Thank You!

"Children are like wet cement. Whatever falls on them, makes an impression." -Dr. Hiam Ginnott

I felt that this quote was fitting for this course.  We have been discussing different impacts that we have on child development throughout the class and at the end of it all, I feel that this quote sums it up.  Children take in everything that we put out for them.  It is our responsibility, as educators, to provide our students with a positive role model; be careful of what we say and do; be respectful of who they are.

Thank you to all of my colleagues for their continued ideas and support throughout this class.  I look forward to working further with all of you in the future.  Good luck in your courses!

Assessing Young Children

When assessing young children, it is imperative that we look into all of the intelligences.  There are eight intelligences; linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.  Every child, and adult for that matter, is able to excel in one or more of these intelligences.  All too often in the American education system, we focus on only two intelligences; linguistic and logical-mathematical.  Because of this, many children are labeled as being underachievers or learning disabled.  This is an unfair assessment, as many children who do not excel in math and language are musically inclined, are naturalists, fantastic athletes, or have great people skills.  It is important when assessing children that we understand that not all intelligence is based on standardized testing. 

In my opinion, standardized testing of young children is an unfair assessment of their intelligence and development.  If this kind of testing is entirely necessary, then we should be examining more than just the child’s abilities in linguistics and logical-mathematical.  I feel that additional testing of children should be given if they are unable to meet standards of linguistic and logical-mathematical testing.  This would enable schools to learn more about their student’s abilities, as well as assist in the development of each individual child’s self-esteem.  All too often, children feel as if they are “stupid” or incapable of success after doing poorly on a standardized test.  If a child’s self-esteem is shattered, it will make it more difficult for that child to have the confidence to pursue their goals or work hard in school to be able to continue their education on the collegiate level. 

Last year, I taught with a woman who received her education in Sweden.  After looking into Sweden’s ways of assessing their students, I am impressed with their national attitude toward educational achievement.  All citizens in Sweden are entitled to the same education until they reach the age 16.  After this age, they are able to enroll in upper-secondary school based on their grades received from teachers; not standardized tests.  Standardized testing is voluntary through grade seven.  When standardized tests are mandatory, the grades are simply used for the teachers to compare them to the rest of the country so they are able to alter their grading and teaching to improve their student’s performance.  I feel that this is the best use of standardized testing I have read of. 

I focused most of my reflection on this topic on standardized testing.  I did so because, after working at a public charter school in New York State, I was appalled at the focus and stress put on these students to pass the tests.  There would be weeks when I wasn’t “allowed” to teach any subject aside from English Language Arts in order for my students to pass.  This was detrimental for their ability to retain the information for the test.  They were bored with the subject and would therefore, shut down when I was trying to prep them for the tests.  I ended up bypassing my principals “rules,” and taught the students other subjects during these periods.  I would sneak a science project, or give them time to unwind after a long day of test prep.  After all, they were in fifth grade, not college. 

In the end, I was laid off due to enrollment after the fifth grade class performed higher than any other grade level on standardized tests in our school.  In addition, some of my students that passed the tests due to learning good test taking skills, were still reading on a third grade level and failing.  My principal, however, pushed them through to sixth grade regardless of my suggestions to retain, based solely on their standardized test scores.  This experience was a big reason why I left public schools to pursue a career in private or nonprofit organizations, where the main focus is not a number or letter grade.  

Juggling Act

When I began teaching preschool and found out that I would be working with a co-teacher to teach sixteen children, I thought to myself, "Wow, this will be easy!" Oh, how I am eating my words.  There is nothing "easy" about teaching preschool, and it becomes more difficult if you have a child who may have "special needs."

I always disliked that term; "special needs."  All children have needs and all children are special, therefore, don't all children have "special needs?"  The only difference between these needs, in my opinion, is that some children's needs are more demanding of your attention.  I have a child in my class whose needs are very demanding, and I feel that the beginning of my year has revolved around this one student, and I am missing out on the time I should be with the others.

So, I am posting, asking my colleagues for advice.  What are ways that make this balancing act easier and more effective for all of my students?  I feel as though, the last two weeks, I have been trying to spread myself a little thinner, but it's exhausting.  I appreciate your thoughts and ideas.

Week Four: Violence and Children

Thinking about children experiencing hardships is a difficult task.  However, when studying child development, it is important to consider all the stressors that may effect the child's biosocial, cognitive, and psychosocial progression.  It is sad to say, that when thinking about what, or who, to write about on this topic, I was able to think of many people in my life that have suffered through violence as a child.  I, fortunately, was not a child that was affected by violence at a young age.  I have a few friends that were not as lucky as I.

