What an amazing experience it was to create a space where I can share and allow peers to share with me. Thank you to everyone who visited and commented! Its not easy being creative but it was great to see who creativity came to naturally. I enjoyed the blog posts of my classmates this course, especially Inette’s at https://inetteandece.home.blog/ where I could find great pics, content, and resources and Mary’s blog at https://thehipplife.blogspot.com/ where I found a good layout, content, and even a link to report neglect. I look forward to perfecting my blog platform for future sharing and networking.

Ethically Speaking~

Here are a few organization ideals that guide how I work in the early childhood field

NAEYC–

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.

This work serves all children and no two children are alike so the more knowledge and experience you can apply, the more beneficial your work will be to each and every child.

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.

This work includes recognizing the abilities of all children and providing an environment where children of all abilities can be involved in learning and development with their peers.

Division for Early Childhood–

We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes.

This work requires connecting with the most important people in a child’s life, their families, to develop and meet goals.

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://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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf

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

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.

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

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

World Forum Foundation

About Us

World Organization for Early Childhood Education

http://www.omep-usnc.org/

Read about OMEP’s mission.

Association for Childhood Education International

Homepage

Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.

Part 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/

Administration for Children and Families Headstart’s National Research Conference

http://www.acf.hhs.gov/programs/opre/hsrc/

HighScope

Home

Children’s Defense Fund

http://www.childrensdefense.org/

Center for Child Care Workforce

http://www.ccw.org/

Council for Exceptional Children

http://www.cec.sped.org/

Institute for Women’s Policy Research

home

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

Home

Pre[K]Now

http://www.pewstates.org/projects/pre-k-now-328067

Voices for America’s Children

http://www.voices.org/

The Erikson Institute

Home

Additional Resources:

1-Virginia Association for the Education of Young Children …
https://www.vaaeyc.org

2- Story Times | Chesterfield County Library, VA – CCPL Catalog
https://library.chesterfield.gov › Story-Times

3-Fun and Learning for Parents and Children: An Activities …
https://eclkc.ohs.acf.hhs.gov › parenting › article › fun-learning-parents-ch.

Psychologist Jean Marc Gaspard Itard worked with a child whom his teacher labeled an idiot because he believed all children could be re-educated and learn social norms-

“I foresaw the time when all my care would result only in making an unhappy epileptic of this poor child. [He added,] it was necessary then to find a remedy immediately, not in medicines which are so often fruitless, nor in gentleness from which there was nothing more to hope, but in a method of shock [procede perturbateur] almost parallel to the one which Boerhaave had employed at the hospital in Haarlem” ~ Jean Marc Gaspard Itard

ITARD, JEAN-MARe-GAsPARD, (1799), The Wild Boy of Aveyron, tr. G. & M. Humphrey. New York: Century Co., 1932. L

Know as the Father of Head Start, Edward Zigler made it known that children should be developing each of the developmental domains (physical, social, cognitive, communicative, and adaptive) before entering primary school.

“A kid’s emotions and personality are just as important as I.Q.” ~ Edward Zigler

Professor Derman-Sparks is using the anti-bias approach to teaching because there is barrier that bias creates towards promoting children to their fullest potential.

“The preschool years are the first, most fundamental period when children are in fact noticing who they are and noticing the attitudes, stereotypes, and the discomforts or the positive messages.” ~ Louise Derman-Sparks, Professor Emeritus

People Who Cared About Me

For anyone who works with young children, it is important to incorporate the people who care for those children into their goals and considerations for developmental planning. The more people who support a child, the more successful they may be in their developmental endeavors.

Mom- Always making ends meet and making me laugh along the way. My mother had a way of making little moments the kind that are filled with joy. From tickles to silly faces and sounds, she made me feel special and happy while she made a home for me and my little brother. She didn’t have any brothers or sisters with children but she made playdates with her close friends that we called family who had children to go Water Country and Kings Dominion.

Aunt Shirley- my in-home babysitter didn’t take any mess from the children she kept. Luckily, I was mild mannered and was chosen to help keep close eyes on the younger children. Aunt Shirley gave the best hugs and always let me have a piece of candy at the end of the week.

Aunt Virginia- my dad’s older sister was the most favorite auntie I could ever ask for. She always welcomed me to spend the night with my cousins so we could have roller skating parties in the den. She would make warm, gooey chocolate chip cookies for us after dinner and, sometimes, she’d let us help put ingredients in the mixing bowl. She died when I was young from a burst blood vessel and I cried uncontrollably at the funeral.

Mrs. Zaremba- my kindergarten teacher was the kind any kid would beg to have and the kind parents would request. She loved having fun with us in her class and even made home visits to share dinner with my family. To this day, I have her phone number because she cared enough to keep in touch. She loved to use animals to teach learning concepts which I loved because she had animal hand puppets. She told me being special means no one else is quite like me, and special is the best way to be.

Isn’t it magical when a child is excited for storytime?! They get settled into their spot, all eyes on you, ready to hear what world they will be a part of.

One book that I especially like to share with eager little ears is The Very Hungry Caterpillar by Eric Carle. The cover invites you to turn the page and see what that red and green caterpillar is going to do. One good opening question for this story would be “What do you do when you’re hungry?”. Another good question is “What do we know about caterpillars and what do you think they eat?” The answers will vary but i’m certain a few will humor you. The book leads us through a week of the hungry caterpillar feeding his big appetite with foods that may be new to little listeners but a few yummy go-to’s are on the caterpillar’s menu, too.

This book is great for themes like nutrition, counting, and days of the week. It serves as a great inspiration for some creative collages and painting too with the wonderful images illustrated in this literary favorite from 1969. If this book is a favorite of yours, please share!

It’s Ari’s first day in her preschool classroom and, just moments ago, she was all smiles saying she was “going to big school”. She’s been watched mostly by her grandparents at their house before this milestone of a day and didn’t have any peers until now so she stays close to mom as she speaks with her teacher. Looking around the room, she sees bright colors, shapes, letters, labels, and other children engaging in activities that seem quite engaging. The teacher invites mom find something fun she might like to play with alongside the other children. Mom pulls out a bin of colorful foam building blocks and puts one on top of another and then hands Ari a block or two. The little boy across the table is watching intently to see what is being built but more importantly to see who the new faces are. Ari, who’s been particularly quiet, reaches for a block, looks up at her mother with a smile and begins to stack the blocks. The little boy across the table reaches into the bin and begins to stack a few, too. Mom is convinced she can step away while Ari creates her block figure and the teacher assures her that she’ll have a great day full of purpose and play!

As I walk into my first experiences in early childhood education, I ,too, hope a little purposeful play can win the day.

Cassandra R.

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