When I first began this blog, I didn't even understand what a "blog" was. I certainly had no concept of its "power."
I have laughed and cried through postings on this blog and the blogs of my colleagues.
I have grown in leaps and bounds through YOUR sharing with me.
I have learned more in these short 8 weeks than I ever imagined possible.
I have a new strength to make a difference and become a voice for these amazing young children.
I have made new friends.
Thank you to everyone who has read my words, shared thoughts, and written comments. I feel part of a community that I wasn't even aware existed. I had many doubts of obtaining my Master's Degree, but YOU have each lit a candle under me. Thank YOU for being YOU. I look forward to learning so much more from YOU!
Have a wonderful holiday season and special 2012!
Lois
Sunday, December 18, 2011
Saturday, December 10, 2011
Examing Codes of Ethics
NAEYC Code
of Ethical Conduct & Statement of Commitment
“We shall communicate openly and
truthfully about the nature and extent of services that we provide.”
DEC CODE OF ETHICS
This requires additional education and teaching. Whenever I
think of the word "disability," Ethan comes to my mind. Ethan was an
amazing boy who needed a wheelchair to get around. Ethan was enrolled in our
school when he was 4. Mom wanted to prepare him for Kindergarten. Ethan had a
"spotter" with him. The "spotter" was a nurse who was hired
to "help" Ethan throughout his day. The "spotter" finished
Ethan's artwork, fed him lunch, stacked blocks for him, and finished his
sentences. The challenge was that Ethan did not need this help; he had a
challenge getting around, but he could do everything else by himself. Actually, he had fun maneuvering the wheel
chair by himself. Ethan had a cheerful
personality, and yet, he became frustrated when his "spotter" took
away his independence. We agreed to learn how to help Ethan get in and out of
the chair to use the bathroom if mom would let the "spotter" go. Mom
flipped out. Eventually, the "spotter" began telling me how to run my
class, accusing me of giving Ethan too much responsibility. When it was Ethan's
turn to be the line leader, the "spotter" went crazy. Ethan ended up
leaving our school, because mom said that Ethan needs more individualized
instruction from the “spotter.” It broke
my heart.
In a way, all of the three goals mentioned above are
reflected through Ethan. My students and
I tried to respect Ethan for his unique contributions to our classroom. He was a friend of all of the students; they
did not care if he was in a wheelchair or not.
He played and learned with them.
Ethan was a part of our classroom family. In the end, we had to respect the decision of
Ethan’s family, although we did not agree with it, and we did not believe it
was in the best interest of Ethan.
Each code of ethics statement holds great value for professional early childhood educators. My concern is making certain that everyone in the field is following them... that would truely be the best scenerario for young children.
If every early childhood professional
followed this code and made this commitment, our children would be ahead of the
game. I think these are important, powerful, inclusive documents. These are some
areas that hold the greatest impact to me… I have combined two together,
because I believe they are inseparable…
"We shall inform families of
program philosophy, policies, curriculum, assessment system, and personnel
qualifications, and explain why we teach as we do." AND... "We shall
not use our relationship with a family for private advantage or personal gain,
or enter into relationships with family members that might impair our effectiveness
working with their children."
The word "explain" is a key
concept. Parents may, or may not, read school manuals. They may, or may not,
understand what they have read. Often, parents receive manuals after they have
enrolled their child and paid tuition. Parents must understand the philosophy
of the school prior to enrolling their child.
It is critical for parents to understand the school's philosophy on
discipline, meals, curriculum, illness, and everything that happens in the
classroom. The director has a responsibility to make certain there is a meeting
of the minds before enrolling the child. What irritates me the most is when a
parent states, "I haven't read a school manual. Does our school have one?”
or when questioned about school discipline policy, a parent responds "I
don't have a clue what the teacher does for discipline."
The second principle mentioned above
has come to my attention during recent school consultations. I have witnessed, "Professionals"
giving added attention to the children of mom's who volunteer or send in
supplies. In addition, I know first-hand of a director who told a teacher NOT
to report suspected child abuse because the mother was president of her school
organization. And, yes, I did report this situation. I think that early childhood educators need
to take a required class reflecting on the importance of treating every child
equally. Most importantly, why does a director need to know that a teacher is
calling the abuse and neglect hotline? If we are advocating in the best
interest of children, none of this makes sense to me.
Until I began consulting in various
schools, I never would have given this principle any thought. I believed this was just the reality
already. However, I think we need to
take this a step further. In this principle,
we need to include informing parents of the services provided up-front,
honestly, and professionally. Hiding
something to get a parent to enroll his/her child is unethical. It almost scares me. Isn’t this our ethical obligation?