A friend of mine was sexually abused as a child by a relative.  This, to me, is the unthinkable.  Having lived such a blessed and happy childhood, it is hard for me to comprehend the ramifications a child will suffer due to this type of violence.  As an individual outside of the situation, I was horrified to learn this about my friend's past, and thoroughly impressed by her strength and ability to be a positive contributor to society, regardless of what she had to suffer.  She is a strong, confident woman who is a fantastic mother, sister, daughter, and friend.  Knowing her, you would never guess that at one point in her life, she was tortured by such maltreatment.  My friend never received therapy or sought outside help.  She made it through on the support of her mother and has continued to stay a survivor through the support of her friends and family.  I feel she finds comfort in having loved ones who know her story and respect and love her, and does not feel the need to discuss it now that she is older.

"Maltreatment is neither rare nor sudden, and the perpetrators are usually well known to the child.  in face, for young children, one or both of the child's own parents are most likely to be the abusers.  That makes the situation much worse: Ongoing maltreatment, with no safe haven, is much more damaging to children than is a single brief incident, however injurious."  (Berger, 2009)  Because my friend's abuse was continuous and spread out over years, her reaction to the abuse as a child was more severe.  Continuous abuse can cause children to become "fearful, startled by noise, defensive and quick to attack, and confused between fantasy and reality."  (Berger, 2009)  Through the support of her mother, she was able to make it through and become a much stronger person today.  However, this makes me think about what would have happened to her had it not been for the unwavering love and support of her mother.  Would she be the person she is today had she gone through it alone?

To answer my own question, I conducted research on abused orphans in Romania.  I was appalled to see how young children that have nowhere to turn and no one to call home were treated on a regular basis by the institution that is supposed to be helping them and supporting them.  "The children were confined to their cribs most of the time, the report states. Some of the older ones rocked back and forth, banging their heads or "making the rhythmic sounds from dislocated jaws common in children left lying down for extended periods," the report said." (Smith, 2006)    Children in this orphanage were also found bound and tied in sheets so tightly, that their skin came off when they were removed.  The biosocial, cognitive, and psychosocial developmental damage that is done due to this type of neglect and abuse is extensive.  


The long term effects can severely impact a child's social skills.  For example, the child may "typically regard other people as hostile and exploitative; hence, they are less friendly, more aggressive, and more isolated than other children.  The longer their abuse continues, and the earlier it started, the worse their peer relationships are."  (Berger, 2009)  This abuse will also effect the child's abilities to regulate their emotions.  "Early neglect and abuse cause internalizing or externalizing problems that are more sever than does maltreatment that begins later in childhood." (Berger, 2009)  This will effect a child's ability to form positive relationships as well as the prevent them from obtaining the tools necessary to face the challenges that life presents them in a healthy and productive way.  


To counteract the tragedies these children have suffered, the Romanian government has reopened overseas adoption.  This way, children are leaving orphanages, instead of staying in overpopulated and sub par conditions.  I hope that this change will help to diminish the violence that has occurred in these orphanages over the years.  Violence is a horrible thing to suffer through at any age; it is especially difficult to overcome such travesties during childhood.  


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

Graham, B. (2006, September 24). Romania's orphans claim years of abuse. The Sunday Times.

Smith, C. S. (2006, May 10). Romania's Orphans Face Widespread Abuse, Group Says. The New York Times.

http://www.internationaladoptionguide.co.uk/genericPage.jsp?genericPageValue=Adoption%20Options

The Benefit of the Doubt

My students are often on my mind.  I wonder how they're doing or if they are happy, healthy, and safe.  I look at them and marvel at their individuality and their happy dispositions; how they become excited over moments others find mundane or insignificant.  I hope for them and pray for them.  I want them all to grow to be the best people they can be; an extension of the little people they already are.

Every so often, something happens in my life outside of work; something unfair or sad, or very "adult-like."  I find that in these moments, my student's faces flash in my mind.  I wonder if they'll be subject to the unfair, and sometimes cruel aspects of life that cause us to struggle.  I experienced this over the weekend after receiving some particularly tragic news.

After thinking of my students, and hoping that nothing so sad ever enters their rosy existence, I wondered how I will feel when I have children of my own.  My boss told me the other day that "being a parent is scary."  I reflected on this statement for a while.  Yes, I love my students and I think they are all wonderful; but my care and affection for them is but a pebble in comparison to the mountain of love their parents provide.

I sometimes find myself questioning the parenting methods used with my students.  It is easy for me to be skeptical and overly critical of them, without having children of my own.  The simple statement, "being a parent is scary," along with the tragedy that occurred in the life of a close friend of mine, allowed me to put into perspective the daily dealings of in a relationship between parent and child.

Every parent in my school, (thankfully), is trying their hardest to provide their children with a loving and stable environment.  Sometimes, children are terrifying; the hardships you hope they never endure, the people you hope never hurt them, the friends you pray will stick by their side, and the tragedies you hope will never befall them.  I hope and pray for my students daily, and the care and affection I have for them is substantial in their little lives.  However, I understand that I will never know that pure, undying, and sometimes scary love that parents have for their children, until I'm blessed with one of my own.

