers had play areas inside and out that children were lured in to eat and play.

Today, play is viewed very differently from how it was understood when I was younger.  It seems to be very insignificant and dismissed now.  You do not see children playing in the school yards any more and physical education is anything but physical,  its only text books and theory.  Play is very important and very necessary in the aspect of a child's development.  It is through play that helps the children weave together all the elements of life as they experience.  The key statement is that they have to experience it for themselves.

Who's testing the test for Intelligence?

The Aptitude, Achievement, and IQ

The aptitude is the potential to master a specific skill or to learn a certain body of knowledge.

The achievement test is a measure of mastery or proficient in reading, mathematics, writing, science, or some other subject.

The IQ test is a test designed to measure intellectual aptitude, or ability to learn in school.  

The concept that an IQ score measures one underlying aptitude was challenged by Howard Garderner and others, who believe that people have not just one type of intelligence but many.  He described seven intelligence's: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic(movement), interpersonal ( social understanding) and intrapersonal (self-understanding), each associated with a particular brain region. But the question still remains, can any single test measure the complexities of the human brain.
"According to the 1999 Standards, validation is the process of gathering evidence to provide “a sound scientific basis” for interpreting the scores as proposed by the test developer and/or the test user. Validation therefore begins with a framework that defines the scope and aspects (in the case of multi-dimensional scales) of the proposed interpretation. The framework also includes a rational justification linking the interpretation to the test in question."

A single interpretation of any test may require several propositions to be true (or may be questioned by any one of a set of threats to its validity). Strong evidence in support of a single proposition does not lessen the requirement to support the other propositions.

Evidence to support (or question) the validity of an interpretation can be categorized into one of five categories:

1. Evidence based on test content
2. Evidence based on response processes
3. Evidence based on internal structure
4. Evidence based on relations to other variables
5. Evidence based on consequences of testing                                                                        

Some culture differences in intelligence play out on a global scale.  Researchers will argue that East Asian  and Western cultures have developed cognitive styles that differ in fundamental ways, of how intelligence is understood. 

"When rural parents in Africa talk about the intelligence of children, they prefer not to separate the cognitive speed aspect of intelligence from the social responsibility aspect,"  (2014)

References:

Berger, K. S. (2012). The developing person through childhood (6th ed.). New York, NY: Worth Publishers.

Intelligence quotient. (2014). In Wikipedia, The Free Encyclopedia. Retrieved 22:44, October 11, 2014,from http://en.wikipedia.org/w/index.phptitle=Intelligence_quotient&oldid=629322165

Consequences of Stress on Children's Development

Arguments, disagreements, fights and even family feuds were the norm for me where I grew up.  I can remember, as a child, seeing teenagers fighting, grown ups fighting and large groups of people fighting.  One of the most freighting memories I have is actually bearing witness to someone being killed.  I was between the ages of 10 and 12. It was a warm summer evening and the street lights were on so I was sitting on my front steps with a few friends from the neighborhood. The commotion began a few blocks away but loud enough that we could hear that something was going on, but just as any other uproar, it was ignored.  Before we knew it, the far away sounds of a few individuals arguing had drawn closer. Two men were fist fighting with their family members trailing behind.  A few neighbors soon joined in the crowd to get a closer look. The fight lasted only a few minutes, and I don't remember the cops showing up until much later.  After the crowd began to die down, the two men had been, finally, separated. As everyone continued leaving the scene, I vividly, remember the one man running up to his disputant and stabbing him with an object and pulling the object up from his abdomen towards his chest.  The body dropped immediately followed by screams of those that witnessed it.

Cognitive Theory

Cognitive theory holds that thoughts and values determine a person's perspective.  Early experiences are important because beliefs, perceptions, and memories make them so, not because they are buried in the unconscious (psychoanalytic theory) or buried into the brain's patterns (behaviorism).  

Laws on domestic violence vary by country.  For instance, in 2010, the United Arab Emirates's Supreme Court ruled that a man has the right to physically discipline his wife and children as long as he does not leave physical marks.  The social acceptance of domestic violence also difference by country. 

Just some thoughts on how behaviorism is developed.

References:

Berger, K. S. (2012). The developing person through childhood (6th ed.). New York, NY: Worth Publishers. 

Child Development and Public Health

The Breast is the best for the baby

 Compared with formula based on cow’s milk, human milk is sterile; always at body temperature; and rich in iron, vitamins, and other newly discovered nutrients for the brain and body.

The Benefits of Breast Feeding

For the Baby                                                                                                      For the Mother

Balance of nutrition                                                                                        Easier bonding with baby

Has Micronutrients/ not in formula                                                          Reduced risk of breast cancer

Less infant illness, ear infections                                                                               Natural contraception

Less asthma                                                                                                       Pleasure of breast stimulation

Better childhood vision                                                                                 Satisfaction of meeting infants basics

Protection against childhood diseases                                                    Easier travel with the baby

U.S. Department of Health and Human Services, 2011

Inupiat Eskimos, Alaska Natives

Breastfeeding provides valuable immunologic, nutritional, and psychological advantages for infants.  Breast milk offers increased protection from respiratory and gastrointestinal infections, otitis media, meningitis, sepsis, and allergies.  The only difference in mothers from Alaska and U.S. is that the American mothers fall short of public health goals.  Native and Eskimo group that have not been directed away from such traditional cultures have higher percentages.  Although, the decline in breastfeeding combined with an increase in supplemental and exclusive formula feeding was associated with a rise in various health problems.

