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