Week Two: Breastfeeding in Other Cultures

I chose to discuss breastfeeding in other cultures for my blog topic this week.  I feel, as a teacher and someone who would very much like to have children of my own, it is important to know how breastfeeding is experienced within our own culture, as well as in others.  I was able to find an article that discussed breastfeeding, that attachment that forms, and how other cultures experience it.

In most Western countries, breastfeeding is discouraged in many ways.  During the first thirty minutes following birth, the sucking reflex of an infant is at its strongest.  Most Western doctors separate infants from their mothers during this time for many reasons.  This separation can disrupt the process of breastfeeding and the attachment benefits that follow.  In addition to this initial separation, breastfeeding is widely unaccepted in public and the workplace, which does not allow mothers to share the bonding time that breastfeeding allows them.  

In non-Western countries, mothers will breastfeed their children throughout the day and night, without supplementing their milk with artificial milk, or that from another species; unlike Western culture.  This is believed to be because children are expected to be independent at a young age in Western culture, whereas they are thought to be "naturally dependent" in non-Western culture.

I discovered a website that provided a discussion board for Africans to post their experiences with breastfeeding.  In Kenya, Africa, breastfeeding is considered "normal" and is often done publicly.  A woman who does not breastfeed is "frowned upon" for depriving her child of that bond as well as from the nutritional benefits.  According to the website, many countries in Africa promote breastfeeding as the number one source of nutrition for their infants.  They see this as a privilege; a time to bond with your baby and assist them in healthy development.  There have been studies done that show that breastfeeding is beneficial not only to health, but to brain development as well.  Babies that are breastfed generally have a higher IQ.

I found it interesting to read about how acceptable it is for women to breastfeed in public in other countries.  It seems that Western culture has deemed breasts as merely sexual in nature; their function is so much greater.  Learning more about this topic has opened my eyes to the importance of breastfeeding, as well as to develop a greater understanding of women who choose to breastfeed in public.  These women are not putting on a sexual display meant to be distracting, they are merely trying to feed their babies and bond with them.

I feel that this newly acquired information will help me to better understand my students who struggle with developmental needs and attachment issues.  This may be a direct result of breastfeeding, or lack there of.  I wonder if this is information that should be given to childcare providers?  One thing is for sure, this information has impacted how I will feed my future children.

References:

http://www.attachmentacrosscultures.org/beliefs/bfeed_culture.pdf

http://www.007b.com/public-breastfeeding-world.php

Week One: My Birthing Experience

I don't have any children of my own, and have never been overly involved in a birthing process.  I have helped friends through pregnancies, and have worked co-taught with pregnant women, but I've never actually seen a birth.  Therefore, the only firsthand experience I have with the birthing process is my own birth.  I spoke with my mother to find out what it was like for her.  When I asked her how long she was in labor with me, she responded, "I don't know, seven years?!"  This put into perspective just how hard it must be.  I know that everyone always says how painful it is, but my mother is a strong woman, and it must have been awful for her to remember it so clearly after 27 years.  However, in actuality, she was in labor with me for eight hours.  I was born in a hospital, under the care of a doctor and nurse.  My mother sat up through her delivery; she said that she didn't when my older sister was born and she wanted to be able to see me come into the world.  She received an epidural.  I was told that my entire head came out and then my parents heard a loud crack; my mother had broken her tail bone.  My mother is a small woman; five feet, one inch and was 97 pounds when she became pregnant.  I was sixteen inches long and nearly ten pounds at birth.  In addition to her broken tail bone, my vocal chords had been bruised in the birth canal.  My mother held me for forty-five minutes before the nurses took me for my first bath.  My mom was in the hospital with me for four days; my father came to hold me every night and my sister and grandmother visited every day.

I feel that my birth was a typical birth in American culture.  When researching other cultures and how the birthing process is there, I found that many people experience the beginning of life very differently than I do.  The country whose birthing process I found most interesting was Tibet.  Tibetan culture is rich in ritual, and this is the same for the when a woman gives birth.  There are seven stages of childbirth; preconception, conception, gestation, birth, after the birth, bonding, and infancy.  During the actual birth, there are mantras recited hundreds of times by the father, and he helps when needed, although the birth is conducted by a midwife.  The father and other elders bless a pad of llama butter, and the mother can eat it to help ease the pain of labor.  If labor is particularly hard, the mother will eat a piece of dried fish from a sacred lake in Tibet. The fish "brings blessings and spiritual grace to the woman who takes it, and so eases her mind and helps her relax, allowing the baby to come sooner."  The midwife may also give the mother "traditional herbal preparation" to help the baby when the contractions are close together.  


