Week 2---Blog Links

Week 2 Blog Assignment

Are two year olds toddlers’ boy’s picky eaters?

Number surveyed?

What do they like to eat?

How often do they eat?

Survey for my colleagues

Do you think 2 year old boys are picky eaters?

Yes                                    No

Respond to leslie.turner2@waldenu.edu

Feeding the picky eaters: 17 tips

http://www.askdrsears.com/topics/feeding-infants-toddlers/feeding-picky-eater-17-tips

Professional and Personal Development

Job search strategies

Mobile students have searched for more jobs, and used more strategies for finding a job than

non-mobile students, those graduated abroad in particular. Among those who have actively

searched for jobs, the average number of applications sent before obtaining the first postgraduate

employment is 12 applications among mobile students graduated abroad, 10

applications among mobile students graduated domestically and 6 applications among nonmobile

students.

The strategies applied for obtaining jobs, and the strategies actually leading to a job match

are also somewhat different. Domestic graduates make more use of their professional

network, while abroad graduates make use of their personal and family network. This could

be due to several reasons. Abroad graduates may have less extensive professional networks

domestically, due to their sojourn abroad. Their use of family connections may be caused by

necessity; those facing difficulties in finding a job may become more creative in using their

networks. Another possible explanation could be that mobile students have access to more

relevant personal networks. A higher percentage of them have parents with higher education,

and family connections and other acquaintances may constitute a social capital that

improves graduates’ job-opportunities.

Employment and unemployment

3.5-5 years after graduation (at the time of the survey), the employment rate among mobile

as well as non-mobile students is high; 92 percent among mobile students graduated abroad,

94 percent among mobile students graduated domestically and 96 per cent among nonmobile

students. Though the variations in employment rates are moderate, the difference

between those graduated abroad and those graduated domestically are statistically

significant. The probability of being employed is also investigated in regression models, and

the results showed that those who are graduated abroad had a lower probability of being

employed also after controlling for other variables (Wiers-Jenssen and Try 2003).

Employment rates vary by subject field, but the pattern is similar for those graduated abroad

and domestically. Graduates in humanities and social sciences have lower employment rates

than other groups.

The proportion outside the work force is higher among mobile than mobile students (5 vs. 3

percent), and so are the unemployment rates. But differences between mobile and nonmobile

students become more evident when looking at unemployment history. Figure 1

shows the ratio reporting unemployment at different stages of the career.3 Mobile students

graduated abroad are significantly more likely to have faced unemployment than other

groups at all stages. Unemployment rates vary by subject field; graduates in humanities are

generally more exposed. Among graduates in business and administration and health care

sciences, differences in unemployment rates are significantly higher among those graduated

abroad (Wiers-Jenssen 2005; tab 5.4 and 5.5).

Networks and social capital

Network theories explain how information about vacant positions becomes available and

trusted through personal and institutional relationships (Granovetter 1985, 1995; Rosenbaum

et al. 1990). Relatives, friends, previous colleagues and employers may be important

sources to information about jobs, and according to Granovetter, “weak ties” rather than the

closest relationships are of particular importance in job matching. Resources situated in

social networks may also be labelled as social capital (Bourdieu 1985; Coleman 1990).

Australian International Education Conference 2006 – www.idp.com/aiec 5

Knowing the “right people” is relevant also in meritocratic societies. Due to the sojourn

abroad, mobile students may have less institutional and social relations in their home country

than non-mobile students, and this may turn out to be an obstacle to job-search if they return

home after graduation. We assume that graduates from domestic HEIs may hay have

achieved access to professional networks through their contacts within HE (lecturers, tutors,

supervisors), or in contact with the labour market through work placement or jobs held in

combination with study courses.

Jannecke Wiers-Jenssen

NIFU STEP – Studies in Innovation, Research and Education

Wergelandsveien 7

N-0167 Oslo

Norway

http://www.nifustep.no

e-mail: jannecke@nifustep.no

tel.: +47 22 59 51 83

EFFECTS OF INTERNATIONAL EDUCATION

IN EARLY CAREER

Collaborative Learning Community (Final Blog)

Consequences I have encountered in learning about international early childhood are that information available. The availability of international contacts is opportunity and there are many resources available in other countries than U.S. about how children learn. We would have to visit to gain knowledge of their teaching. The classrooms are crowded and children spend more time in the preschool classrooms as opposed to kindergarten.