While observing a teacher, a mother
asked her if she was working with her son on toilet training. The teacher, without hesitation, said, “oh
yes, every day.” So, I followed through
by specifically asking the teacher (after the mom left) what she does to assist
with toilet training. Her comment to me
was “he’s not ready. I’ll work with him
after the holidays.” Did she, or did she
not, just tell a different story to the child’s mom? If we are not truthful with our parents, how
can expect them to be truthful with us.
Although a code for young children with
disabilities and their families, most of what is shared has relevance for all
children. In a way, each child is a special need. I was drawn to the following three goals... "to improve
the lives of young children with disabilities and their families," "to
respect and appreciate the unique value and human potential of each child,"
and “to respect families’ rights to choose or refuse early childhood special
education or related services.”
Each code of ethics statement holds great value for professional early childhood educators. My concern is making certain that everyone in the field is following them... that would truely be the best scenerario for young children.
Monday, November 28, 2011
Course Resources
This list, started by our Professor, is only a beginning. I believe this listing will be valuable throughout my journey in the field of early childhood and education. I added two additional journals and several early childhood reference books. My own listings are in green. Please feel free to share your ideas and inputs to assist me in keeping this listing current... Lois
Video Programs
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://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, from http://www.fpg.unc.edu/~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.
Global Support for Children's Rights and Well-Being
Articles
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://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
Herr, J., & Larson, Y.L. (2009). Creative Resources for the Early Childhood Classroom. Clifton Park, NY: Thomson Delmar Learning. (I reviewed this book, and I still think it's a definite essential for anyone working in the early childhood classroom. LOTS of creative ideas.)
Powers, J. (2005). Parent-Friendly Early Learning. St. Paul, MN: Redleaf Press.
Shaw, J.M. (2005). Mathematics for Young Children: What, Why, and How. Little Rock, AR: Southern Early Childhood Association
Tingley, S.C. How to Handle Difficult Parents: A Teacher's Survival Guide. (2006). Fort Collings, Colorado: Cottonwood Press.
Video Programs
- Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted resources.
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://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, from http://www.fpg.unc.edu/~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.
Global Support for Children's Rights and Well-Being
Articles
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://worldforumfoundation.org/wf/wp/about-us
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-usnc.org/
Read about OMEP’s mission.
- Association for Childhood Education Internationalhttp://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
National Association for the Education of Young Childrenhttp://www.naeyc.org/
The Division for Early Childhood http://www.dec-sped.org/
Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/
WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm
Harvard Education Letterhttp://www.hepg.org/hel/topic/85
FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm
Administration for Children and Families Headstart’s National Research Conferencehttp://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/
The Erikson Institute http://www.erikson.edu/
Selected Journals Available in the Walden LibraryThe Division for Early Childhood http://www.dec-sped.org/
Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/
WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm
Harvard Education Letterhttp://www.hepg.org/hel/topic/85
FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm
Administration for Children and Families Headstart’s National Research Conferencehttp://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/
The Erikson Institute http://www.erikson.edu/
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
- Exhange (check it out... it's a favorite of mine!)
- Spotlight on Teaching Preschoolers 2 (great ideas for turning children into scientific explorers)
- 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
Herr, J., & Larson, Y.L. (2009). Creative Resources for the Early Childhood Classroom. Clifton Park, NY: Thomson Delmar Learning. (I reviewed this book, and I still think it's a definite essential for anyone working in the early childhood classroom. LOTS of creative ideas.)
Powers, J. (2005). Parent-Friendly Early Learning. St. Paul, MN: Redleaf Press.
Shaw, J.M. (2005). Mathematics for Young Children: What, Why, and How. Little Rock, AR: Southern Early Childhood Association
Tingley, S.C. How to Handle Difficult Parents: A Teacher's Survival Guide. (2006). Fort Collings, Colorado: Cottonwood Press.
Wednesday, November 23, 2011
Words of Inspiration and Motivation
DR. T. BERRY BRAZELTON (Infant/Toddler, Pediatrician)
"I don't think children under 2 should be watching TV, with or without their parents."
"Parents don't make mistakes because they don't care, but because they care so deeply."
DR. EDWARD ZIGLER (Head Start)
"I have long believed that the development of a child does not begin the day he is born - or at age three - but much earlier, during the formative years of his parents."
"A kid's emotions and personality are just as important as I.Q."