It was interesting to read about the way in which a baby is brought into the world in a different culture.  My mother gave birth with the assistance of medical professionals and with the help of an epidural to ease the pain.  Whereas, women in Tibet believe that butter that is blessed will help to ease their pain, because it will remind them of a rich comfort food and will relax their mind.  I feel that by speaking with my mother and researching the birthing process of another culture, I have gained a better understanding.  Giving birth is an individual experience.  Even though culture influences us in how we chose to bear our children, the actual birth is the mother and child's and is an intimate and miraculous experience that only the mother will ever really know and understand.  Regardless of rituals and cultural influence, childbirth is a difficult yet amazing experience that effects both mother and child.


Resources:
http://www.context.org/ICLIB/IC31/Farwell.htm

Patience is a Virtue

When speaking of my job with those outside the field of education, a typical response I receive is, "Wow, you must have a lot of patience!"  I usually smile and say, "Well, I love it!  Patience is part of my job."  Usually, it comes easy to me.  When I feel myself being pushed by a child or a situation while at school, I am able to calm myself and react in a loving and mature way.  However, I am finding this year that my patience is being tested.  

Having a child in the classroom with severely disruptive behavioral patterns can be detrimental to the learning of other students.  My initial reaction, given my personality, is to focus on that child; try to find ways to improve behavior and that child's ability to learn and have a good day at school.  Today, I set out to make observations of this child throughout my entire school day.  After five hours, I had two pages of documented notes of disruptive, and sometimes, dangerous behavior; and this was a good day.  

After reviewing my notes and seeing the kind of time and effort my co-teacher and I devote to this child every day, it put in perspective the amount of time this child was taking away from my other students.  I began to think about all the moments I must blow through with other children to focus on this one child.  I wonder if they can feel the absence or notice that my attention is focused on him, rather than the collective group.  

I felt my patience slip today.  I noticed that I was not speaking in my normal tone; that I was not allowing myself moments to breathe and enjoy my students as I usually do.  I am seeking additional services for this students, but it's going to be a long road.  I suppose what I'm looking for here is advice.  How do I give this child the support he needs without sacrificing the needs of fifteen other students?

A Meaningful Poem

My staff had a professional development day today, and we were given this poem.  I thought it was really meaningful and validated what we do every day.  I wanted to share it.

Just Playing
When I'm building in the block room,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play;
About balance and shapes.
When I'm getting all dressed up,
Setting the table, caring for the babies,
Don't get the idea I'm "Just Playing."
For, you see, I'm learning as I play;
I may be a mother or a father someday.
 When you see me up to my elbows in paint,
Or standing at an easel, or molding and shaping clay,
Please don't let me hear you say, "He is Just Playing."
For, you see, I'm learning as I play.
I'm expressing myself and being creative.
I may be an artist or an inventor someday.
 When you see me sitting in a chair
"Reading" to an imaginary audience,
Please don't laugh and think I'm "Just Playing."
For, you see, I'm learning as I play.
I may be a teacher someday.
 When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don't pass it off as "Just Play."
For, you see, I'm learning as I play.
I may be a scientist someday.
 When you see me engrossed in a puzzle,
Or some 'plaything' at my school,
Please don't feel the time is wasted in "Play."
For, you see, I'm learning as I play.
I'm learning to solve problems and concentrate.
I may be in business someday.
 When you see me cooking or tasting foods,
Please don't think that because I enjoy it, it is "Just Play."
I'm learning to follow directions and see differences.
I may be a chef someday.
 When you see me learning to skip, hop, run, and move my body,
Please don't say I'm "Just Playing."
For, you see, I'm learning as I play.
I'm learning how my body works.
I may be a doctor, nurse or athlete someday.
 When you ask me what I've done at school today,
And I say, "I Just Played."
Please don't misunderstand me.
For, you see, I'm learning as I play.
I'm learning to enjoy and be successful in my work.
I'm preparing for tomorrow.
Today, I'm a child and my work is play.

Thank you!

I wanted to thank everyone for their support and professional help throughout this course.  I have greatly enjoyed working with each of you and am excited for the next class in my program!  I wish you all the best of luck and look forward to continuing professional relationships with each of you!
-Raina

Code of Ethics

After reading the NAEYC and DEC codes of ethics, I have chosen a few of their ideals that are particularly meaningful to me.

DEC
Professional and Interpersonal Behavior (3)
We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families f those with whom we work.
I feel that I have made progressive changes to myself as an individual due to my role in my community with children and their families.  I work hard to be a positive role model for my students, so that those who don't have one at home, will be able to look to me.  It is important that we demonstrate honesty with the families that we work with so that they will come to trust us and turn to our professional knowledge to be able to provide the best possible education for their children.  I want my students to trust me to make the proper decisions for him, and their families to have confidence in my ability to care for and educate their children.