The increasing participation rate of young children in early childhood services, has highlighted the need for a cost benefit analysis of ECEC provision

The concept (of quality) itself has achieved such dominance that it is hardly questioned. For the most part it is taken for granted that there is something objective, real, knowable — called quality (Dahlberg, Moss and Pence 1999, p.4).

This study presents evidence for particular forms of educational experience within early childhood education. As such, the findings of this study support the need for a close examination of the differing types of educational provision in early childhood. The study also highlights the need for evidence-based teaching when issues of quality are being debated. However, more needs to be understood about the cognitive gains that result from particular types of programs.

AN EARLY CHILDHOOD RESEARCH AGENDA: VOICES FROM THE FIELD

Marilyn Fleer

Research Fellow 2000

Department of Education, Training and Youth Affairs

Retrieved from http://www.dest.gov.au/archive/research/fellowship/docs/Marilyn_Fleer/MarilynFleer_report.pdf

To My Colleague

My God bless you in your endeavors.

May all your dreams come true.

Getting to know your international contacts-Part 3

Blog Week 7 6162-6

“Ten states post licensing information about child care on the Internet for parents and the general public to access. Most of these states post full inspection reports and information about substantiated complaints. Michigan posts Original Licensing Study Reports, Renewal Licensing Study Reports, and Special Investigation Reports (when rule violations are cited) on our website. To view a child care facility report, go to www.michigan.gov/dhslicensing , click on “Child Care” and then click on “License Lookups.” (DHS, 2007)

What issues regarding quality and early childhood professionals are being discussed where you live and work?  In Michigan, “Placing staff to fit classroom needs can be mind-boggling and it is often very time consuming to find the perfect match. There are so many factors that play an important role in finding an excellent team for each group of children. Those factors fall into four categories: Program needs, Child   needs, Parent needs, and Staff needs. These categories often overlap, however some things are specific to each. Frequently, the program itself has requirements that need to be met, including licensing requirements. There are age and education requirements that have to be met in order to hire an individual. As our profession matures and communities understand the importance of quality childcare, these requirements will continue to develop and grow more stringent. The needs of the children are paramount. Children need caregiving staff that is well versed in the principles and knowledge of age appropriate practice. The team needs care giving staff that is warm, welcoming and genuine in their interest in children. Parents also have an interest in the teaching team working with their children. The caregiving staff needs to be able to relate to parents and understand the importance of forming partnerships with them. It is vital that each child feel wrapped in a cocoon of loving care between home and school/center. This can only happen when care giving staff and parents form effective partnerships. Caregiving staffs have needs that should be considered. They want to work with team members they can relate to and with whom they can form relationships of mutual respect, trust and consideration. It is also great when they can have fun together. There are many factors to consider when planning placement of care giving staff. Caregiving staff want to work together to provide a balance of skills and knowledge. For example, one caregiver is great at working one on one with the children and the other is fabulous working with groups of children, one loves to do science activities and the other loves art. Directors have to balance the needs of children, parents and staff as well as meet all the program requirements to operate a successful center. When staff and parents know considerable time and effort goes into this process, it fosters healthy relationships and open communication among everyone involved. “(Eaton & Cox, 2007)

What opportunities and/or requirements for professional development exist? “There are many factors to consider when planning placement of care giving staff. Caregiving staff want to work together to provide a balance of skills and knowledge. For example, one caregiver is great at working one on one with the children and the other is fabulous working with groups of children, one loves to do science activities and the other loves art. Directors have to balance the needs of children, parents and staff as well as meet all the program requirements to operate a successful center. When staff and parents know considerable time and effort goes into this process, it fosters healthy relationships and open communication among everyone involved.” (Eaton & Cox, 2007)

 What are some of your professional goals? My goals are to be able to open my own childcare center and be able to teach early education at my center.