LOUISE DERMON-SPARKS (Professor Emeritus, Pacific Oak College, CA)
"I just always loved kids."
"I felt that everything in me was being called on to teach."
"It made me feel whole. It made me feel creative."
RAYMOND HERNANDEZ, MS Ed (Executive Director, School of Early Childhood Education, University of Southern California)
"There's more to life than just what's in their neighborhood."
"My passion comes from wanting to make a difference."
"I'm not here to save the world. I'm here to make a difference."
A favorite quote of mine for all children by A.A. MILNE. Every day SHOULD be their favorite!
What day is today?
"It's today," squeaked Piglet.
"My favorite day," said Pooh.
Jean Piaget, Developmental Psychologist and Philosopher
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what others have done.
Abraham Maslow, Theorist and Founder of Humanistic Psychology
"All of life is education and everybody is a teacher and everybody is forever a pupil."
John Holt, founder of Unschooling & Modern Homeschooling Movement
"Children come to school curious; within a few years most of that curiosity is dead, or at least silent."
"We adults destroy most of the intellectual and creative capacity of children by the things we do to them or make them do. We destroy this capacity above all by making them afraid."
Lev Vgotsky, Theorist & Developmental Psychologist
"The teacher must orient his work not on yesterday's development in the child but on tomorrow's"
M. Scott Peck, Psychiatrist & Author
"The more children know that you value them, that you consider them extraordinary people, the more willing they will be to listen to you and afford you the same esteem. And the more appropriate your teaching based on your knowledge of them, the more eager your children will be to learn from you. And the more they learn, the more extraordinary they will become."
Loris Malaguzzi, The Reggio Approach to Early Childhood
Our task, regarding creativity, is to help children climb their own mountains, as high as possible."
"I don't think children under 2 should be watching TV, with or without their parents."
"Parents don't make mistakes because they don't care, but because they care so deeply."
DR. EDWARD ZIGLER (Head Start)
"I have long believed that the development of a child does not begin the day he is born - or at age three - but much earlier, during the formative years of his parents."
"A kid's emotions and personality are just as important as I.Q."
LOUISE DERMON-SPARKS (Professor Emeritus, Pacific Oak College, CA)
"I just always loved kids."
"I felt that everything in me was being called on to teach."
"It made me feel whole. It made me feel creative."
RAYMOND HERNANDEZ, MS Ed (Executive Director, School of Early Childhood Education, University of Southern California)
"There's more to life than just what's in their neighborhood."
"My passion comes from wanting to make a difference."
"I'm not here to save the world. I'm here to make a difference."

What day is today?
"It's today," squeaked Piglet.
"My favorite day," said Pooh.
Jean Piaget, Developmental Psychologist and Philosopher
The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what others have done.
Abraham Maslow, Theorist and Founder of Humanistic Psychology
"All of life is education and everybody is a teacher and everybody is forever a pupil."
John Holt, founder of Unschooling & Modern Homeschooling Movement
"Children come to school curious; within a few years most of that curiosity is dead, or at least silent."
"We adults destroy most of the intellectual and creative capacity of children by the things we do to them or make them do. We destroy this capacity above all by making them afraid."
Lev Vgotsky, Theorist & Developmental Psychologist
"The teacher must orient his work not on yesterday's development in the child but on tomorrow's"
M. Scott Peck, Psychiatrist & Author
"The more children know that you value them, that you consider them extraordinary people, the more willing they will be to listen to you and afford you the same esteem. And the more appropriate your teaching based on your knowledge of them, the more eager your children will be to learn from you. And the more they learn, the more extraordinary they will become."
Loris Malaguzzi, The Reggio Approach to Early Childhood
Our task, regarding creativity, is to help children climb their own mountains, as high as possible."
Saturday, November 12, 2011
Personal Childhood Web
This was a very difficult posting for me. I was brought up in an amazing family atmosphere. I did not realize then how lucky I was. These individuals held the glue together, and
perhaps, we were not strong enough to keep the pieces together. So much changed as I lost each one of them,
especially my mom whose passing is still new to me. This posting has taught me so much about what
really is important. It also brought out
a lot of teachers, because I wonder if they understood how important they were
to me and our family. I wish that I
could thank them personally. I hope they
knew and understood.
Martha Cohen, my mom… I lost my mom about a year ago, and
it’s extremely hard for me to write this.