NAEYC
Ethical Responsibilities to Children Ideals (I-1.8 and I-1.9)
-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 advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
Beginning this summer, I have worked with a few children with autism or on the autistic spectrum.  Although I have worked with students with autism before, this was the first time I have taught these children at the preschool level.  Over the summer, I had an experience with an autistic child that made me want to advocate for children with special needs, and help them to be a part of a fully inclusive environment.  I believe that every child has the ability and desire to learn; it is our job as educators to find the proper route for the individual child and help them to succeed in their educational career.

Ethical Responsibilities to Children Principles (P-1.7)
We shall strive to build individual relationships with each child; make individualized 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 options most likely to ensure the child's success. 
As educators, it is imperative that we come to know each child as an individual; their family, their needs, their likes and dislikes, their interests, and where they need help.  If we come to know each child on these levels, we will be capable of developing curricula for them that is proper for their personal developmental needs.  This is significant to my professional life because i work very closely with the affluent families in my community.  These families have very high expectations of the education we provide to their children.  In order to meet or exceed their expectations, developing individual relationships with their children is essential.

Ethical Responsibilities to Community and Society Ideal (I-4.1)
To provide the community with high-quality early childhood care and education programs and services.
In order to fulfill this ideal, I have chosen to go back t school and obtain my Master's degree in Early Childhood Studies.  This way, I will be able to better understand the developmental needs of my students and provide them, and their families, with the best guidance to ensure my students become lifelong learners.   

 

Just an adorable story...

After lunch today, I was sitting in a beanbag reading stories to my Pre-K students.  One of my little boys came over to me with a frog on his hand and told me I had to kiss the frog.  I responded, "If I kiss this frog, will he turn into a prince?" He said, "Yes!" So, I kissed the frog, opened my eyes and said, "Well, where's my prince?"  And he said, "I'm right here!" and gave me a hug.  It's moments like this that make it impossible to have a bad day, no matter what is going on in my life.  Thank you, little ones, for making me smile!

Experienced?

Does "experience" make a teacher effective?  Because I am "young", my abilities and drive to succeed is often questioned.  Because I am unmarried and don't have any children of my own, it's said that I "don't understand." Is this true?  Maybe because I am completely outside of the "family culture," I am able to see children clearly, without the clouded fog of having my own and thinking my children are wonderful.  How do I respond to parents who don't believe in my capability to educate their children?

Course Resources

Resources provided:
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php

World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/

Association for Childhood Education International
http://acei.org/about/

NAEYC. (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, 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

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. 


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/

Professional Journals:

YC Young Children

Childhood

Journal of Child & Family Studies

Child Study Journal

Multicultural Education

Early Childhood Education Journal

Journal of Early Childhood Research

International Journal of Early Childhood

Early Childhood Research Quarterly

Developmental Psychology

Social Studies

Maternal & Child Health Journal

International Journal of Early Years Education

Personal Resources:
http://www.earlychildhood.com/

http://www.projectwild.org/growingupwild/EarlyChildhoodResources.htm

The Last Child in the Woods by Richard Louv

The Giving Tree

I grew up loving the book, The Giving Tree, by Shel Silverstein.  I suppose I thought it was a sweet story about a boy and his tree.  I had trees that I felt connected to as a child and I believed that I was linked to the boy in Silverstein's story.  So, when my new co-teacher informed me that she was not a fan of this book, I was appalled.  I couldn't believe that someone could not like The Giving Tree.  However, her reasoning was valid; it is a sad story about a tree who gives away her everything to make a greedy man happy.  Although I valued her opinion, I still wanted to read the story to my class while we studied trees this week.

As I am sitting on our rug, flipping through the pages of this story with sixteen little faces staring, I feel my cheeks start to go crimson; this story is sad.  The boy in the story was doing things to this tree that I am daily asking my students not to do.  He was disrespecting the tree; carving into its bark, cutting down its branches, and ultimately killing it.  I found myself stopping to ask the children, "Is the boy being a very good friend to the tree?" and was happy when my response was, "No!"  After reading the story, I wanted to know how my student's were affected by this tale.  Did they recognize the sadness in it?

I began with a general question, "How did this book make you feel?"  One boy raised his hand, "It makes me feel sad because the boy cuts the tree down."  Another said, "It made me happy because the tree was giving the boy gifts and making him happy."  My co-teacher used this opportunity to chime in, "What gifts do trees give to us?"  "Breathing!" one of my students quickly responded.  I began to explain to the group that trees give us oxygen, and had them all take a deep breath to experience this glorious service trees provide us with every moment.  My co-teacher told them that it's important we show our gratitude to trees.  One of my little girls quickly raised her hand, "I have a tree at my house that I love and I hug it every day before school."   Another responded, "I love my apple trees at home."  I then asked how other animals benefit from trees.  "Food!"  "Habitats!"  "Animals live in trees!"