What are some of your professional hopes, dreams, and challenges? My hope is to be able to reach my goals and in the next year or two and have my center open and full of employees and children. I have had this dream for a long time, and started pursuing it once before. One of the reasons I enrolled in Walden is to finish what I had started. My degree. I attended another college and was faced with some personal challenges and really did not want to mess up in school so I put my education on hold. Now that I have a continuing starts my plan is to finish.  I have already assumed a name, printed business cards and a few T –shirts. Received my childcare package from the State of Michigan and now looking for a building. I am also trying to purchase a new home with hopes to start out with some childcare and branch out. My biggest challenge is finances. I have heard that there are ways to get grants and loans, and some experience would be a start. I like what I feel about caring for young children and providing a good learning environment. I know I will face many challenges, but my plan is not to give up. I know that this is what I was made to do.

All of my entries with the exception of my personal entry we retrieved from http://www.google.com/search?q=Michigan+Child+Care+Matters&rls=com.microsoft:en-us:IE-Address&ie=UTF-8&oe=UTF-8&sourceid=ie7&rlz=1I7ADFA_enUS473 PDF] ocal-pub 37 - State of Michiganwww.michigan.gov/documents/.../OCAL_PUB_37_76_201567_7.pd...File Format: PDF/Adobe Acrobat - Quick View This issue of Michigan Child Care Matters is devoted to professional development. Project Great Start was launched by Governor Granholm in 2004. The vision ...

Department of Human Services (2007) Michigan Childcare Matters.  ISSUE 77, Winter 2007 Program Evaluation

Eaton, K.,  Executive Director, UAW-GM  Child Development Center & Cox, R., President of Genesee County Childcare Director’s Association UAW-GM Child Development Center

Sharing Web Resources

I typed in the question: Who pays for free childcare? The search engine took me to “Childcare Vouchers”. If you pay for childcare, using special vouchers save many parents $1000’s a year. If you’re taking advantage, check them out as a matter of urgency.” (Lewis, 2012)  

“They're a special government scheme operated through employers that allow you to pay for childcare from your PRE-tax salary. It mightn't sound a big deal, but the impact can be huge.” (Lewis, 2012)

This site is a guide to how “free childcare” is really paid for, free isn’t free. Mr. Lewis article explains how tax payers, employers, and other services pay for childcare for low income and some working class. The site gives you resources on who can get a voucher, where to get the vouchers, and when to use the voucher. The effect on child tax credit and the warning of using and abusing the childcare voucher system.

I found that using the childcare voucher is good for some and cost others more than they expected. When an employer pays for childcare, which an employee has a voucher for, the employer is really getting twice as much for the child’s and the parent get a tax credit from their spending’s in tax returns.

The site talks about the consequences of free is not always free. Those of us that pay for childcare services do not receive the return of our hard earned money while others reap the benefits of our hard earned dollars. I don’t mind helping out, even if it means that I have to work harder to pay for a much need service. Childcare is expensive and yes I would like to see some of my money back. I do receive child tax credit on my returns, but is hardly makes up for the money I spend on childcare.

There are many addressed areas on the issues of childcare cost. Does it really pay to apply for free childcare for those who work? Or are we merely paying for the ones that earn fewer wages and really can’t afford childcare?

The equity adds up but are the children receiving the free care getting the same quality of care as those that pay top dollar in the same childcare center?

“Because licensing regulations set basic requirements for programs and NAEYC Accreditation criteria represent professional consensus on program excellence, there can be a significant difference in specifications for program quality between the two. States have found that they need additional strategies and public policies, along with their regulatory systems, to support high-quality services for all families. Many states have addressed such disparities in their early care and education systems, ratcheting up quality requirements beyond licensing regulations by offering incentives linked to NAEYC Accreditation. In fact, the majority of states require early care and education programs to be nationally accredited in order to receive higher child care subsidy reimbursement rates.” (NAEYC, 2012)

Free or not free, is the question. Are the taxpayers paying for you childcare services?

Lewis, M (2012) Money saving experts. http://www.moneysavingexpert.com/family/childcare-vouchers

National Association for the Education of Young Children. (2010). State and local quality improvement support efforts. www.naeyc.org/files/academy/file/YCQualityImprovement.pdf

Getting to Know Your International Contacts—Part 2

1) Children with mental health problems.

a) Children with HIV/AIDS in Rwanda are also facing mental challenges. Families are being made aware of way to help children cope with the deadly viruses.

b) The need for children with mental health problems has become a major issue in Shanghai and China. The country is looking to the state/ local government to assist with the funds to help research, train and make the public aware of these issues in young children.