My mom was the “perfect” mom. She
was totally involved in my life, and she always wanted what was best for me and
for my sister. She was my class mom, my
Brownie leader, and my drama coach. My
mom made the best spaghetti sauce (yum, I can smell it now), read me stories,
and played board games. As a child, my
mom supported everything that I tried and tried again. She encouraged me. She advocated for me. I remember when I wanted to be in the choir
in Kindergarten. The small problem was
that I could not carry a tune, but I loved music. My mom went to school, and although I do not
know what she said, I was initiated into the choir the next day. Years later, I asked mom about this, and she
said that I was too young to be turned away from something as wonderful as
music. Yes, although she did not have a
college degree, she was one of the smartest women I ever knew. She made me feel special, and she encouraged
me to be “me.” My mom was my best friend, and I know that she
would be proud that I am going back to college.
I am who I am today because of my mom.
Alexander Cohen, my dad… I lost my dad when I was 16 years
old. I remember that he was my buddy and
that he loved our family more than anything.
My dad taught me to be a hard worker and never give up. Along with my mom, he taught me the wonder of
reading. When I look back, I remember
going to a daddy/daughter dance. It must
have been in 2nd or 3rd grade, and I wore a white dress
(I can picture this dress, and it isn’t a pretty picture today. However, then, it was the best, I
guess!). I remember dancing with my dad,
and I can see him looking down at me telling me that he had the best daughter
in the world and how very much he loved me.
I remember that moment as if it were today. I
still miss him.
Irene Smith came into our family as a worker in my
grandmother’s hair salon. At times, she
would babysit my sister and me. She
became a part of our family. Irene was
strict with me, and although we tried to change her thoughts, she stuck to my
parent’s rules. Although she wasn’t a
blood relative, she was family. I can
remember the “fights” we got into because she didn’t let me stay out late or
talk on the phone longer or… but in spite of this, I knew that she cared. Irene taught me about an extended
family. She brought a different culture
into our life by sharing.
Sylvia Cohen was my dad’s sister-n-law, and she was the glue
that held my dad’s side of the family together.
I loved my Aunt Sylvia. She would
arrange for family parties and think of fun events to pull us all together. I remember picking apples with her at my
grandfather’s farm and then, our entire family made apple pie. We played baseball while the pie cooked. We spent holidays together with my dad’s
entire family (he was one of 5 boys) because of my Aunt Sylvia. When she passed away, our family split. I hardly ever saw that side of my family, and
the family gatherings seized too. I know
this would have made her unhappy. I
missed her spunk, and her sense of humor.
She taught me what family “should” be.
Esther Goldstein was a neighbor. She was my mom’s best friend, and her husband
was my father’s best friend. To my
sister and I, she was Aunt Esther, and we spent a lot of time together. Aunt Esther taught me the meaning of
friendship as I watched her interact with my mom. They were like sisters, maybe better. Aunt Esther cared about me, and she listened
to me read stories to her that I wrote as a child. I remember sitting on her couch reading
stories together. One day, she made
me a vest. It was made from fabric swatches
that she had around the house; her daughter had a vest like that, and I loved
it. Aunt Esther explained that it took
forever to make such a vest, and she just did not have the time to make
another. Then, one day, she gave me a
vest like her daughter’s. She told me that she made the vest for me because I was
like a 2nd daughter to her.
I’ll never forget those words, and I kept the vest for a long time. Aunt Esther taught me to go after my dreams
and that my words were important.
Monday, November 7, 2011
Starting Over
So, I made the switch from one on-line college to Walden, and I am THRILLED with my choice. Although I loved the other college, early childhood courses were not offered until the end (the last 4 courses). I already feel a part of Walden, and I feel connected to the other students in the class. AND... I met my professor at NAEYC, which was super exciting! My biggest challenges are are differences between both schools, especially with postings and specifics... they are totally different. But... I'm not complaining (well maybe a teeny-tiny bit)! All I have to do now is re-arrange my thinking and re-evaluate my week so I can get everything done on time; now, that's a challenge indeed!
Sunday, November 6, 2011
Favorite Childhood Story
Brown Bear, Brown Bear, What Do You See
Bill Martin Jr. and Eric Carle
Why did I choose this story?
- I love this book
- Teaches children to listen (1st step of phonological awareness!)
- Introduces colors, animals, rhyming, sequencing, vocabulary, math, science, rhythm, rhyming, shapes, and...
- Leads way to creative bookmaking
- Is also a song
- Has beautiful, colorful, and yet simple artwork
- Is SUPER-DOOPER fun for children to read and re-read over and over and over and over and over again
Piaget's Thoughts
"The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done." Jean Piaget
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