Breastfeeding is the best for infants.  The mother’s breast milk helps the infants to resist disease and promotes growth of every kind.

References:

Berger, K. S. (2012). The developing person through childhood (6th ed.). New York, NY: Worth Publishers.

U.S. Department of Health and Human Services. (2011). The Surgeon General Call to support breastfeeding. Washington, DC

My thoughts on Childbirth

My mother always correlates some of my characteristics with how I was born.  She described my birth experience as being slick or sneaky.  When she began contractions, she prepared for the worst.  I was her first born and contrary to popular belief, “the worst” that she was preparing for didn’t come until her second birth, seven later.  Immediately after my mother starting contracting, she began to dilate. She was rushed to the hospital, within the 20 minute ride to the hospital, my mother had reached her full dilation and was ready for delivery upon entering the hospital. My mother was very detailed about describing how they lifted her up on the table, while she tightly gripped the bed rails and squeezed her eyes shut and before she realized what happened, I had slipped out with all ease. Until this very day, she says that I am crafty and stealthy because of how I was born.

I was really impressed from a clip from a movie about Eskimos “ Healing our Children.”. The clip actually showed an Eskimo mother giving birth.  The mother was in a squatting which, physically, makes so much sense.  “ The ease of which childbirth is accomplished in indigenous tribes stands in stark contrast to the phenomal rate of birth interventions  and cesarean  births in the Western world.” Although, I’ve never witness a childbirth but discovering the difference between indigenous  and mothers, which the birthing process starts  far before, actually, birth.  The foods and products that are consumed and the preparation of the female body all begins for females when they are girls.  Nutrition and Physical Degeneration play a crucial part in the birthing process far before the end of the term when the baby is birthed.

A note of Thanks!!!

To Corryn Brehm  of Walden University, studying Early Childhood Education

Your enthusiasm and creativity, alone, stands out and screams, " I am a kindergarten/ preschool teacher."  
Keep striving and learning and you will excel in this field.  
Thank you  for your support and encouragement through your comments and also your emails, where your insight
was sufficient and helped tremendously.   Thank you sooo very much.!!!!

Deborah 





To Vanessa Aldana of Walden University, studying Early Childhood Education


I want to, personally, thank you for all your support and encouraging words of wisdom.  Congratulation on receiving your
BS in Early Childhood Studies.  I was excited to hear that your focus was in Administration, Management and Leadership.
Of course, this is what we are mastering in now.  You continue to excel and grow. I can already see what a great asset you are going
to be to the Early Childhood Field.

Deborah

NAEYC and DEC Code of Ethics

These values stand, provide guidance of ethics, support and help appreciate the knowledge and development of the early childhood stage of learning.

NAEYC

I-1.5  To create and maintain safe and health settings that foster children’s social, emotional, cognitive , and physical development and that respect their dignity and their contributions.

I-1.3  To recognize and respect the unique qualities, and abilities, and potential of each child.

I-1.11 To provide all children with experiences in a language that they know, as well as support and children in maintaining the use of their home language and in learning English.

These specific codes stood out to me because of how I plan to create an environment that encompasses all children and how to best serve them.   1-1.5 Just simply creating a safe environment where they can learn and play.  I-1.3 I believe we must strive and push the children to their potential and every child’s potential is different.  I 1.11 My ideas of enforces the fact of teaching our children to recognize God or rather a higher being can be protected.

DEC

II Professional Development and Preparation

4. We shall serve as advocates for children with disabilities and their families and for the

professionals who serve them by supporting both policy and programmatic decisions that

enhance the quality of their lives.

III Responsive Family Centered Practices

1.       We shall demonstrate our respect and concern for children, families, colleagues, and others with

whom we work, honoring their beliefs, values, customs, languages, and culture.  

    Enhancement of children and families

These professional Values will help to determine my mission statement and core of standards that will build the foundation of my establishment.

Early Childhood Studies: Course Resources

Early Childhood Studies: Course Resources

http://showandteachthemwell.blogspot.com/2014/08/course-resources.html

Just to share

Vanessa Aldana: "Promise me you'll always remember that you're bra...: "Promise me you'll always remember that you're braver than you believe, stronger than you seem, and smarter than you think...

Course Resources

Position Statements and Influential Practices

·         EYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap

• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  
  
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
• 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.
  Retrieved from the Walden Library databases.

Global Support for Children 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, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
  
  
• Websites:
  
  

• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
  This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
  
  
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
  Read about OMEP's mission.
  
  
• Association for Childhood Education International
  http://acei.org/
  Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

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/
  
  
• 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/
  
  
• Institute for Women's Policy Research
  http://www.iwpr.org/
  
  
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
  
  
• National Child Care Association
  http://www.nccanet.org/
  
  
• National Institute for Early Education Research
  http://nieer.org/

• Pre[K]Now
  http://www.pewstates.org/projects/pre-k-now-328067
  
  
• Voices for America's Children
  http://www.voices.org/
  
  
• The Erikson Institute
  http://www.erikson.edu/

Family’s Focus

• Early Childhood Moral Development

www.bhcmhmr.org

·         Parenting and Spiritual growth

www.focusonthefamily.com

·         Children’s Development of Spirituality

www.life.familyeducation.com

Early Childhood Studies: Passion for Early Childhood Education

Early Childhood Studies: Passion for Early Childhood Education