The treatment of mental health is also being researched as an effort to bring stability to young children facing these challenges.

2) Children in crises

Many measures are being taken to assess and manage the well-being of children who face such challenges across the world, “in an effort to foster interdisciplinary collaboration that incorporates science-based, developmental perspectives.” and to focus on immediate circumstances that threaten a child’s health and welfare in a community. The initial set of activities currently being developed is outlined below.

Download Global Children's Initiative Fact Sheet: Mission & Activities >>. http://developingchild.harvard.edu/index.php/activities/global_initiative/global_children_s_initiative__activities/

3) Building Broader, More Diverse Leadership Capacity in Research and Policy

“The first dimension of this work focuses on building a sustainable infrastructure to support the productive engagement of Harvard students and faculty in a diversity of global settings. The second dimension focuses on developing opportunities to provide leadership training for individual researchers, policymakers, and institutions, primarily in the majority world.” (Anonymous Donor)

Major support for the Global Children’s Initiative has been provided by:

Harvard Global Health Institute

The Pierre and Pamela Omidyar Fund, an advised fund of the Silicon Valley Community Foundation

An Anonymous Donor

SHARING WEB RESOURCES

Blog Assignment: Sharing Web Resources

What specific section(s) or information seemed particularly relevant to your current professional development?

How have I changed since enrolling in the early education program at Walden.

When I first started classes a few years ago, I knew then that I liked what I was learning about children. I am more egger to teach, but I still have a ways to go before I complete my degree(s) get some certifications, and most importantly, get into a classroom. Learning about the changing demographics in early childhood has made me more aware to what areas suffer and which of the early childhood field.-

Your child development & behavior resource - A guide to information & support for parents. http://www.med.umich.edu/yourchild/topics/childcare.htm

Which ideas/statements/resources, either on the website or in an e-newsletter, did you find controversial or made you think about an issue in new ways?

The fact that early childhood programs suffer. I would think that with so many parents working that childcare would be plentiful. And when children turned 3 or 4 that they would be starting school. I see many 3-4 year olds at home in front of the television. In my house everybody did something.

Normal Toddler Development. By Sharon L. Cohen, eHow Contributor| updated February 16, 2012 http://www.ehow.com/about_4797914_normal-toddler-development.html

What information does the website or the e-newsletter contain that adds to your understanding of how economists, neuroscientists, or politicians support the early childhood field?

What Does Economics Tell Us About Early Childhood Policy? http://www.rand.org/pubs/research_briefs/RB9352/index1.html

Firing Their Neurons: How Neuroscience is Shaping Early Childhood Education Policy in the United States

Nancy NcDermott, for ‘Changing Parenting Culture’ seminar, February 2010, British Library What Does Economics Tell Us About Early Childhood Policy? http://www.rand.org/pubs/research_briefs/RB9352/index1.html

Poverty in America- http://www.info.com/poverty%20in%20america?cb=27&cmp=4493&gclid=CMzWxKDE8a4CFYoDQAodqw5SLg

The planning and implementing. I learned the who, what, and of early childhood education and childcare process.

What other new insights about issues and trends in the early childhood field did you gain from exploring the website or e-newsletter?

There is so much information available I can’t begin to list all the information I would like to share. So here are a few that looked into while reading.

Being a single parent I took interest in)

 SPAOA (Single Parents Alliance of America http://www.spaoa.org/splash/?type=b&keyword=homelessness&group=Bing_Single_Parents_Housing_Search

I took interest  because not only do I have a young teenager at home, I’m 50+ and when I retire from my current workplace I will be needing insurance other that social security.

Getting to Know Your International Contacts—Part 1

I am interested in learning all I can about childcare all over the country. I am unable to speak to or contact a person from another country. I won’t give up. I did contact a study broad program to get information as to how I can become a visitor to help with a program, study their culture, or become a volunteer. Cross- Cultural Solutions is a volunteer program that support students like myself that are interested in learning about other cultures. Whether, you choose to learn about t language, customs, childcare, poverty, and all else in between, I feel this would be a great opportunity to visit and get involved. 

Connect with facebook.com/crosscultural solutions

twitter.com/volunteeraboard

youtube.com/ccsvolunteersaboard   

 I have learned that poverty may never be distinct and that some children will grow on to bring their children up in poverty some will die, and some will grow up learning to better themselves.