It was then that I noticed the little boy sitting next to me had his hand up.  I called on him and he asked, "What happens if all the trees are gone?"  I stared at him for a second, completely unable to answer this profound question until I processed it.  I told him, "It is our job, and your job, to make sure that doesn't happen.  That is why we are at this school, and we learn to love and respect nature, and take care of it so that we can always enjoy it."  I don't think my answer was enough for this little boy's very big question.  I have been trying to think of a proper one all day.

I don't love The Giving Tree like I used to.  It is a very sad story.  It almost feels as if this book was not made for children; that Shel Silverstein designed it in such a way to make us think about ourselves, as adults, and our interactions with nature.  This book depicts the unrequited love the tree had for this little boy.  She gave him everything she had that made her what she was, and received nothing in return.  And, still, she was happy.  Mankind has been draining our resources and still, the earth continues to give to us.

Now, let me return to that wise little boy's question; "What happens if all the trees are gone?"

Disciplining and Difficulties

Of all the tasks I do daily while teaching, disciplining my students is the most difficult.  There are sensitive kids who take things personally.  There are children who simply shut down and will not speak.  Then there are kids who laugh, children who cry, and others who lash out.  It is important to learn about each child before you are able to discipline them well without upsetting their entire day.

I do my best to conduct conversations with my students.  I let them know that their behavior was not acceptable and ask them what we can do differently to make our classroom a more peaceful place for everyone.  I kneel down to their level and speak softly and kindly; or firmly if needed.  I do not yell.  I don't believe that yelling is effective; it frightens rather than enlightens.

I have one student who is very self-deprecating when disciplined.  He blames himself for everything and worries often if other children are upset with him.  He craves attention and lights up when he is complimented or appreciated.  It's children like this that make me wonder how their self worth became so damaged so young.

I have worked in tough neighborhoods with older children and have dealt with their problems and their poor self-images.  When I came to this affluent community, I did not expect to work with children who struggled in their home lives.  It all appears to be so cookie-cutter; so perfect.  But it's here, in preschool, that you observe where a child's self-image develops.  It's in this part of the child's life where intervention is most effective.

My question is; how?  How do I discipline a child that I know is hurting inside and doesn't even understand why?  How do I speak to him about highly inappropriate behavior when I sympathize with his reasons for his behavior?  How do I help this child so he can become the fantastic person I see when I look at him?

Waiting for Monday

You know you have found your true passion in life; the complete perfect profession for yourself, when you are anxiously awaiting Monday morning.

Quotes that Inspire

Here, I have begun a list of quotes that have inspired me as an educator. Some inspire me to further my knowledge and pursue higher education. Others have paralleled my passion for the field of Early Childhood.  I have added these quotes to another section of my blog, so that I may continue to post others that I find throughout my research of Early Childhood Education.

"It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it." -Maria Montessori

"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?"-Maria Montessori

"Education is not a problem. Education is an opportunity." -Lyndon B. Johnson

"We have entered an age in which education is not just a luxury permitting some men an advantage over others. I has become a necessity without which a person is defenseless in this complex, industrialized society." -Lyndon B. Johnson

"It was the most joyful experience where I felt everything in me was being called on to teach." -Louise Derman-Sparks

"We, as professionals in the Early Childhood field, have an opportunity to shape a child's life for the better and that's what makes me passionate about this field." -Sandy Escobido

Dead Frogs and Decomposers

Today, my co-teacher and I experienced a beautiful, teachable moment.  We headed out with our students for our daily adventure.  We walked past Silly Hill and over to the Naturalist Garden.  While walking under the grapevines, one of my boys shouted, "DEAD FROG!"  We all went running over to see. There, in the sometime-stream was a dead frog, belly up in the water.  My students were instantly contemplating how it died and what would happen to it.  There were thoughts of someone throwing rocks in the water, (something we do not do), and it bumping the frog on the head.  Other thoughts were of another animal attacking it.  In all actuality, there appeared to be nothing wrong with the frog; perhaps it simply died.

My co-teacher and I took this moment to ask what our children thought would happen to the frog's body.  Their knowledge amazed me.  Instantly, one of my young ladies shouted out, "Decompose!"  And another began to explain that to decompose means to "turn into dirt."  When asked what kind of creature may assist in the process of decomposition, one of our students chimed in with, "Worms!"

We spent the rest of our afternoon finding the fattest, longest worms I have ever seen in our West Woods.  We rolled logs and lifted stones.  We sang songs about worms and got our hands good and dirty before touching them.  We have decided to use this teachable moment and allow it to trickle into tomorrow as well; what else are worms useful for? COMPOST!

Muddy Sneakers

I told him not to go that far into the mud; warned him that his shoes would get stuck.  However, I am a firm believer in learning through living, so I did not intervene.  I watched him try to lift his feet; they were stuck!  I walked into the mud and grabbed onto his arms as we eased his feett, sneakers and all, out of the mud.  A few of the children laughed while he stumbled to his feet, and I kindly reminded them that they shouldn't laugh at someone's misfortune. 