We watch television and see replicas of poverty, hunger and fear in movies, sitcoms, and other television shows. When I watched the short videos on the web site I had become interested and the clip cut off. I sit and watch different suffering; hunger and death all day on the new, chatting with friends, but when I see real life situations it make me want to help. I feel helpless watching those commercials that come on television about poverty and I say I’m going to help. Then the business of my life lets me forget how important it is for me to help these children. I feel my time is coming near to really get outside myself and help all children. I can’t work miracles but I can make a difference.

Kids Health

Kids Health is a web site that provides important information about health topic concerning children from birth through teenage years. The site keeps parents informed and provide information for new parents about health for baby and for moms.

What I like about this particular web site is that when I was looking for information on SIDS, it provided me with current information and lead me to other sites where I acquired even more on my topic. I took special interest in Sudden Infant Death Syndrom bcause I heard so much about it as a child and when I started having my own children I became even more concern. There is not a cause or cure but with new developments and new technology maybe one day there will be. I learned that SIDS occur all over the world, not just the Unoted States.

Another inportant fact about this site is that it provides information in  Spanish and I'm sure many languages so that no child or parent is left out.

SIDS –Sudden Infants Death Syndrom

Infant mortality refers to deaths of children under the age of one year. It is measured by the infant mortality rate, which is the total number of deaths to children under the age of one year for every 1,000 live births. The infant mortality rate is often broken down into two components relating to timing of death: neonatal and postneonatal. The neonatal mortality rate refers to the number of deaths to babies within 28 days after birth (per 1,000 live births). Sometimes a special type of neonatal mortality is assessed. The perinatal mortality rate measures the number of late fetal deaths (at or after 28 weeks gestation) and deaths within the first 7 days after birth per 1,000 live births. The postneonatal mortality rate involves the number of deaths to babies from 28 days to the end of the first year per 1,000 live births. The distinction between neonatal (and perinatal) and postneonatal mortality is important because the risk of death is higher close to the delivery date, and the causes of death near the time of birth/delivery are quite different from those later in infancy. Therefore, effective interventions to reduce infant mortality need to take into account the distribution of ages at death of infants.

Many developing countries lack the resources to keep track of infant deaths; therefore data for these areas are estimates only. Another methodological problem in measuring infant mortality is ascertaining the number of live births. Sometimes this problem is one of undercounts of births (i.e., births are not registered and thus not counted); sometimes the difficulty lies in inconsistently differentiating stillbirths and live births, especially across countries because this distinction is not as clear-cut as one might imagine

Kids Health: http://kidshealth.org/parent/general/sleep/sids.html

Geting connected to the world of "Early Childhood Education

Part 1

These are the centers I am attempting to contact 

ICRI Africa (Kenya)

For Donor Services                                                                          P. O. Box 27075-00100

 Please call toll-free 1.800.728.3843                                          Nairobi, Kenya

 Save the Children U.S. Headquarters                                     Phone: +254-20-211450                

 54 Wilton Road                                                                                 Cellphone: +254-728-616411

 Westport, CT 06880                                                                        Fax: +254-20-211446

1.203.221.4030 (9:00AM - 5:00PM EST)                                   www.icriafrica.org

1.800.728.3843 (9:00AM - 5:00PM EST)                                   info@icriafrica.org

 2000 L Street NW, Suite 500                                                        Leonard Chuomo Falex, Program Manager

 Washington, DC 20036                                                                  leonard@icrichild.org

 1.202.640.6600 (9:00AM - 5:00PM EST)

twebster@savechildren.org

P. O. Box 27075-00100

Part 2

I have chosen to look into state funded programs in different parts of the world and to find differences and similarities. My goal is to compare difference/similarities of childcare and early childhood education.

NIEER-National Institute for Early Education Researchhttp://nieer.org/

My Supports

The factors I see as a support system are the ladies I work with every day. I have so many things to do that I don’t always get to talk about with what’s going on in my life. I like to talk about school, my personal life, and my life with my family. I work in an office environment where we see people face-to-face all day. I face many challenges with doing my job and the encouragement I get from my job family is like no other.

My co-workers know how important my education is to me and how badly I want to open up my own childcare center and to teach early education. They are very supportive of my thoughts and my ambitions to make this would a better place for our children. All of my coworkers are family oriented and some of them are in school as well. We talk about everyday challenges with working, going to school, and raising our families. We support each other and when something is going on in our life that we need to pray about we all get together and pray. It works.

Not only do I like going to work, I also like the people I work with and they like me. It’s like we have our own little family. Let me not leave our wonderful manager who falls right in line with us. She helps me stay out of trouble and I don’t know what I would do without her either. I would not have come this far with the support of the women I work with at my job and the encouragement they offer to me on a daily basis.

Some of my worst fears are failing in school. I try to study hard and to complete task in a timely manner. Time does not allow me to do much more during the week beside work, school and raising my daughter. I want to buy a new house and open up a childcare center right now but finances and obligations are making the process very challenging for me. I am now a single mom and my income is our only support. I want to give back to the community and also provide a good life for my daughter by providing all of her needs as well as my own needs. I do very well for myself and getting started is a big step. I would have to make some sacrifices that I am afraid would put me in a bind. I don’t want to borrow money that I can’t pay back because that would only put me behind in my plans.

Finishing school would give me some tools to work with to bring the plan together. Most days I’m ok, but when I look at my future it seem so far to reach for my goals. I am a winner and I don’t give up. I encourage everyone to follow your dreams and keep the future endeavors bright. Don’t give up and don’t quit. “Loser do what they want to do, and winners do what they have to. I know I am a winner.”

My Connections to Play

 Quotes:

"A child loves his play, not becauseit's easy, but because it's hard"

"Play it the beginning of knowledge"

http:/www.scrapbook.com/quotes/cat/54.html

 My favorite things to play with when I was younger are all time favorites:----------------------------->

Jacks

 Barbie

See if you can find your favoritetoys @ http:/www.orientaltrading.com/ui/browse/sharedFlowerController.goToOrderController.do

The things I learned were inherited.

My mom was our biggest supporter. She taugh os to play games and played them with us. I learnes to play "Hop-scotch", Jacks, Dominos, and all the board games you can name. Many of them I carried on to my famly. It may not have been the same games, but the strategy is still the same.

"Play today is controlled by electronics. Video games were not heard of when I was a kid. Ist is so rare to see children playing on the playgrounds and school yards. Almost every child is texting or talking on their cell phones. I want to go back to the good old days."

Relationship Reflection

Growing up I can remember thinking how I wanted my life to go. Well, we can make the plan, but we cannot plan the outcome.

The relationship(s) I would like to talk about is the ones I have with my children, my grandchildren and my future daughter-in-law. I have three children, two sons and a daughter. I have a grandson and a granddaughter. My children are 31, 27, and 13. My grandson is four and my granddaughter will be four months on the 19^th of January. The relationship with my children has always been good. Even though my boys are adults now we still have that mother-son communication and we talk about everything. My 13 year old, we are going through growing pains, not to say it’s painful, we are growing into a deeper understanding of who is the parent and who makes the final decisions.

 I have always loved being a parent to my children and while growing older I realize how important it is to be a good parent and how much joy my grandchildren bring. When children get older and go their separate ways you get to feeling a little lonely not left out. Having spent time during their lives teaching them to tie their shoes, dress and guiding them in their decisions making, makes parenting all the more joyful. I guess if I could have had more I would have a house full. That’s where my grandchildren come in, the second phase of parenting. You never stop being a parent and I enjoy keeping my grandchildren it allows me the opportunity to keep my parenting skills fresh. I still know how to discipline and how important it is to love.

It is now time for me to extend my family. My youngest son is getting married in June and I need to have that mother-son talk again. I was married once and can only give him advice from my experience. I love my children with all my heart and don’t want to see them hurt, but I also know that everyone has to have their own experiences. I wish the best for him and his future wife whom I have come to love over the years that I have known her and wish the best for them. I will be getting a daughter-in-law and this adds another person in my heart. She is the mother of my two grandchildren and I have always loved and cared for her as if she was one of my own.

My children have allowed me to be a parent and my experience as a parent has been challenging. My experiences as a grandmother have been enlightening and full of curiosity. I often wonder what my children thing about me as their mother, partner, and friend. We have an open relationship and they know how much I love them. The love and respect they have for me shows in all the important areas. My grandson is always asking to come to my house just to spend time with me. I know he loves me and I’m sure he understands who I am.