He cried and cried.  We walked over and found some leaves to wipe off the excess mud.  He continued to cry.  I talked to him, let him know that it was okay to be muddy.  The school day was almost over and surely mommy had a washing machine at home that would make them good as new.  He cried harder.  Finally, one of my little girls intervened.

She squatted down in front of him; her too-big dress billowed around her ankles and her pigtails discheveled from play.  She cocked her head to the side and said, "Don't worry!  Last week, I stepped in mud and my shoes were muddy too!  But, I didn't cry because I knew that my mommy would be able to get all the mud out and make them good as new!  And, look!"  She kicked her foot out from under her dress and proudly displayed her sparkling clean shoe.  The little boy cracked his very first smile and finally began to calm down. 

A few minutes later, I went over to her to thank her for her kindness; "That was a wonderful thing to do for your friend!  Thank you for sharing your story with him and being so sweet.  I really appreciated your help."  She smiled and waved me over so she could whisper in my ear, "I made up that story.  My shoes were never muddy!  I just know that I feel better when someone else tells me they did the same thing!"  She pulled away and I winked at her, letting her know it would be our secret.  She returned my wink and walked over to her friends that were examining a frog. 

The empathy that young children are capable of is forever surprising to me.  After their little "talk," she continued to check on him on the way back to the classroom.  She assured him several times that she would not laugh at him for falling down or sinking in the mud, and that his shoes would get clean.  What a beautiful world it would be, if only adults were so kind to one another...    

Busy, busy, busy...

No one can prepare you for how much work it actually takes to run a classroom.  There are lessons to plan, parents to email, journals to write, books to find, materials to buy; the list goes on and on.  The beginning of the school year is particularly busy; open houses, parent orientations, and staff meetings.  For teachers, these are tasks that are done lovingly every year.  In my position at the Nature Center, I am not only a preschool teacher, I am also a part of a nonprofit organization that runs other events throughout the year.  I am involved in many of these.

While sitting in my staff meeting this afternoon, I started to feel the stress creep up on me.  I had letters to write, notes to make, events to prepare for, and on top of it all, homework to do.  I was going to be giving up four nights of my life next week to promote the preschool and/or the Nature Center.  I decided I needed a few minutes to gather myself.  After going to find sushi and chocolate with my room mate/co-teacher after work, I felt as though things were in perspective again.

I teach because I love it.  I work for the Nature Center because I believe in its mission and its effect on the community.  I want to be a part of all of the happenings within my company.  The people that I work with are of a rare breed; they work hard for a beautiful cause and receive little in return.  I have to remember that everything I do is for my students, my colleagues, my community, and my planet; even if I have to give up my weekends from time to time.  

Teaching Together

When first entering the field of Early Childhood, the most difficult challenge for me was co-teaching.  Although I was aware that having another teacher in the room was necessary, I was not used to collaborating so closely with another person.  I have worked with great teachers, and a few that left something to be desired.  I am currently working with three fabulous, creative, and unique women.  Each brings something different to our classroom.  Watching them with our students sets me at ease.  Not only do I trust them all implicitly; I value their presence, opinion, intelligence, energy, and companionship.

We have a child in our classroom that struggles with control over his body and vocals.  He is in constant motion, and is sometimes disruptive to other children.  Today, we had our Naturalist buddy visit our classroom.  He introduced us to four animals; allowing the children to touch the animals and ask questions.  This little boy was struggling to be calm and still.  One of my co-teachers sat with him.  She kept a hand on him to ease his anxiety, spoke softly and sweetly to him; gently reminding him to relax and breath.  I watched as tension left his body; she appeared completely unaware of the profound impact she had on him throughout this presentation.

I'm sure I will tell many stories of these wonderful women with whom I have the privilege to work.  Co-teaching is not easy; finding fluidity with a team of four ladies is nearly impossible.  I am glad to have found such a balance in our classroom.  Our positivity toward one another and joy to be learning from each other reflects in our teaching and encourages our students to pursue the same relationships.  Thank you, ladies!  You are the best!

C is for cookie

This morning, we read Miss Bindergarten Gets Ready for Kindergarten.  I love this book because each student is a different animal that represents every letter in the alphabet.  For example, there is Adam the alligator and Becky the beaver.  While reading this book, I stopped and asked what animal was being shown and what letter the name and animal name began with.  We made the sound that the letter makes.  We went through the entire alphabet and I was impressed by the knowledge each of my students possesses.  When heading in for snack, I was unaware that this particular lesson was not yet finished. 