Extending families can be a challenge and a blessing. I know she (my future daughter-in-law) is a good person and I can’t help how I feel. This is adding a whole new chapter to my book of life and I will be able to extend my love to one more of Gods children. The joy that’s running through my veins can only be felt by me. I want to share my joy with the world and writing this note is just the beginning of my experiences with the relationships I have with my immediate family.

I was able to be in the delivery room with both my grandchildren and it made me feel real special that their mother would want me there and my son would not have had it any other way. I take time with my grandson just as I did my children and I know my time is appreciated. This experience has also helped with my studies as an early childhood professional because it allows me to be able to observe first hand all the things I am learning in my studies at Walden.

I know that this is what my life was meant to be. Out of all my life experiences this is what I was made to do, become an early childhood educator and childcare professional. In conclusion of the segment I just want everyone to know that I am a happy and cheerful person and my apples didn’t fall far from the tree.

Quote:

     

“Respect the child. Be not too much his parent. Trespass not on his solitude.”

 Ralph Waldo Emerson (American Poet, Lecturer and Essayist, 1803-1882)

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“Whenever you're in conflict with someone, there is one factor that can make the difference between damaging your relationship and deepening it. That factor is attitude.”

William James (American Philosopher and Psychologist, leader of the philosophical movement of Pragmatism, 1842-1910)

Consequences of Stress on Children’s Development

Racism

Racism is according to Wikipedia, Racism is the belief that inherent different traits in human racial groups justify discrimination. In the modern English language, the term "racism" is used predominantly as a pejorative epithet. It is applied especially to the practice or advocacy of racial discrimination of a pernicious nature (i.e. which harms particular groups of people), and which is often justified by recourse to racial stereotyping or pseudo-science.

 Modern usage often equates "racism" and "racial discrimination" and defines the latter term only as applying to pernicious practices. Differential treatment of racial groups that is intended to ameliorate past discrimination, rather than to harm, goes by other names (e.g. affirmative action); the characterization of this practice as "racism", "racial discrimination" or "reverse discrimination" is normally only done by its opponents, and typically implies a belief in the harmful nature of the practice with respect to the groups not receiving assistance.

 Racism is popularly associated with various activities that are illegal or commonly considered harmful, such as extremism, hatred, xenophobia, (malignant or forced) exploitation, separatism, racial supremacy, mass murder (for the purpose of genocide), genocide denial, vigilantism (hate crimes, terrorism), etc.

 "Racism" and "racial discrimination" are often used to describe discrimination on an ethnic or cultural basis, independent of their somatic (i.e. "racial") differences. According to the United Nations conventions, there is no distinction between the term racial discrimination and ethnicity discrimination (Wikipedia, 2011).

My daughter went to one of her friends from school home for a few hours after school one day a few weeks ago. My daughter text me and ask how soon I would be picking her up because she felt uncomfortable. When I asked her what was wrong, she said she would tell me when I got there.

When I picked her up, she explained that the girl, her friend, sister and her sister’s friend were talking about black people. Of course her friend was of Caucasian race. My daughter said that every time a black person came into the McDonald’s the girls would make remarks like, there are two black guys. She also told me that they asked her if the black lady (me) was looking for her. I and my daughter are light skinned, so they might have thought that my daughter had at least on Caucasian parent.

__________________________________________________________________________________

My daughter said that they were racist because they only talked about the African American people that came into the McDonalds that evening.

I believe that their parents have said things in front of them and given them indications about African Americans. The thought process influenced by older individuals such as the parent. The psychosocial pattern is that they were bought up with this type of stereo-typing from their parents and may even pick it up at school. These girls are teenage and probably been exposed to this this type of processing from early on, and through friends and other family members. Their mind set won’t allow them to think pass what they have learned. “Ideally parents anticipate misbehavior and guide their children towards patterns of behavior and internalized standards of morality that will help them lifelong. But parents can’t always anticipate ad prevent problems.” (Berger, p 296) My daughter was not raised in a conceited upbringing and does not discriminate and she also doesn’t like racism. I had to apologize for those girls and explain to my daughter that every boy isn’t like that. Her “besty buddie” is Caucasian, and I know why she felt uncomfortable.
One of the first social developments for children is with other children outside of their siblings. Children need to develop trust not only from parents, but from other people as well, not only other adults, but other children. What my daughter experienced did not have any influence on her and her friend, but think of the many children that may have took this as an insult, which could have injured them for life.

Racism is a global issue. “From the institutionalized racism especially in colonial times, when racial beliefs — even eugenics — were not considered something wrong, to recent times where the effects of neo-Nazism is still felt, Europe is a complex area with many cultures in a relatively small area of land that has seen many conflicts throughout history. (Many of these conflicts have had trade, resources and commercial rivalry at their core, but national identities have often added fuel to some of these conflicts.)” (Shah, 2010)

Reference

Berger, K. S., (2009) The developing person-through childhood. (5^th ed) Bronx Community College. Worth Publisher

Shah, A. (2010) Global issues-Social, political, economic, and environmental issues that affect us all. Retrieved from http://www.globalissues.org/article/165/racism

Wikipedia, (2011) The free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Racism

My Colleague's

To all my fellow colleagues,

I’m blessed to have met you, from the very day first of class, and I want thank you, for the help along the way.

Now our first class has ended, this does not mean good bye, our journey has just begun; the limit is not the sky. And I couldn’t have done out without you, and I hope I have encouraged you too, to push that extra mile, and all those late nights too.

Terrance, Evelyn, Brandi, Cassandra and Jamila too, I’m blessed to have this opportunity to share my thought with you.

 Dr Dartt you have been great and I thank you for your time. You have all touched me in a pleasant kind of way, I hope your feeling are as mine.

You gave me hope and strength and many encouraging words, my knowledge and my passion grows stronger because of thing I’ve heard.

Thank for helping me along this journey way, and I will think of you often l and mention you when I pray,  

 Keep moving, and remember the purpose in which we strive for, as we push a little harder when there’s a closed door.  

 My hope is to see you all along my journey way, and I would like to personally meet you on commencement day.

I would like to personally, to thank each of you in person, for your thought  and encouragement.

You are my strength, my rock,  and my new foundation,  I hope we stay in touch,   I could not have made it without you, I appreciate  you all so much, I could never thank you enough.

These words I say comes from my heart, I will think of you every day, as I have done from the start.

So don’t forget the new girl who had the great big heart, in the field of childhood studies, we’ll make our children smart.

I hope this message stays with you as we go our way, and again I say to you, will meet on commencement day.

A great big, THANK YOU!

Examining Codes of Ethics

NAEYC

1. To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.

2. To base program practices upon current knowledge

and research in the field of early childhood
education, child development, and related disciplines,
as well as on particular knowledge of each child.

3. To recognize and respect the unique qualities,
abilities, and potential of each child.

As a furture early childhood professional, this means that I need to continue my education on early childhood studies and to attend workshops and training seminars related to childcare and early childhood teaching. To educate a child take more tha books and chalk boards. It take a loving and caring individual with knowlwdge and training in the field of learn and teaching.

DEC

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

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

2. We shall recognize our responsibility to improve the developmental outcomes of children and to provide services and supports in a fair and equitable manner to all families and children.

3. We shall advocate for equal access to high quality services and supports for all children and
families to enhance their quality of lives.

Placing and keeping principle before the personality.

Course Resource Section

Required ResourcesPart 3: Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/
• Children’s Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.preknow.org/
• Voices for America’s Children
  http://www.voices.org/
• The Erikson Institute
  http://www.erikson.edu/
     

Part 4: Selected Professional Journals Available in the Walden Library
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.)

• 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

Other Resources

Welcome to  Earlychildhood Education.Com-Information, Produst, and ideaswww.earlychildhood.com

Early Childhood Development
pediatrics.about.com › Parenting Advice › Growth and Development

Earlychildhood and Parenting

home.avvanta.com/~building/lifelong/childhood/front_childhood.htm

• Video Program: “The Resources for Early Childhood”
  Five early childhood professionals discuss their preferred and trusted resources.

Note: Read the documents listed in Parts 1 and 2 in preparation for this week’s Discussion.

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/72033/CRS-CW-5804955/educ6005_readings/naeyc_dap_position_statement.pdf
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://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. 

Part 2: Global Support for Children’s Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
  • World Forum Foundation
    http://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 International
    http://acei.org/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.