One of my children brought in a snack of organic cookies.  The cookies were in the shapes of letters and numbers.  As soon as the children began snack time, there was talk of, "Here's an 'L' for your name!" or "Look, and 'R' for Miss Raina!"  I walked around the room, encouraging the children to find the letters from their name.  As I passed by one table, I noticed the word "zoom" spelled out as clear as day!  This being the fourth day of Pre-K, I was extremely excited!  I complimented him and asked him if he knew what he had spelled.  He sounded out the letters, "zzz-oooo-mmmm, zoom!"  He then went on to explain that he had written the word "zoom" because he likes fast cars and that is the sound they make when they drive by.  I was taken aback by this child relating a simple word like “zoom” to a passion of his. 

Ideally, I would want every child to leave my classroom appreciating words and letters and the beautiful ways they are put together for us in our everyday lives.  However, I feel that reading is something that comes when the child is ready; it can’t be forced.  Today, this little boy gave me a perfect example of how a child’s interest in reading “just happens.”  It is our job, as teachers, to nurture this interest and help it grow into a love for reading that will benefit them throughout their lives. 

A New Year

The other night, I was speaking to a friend, discussing my new class and the beginning of the school year.  I gushed over my new classroom and co-teacher; my students from last year; the Nature Center as a whole.  I talked about my Master's program and the goals I had set for myself this year.  But mostly, I talked about my former students and how hard it is to watch them grow and change and move on to new teachers and new classrooms.  He listened to me go on and on for a long time before saying, "I could never be a teacher!  I would get too attached; too involved.  It would be so hard to say goodbye every year."  This comment echoed in my head when I was asked to sub for a class filled with my students from last year.

"Miss Raina!"  I was greeted with hugs, smiles, and stories.  When they settled down, we made play dough and read a story.  My co-teacher measured them and discussed being taller or shorter.  We had snack and went for a long walk; searching the pond for creatures and running up and down a hill.  Although they still love me and want to talk to me, they have moved on from my care and my classroom.  They are older and are excited to be with new teachers and in a new space.  I realized today, that maybe it isn't so hard to let go.  It's exciting to see that the lessons they had learned from you are still with them.  I love to watch them grow and change.  I will always be their teacher, and they will maintain a special place in my heart.    

The First Day of School!

I have hurried about my classroom with my co-teacher over the last two weeks preparing for our students; discussing how we should run our first day.  What activities did we have planned?  How should we greet them?  Where will they sign in?  How do we help sad children and their parents feel comfortable?  What books will we read?  There are millions of things to do and many questions to answer.  Although the planning and preparations are essential, the beginning of the school year never feels "real" until the first child enters the classroom.

We began school yesterday.  It was a beautiful day; sun shining, the buzz of children filling the air around the Nature Center.  I knew it was going to be a wonderful day.  As children filtered into our classroom, I felt my heart overflow.  There is an excitement that surrounds the first day of school that only exists on that day, in that moment. 

I smiled at each student and greeted them by name.  I comforted the two children in my class that have a hard time separating from their mothers.  I busied myself; looking at artwork and encouraging them to express themselves and tell me about their drawings, reading stories and listening to the tales of their summers that slipped away so quickly.  I heard of new babies, new puppies, and new houses.  A few children even expressed their happiness that I was with them on that exciting morning.  However, it wasn't until we ventured outside to our forty acres of woods, meadows, and ponds, that my heart bubbled over.

I started our walk staying ahead of our students; sandwiching them between my co-teacher and I.  I led them past the Visitor's Center and under a canopy of grape vines.  We stopped and collected leaves whose colors excited them and rolled over logs to see who lived underneath.  One little boy and I walked side by side down the trail, the others giggling behind us.  He was quiet and I watched him as he looked around with excitement in his expression.  He touched the leaves of the trees gently as we walked by.  I caught him sniffing the air and closing his eyes; taking in all that the forest had to offer.  It was then that he turned to me and said, "We get to come outside every day?"  I responded, "Yes, every day, rain or shine!"  He paused and looked around again, "I think that's great," he said, without looking in my direction but grinning widely.  "I think that's great too," I whispered.  He turned to me and smiled before running ahead of me and jumping on a log.

The rest of our walk was full of mini-lessons about the ecology around us and reminders of rules and how to be kind to one another.  However, it was that moment with that little boy that resonated with me.  It wasn’t the words he said, but the expression on his face; pure wonderment and admiration.  I don’t know when most adults lose that sense of wonder, but I hope that through my passions and my teaching that I am able to preserve it for this child and so many more. 

Beginning my journey!

I have chosen the title for my blog; Learning, Teaching, Growing; because I believe that education is a lifelong journey.  In order to be successful educators, we must constantly pursue our own professional and personal development through learning.  As I continue my education, I am excited to be able to use this page as a way of communicating my progress with those in my online community, as well as my family and colleagues.  I hope you'll enjoy my blog and I look forward to your contributions!